Page 124 - Reimagining Higher Education : Case Studies On Designing For Inclusion, Equity, And Access In The Buka Project

A. T. Buan et al. · BUKA - REACH Capacity Building on Innovative Flexible Learning -

Mindanao State University-Iligan Institute of Technology (MSU-IIT), Philippines

Figure 18
Utilisation of the MOLÉ Classroom from 2019-2020 to 2021-2022

As faculty members have become adept at integrating digital resources, the
quality of Teaching - Learning - Activities (TLAs) has shown marked

improvement. The improvement in the quality of learning resources has led to an
increase in student engagement within the use of the MOLÉ VLE (Buan et. Al.,

2022).

The BUKA MSU-IIT project, using the REACH framework, yielded a
successful pilot implementation. Moreover, educators from diverse disciplines,

including social and natural sciences, engineering, and business have acquired a
better understanding of inclusive learning design.

However, to sustain and nurture these positive outcomes, it is crucial to
provide educators with comprehensive and continuous support encompassing

pedagogical, administrative, and technological aspects. In this regard, champions

who are good at designing inclusive learning materials should be given the
necessary policy support to foster and maintain a robust peer mentoring program.

Furthermore, based on the experience of the BUKA MSU-IIT project, the REACH

framework has become a guide on the implementation of inclusive course design.

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