POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
Sta. Mesa, Manila
College of Education
“EXPERIENCE OF LEARNING AND STUDYING AND THE USE OF VIRTUAL LEARNING ENVIRONMENT.”
An Undergraduate Action Research
Presented to the Faculty of College of Education
Polytechnic University of the Philippines
Sta. Mesa, Manila
In partial fulfillment of the Requirement for
Bachelor of Business Teacher Education
Major in Information Technology
BOÑO, ELVIE L.
GARCIA, KIEGHRAU BENS
PASCUAL, CAMILLE L.
DR. DENNIS O. DUMRIQUE
February 24, 2015
TABLE OF CONTENTS
Of course, the researchers would like to express our most astounding gratitude to thank our course facilitator, Dr. Dennis O. Dumrique, who gave us another chance to create an action research that would be most helpful for us to develop our skills and abilities as a student and as future educators.
Despite all the hardships upon fulfilling this requirement, he has never let us down by continuously motivating us and giving us thoughts and inspirational quotes to reflect upon.
But most importantly, the researchers would like to thank God, for giving us all the strengths and wisdom, for giving us courage and determination, for giving us an honest heart and mind to complete this action research truthfully, and as well as guiding us in our rightful path to be able to become a better person that would be a great tool in spreading positive and goodness in the world. To God be the Glory!
THE PROBLEM AND ITS BACKGROUND
What we learn depends on how we learn, and why we have to learn it? Recent research on the ways in which students in higher education tackle their day-to-day academic work has drawn attention to the need to think of learning as the outcome of a whole range of interacting factors. Of course, how well we learn depends on our intelligence-or rather the level of our various intelligences in relation to the task we have to do. It has been clear for many years that achievement in formal educational contexts also depends on effort, and on the general level of student motivation. But increasingly, research on student learning has been describing additional influences on academic learning. These influences depend, in part, on the individual characteristics of learners, and on their past experiences in education. They also depend on current experience within the courses they are taking-the quality of the teaching, and above all on the nature of the assessment procedures. We now have a set of related concepts which allow us to understand why some students do well, while others do badly.
Virtual learning environment (VLE) is a Web-based platform for the digital aspects of courses of study, usually within educational institutions. VLEs typically: allow participants to be organized into cohorts, groups and roles; present resources, activities and interactions within a course structure; provide for the different stages of assessment; report on participation; and have some level of integration with other institutional systems.
Virtual learning environment is normally not designed for a specific course or subject, but is capable of supporting multiple courses over the full range of the academic program, giving a consistent interface within the institution and—to some degree—with other institutions using the system. The virtual learning environment supports an exchange of information between a user and the learning institute he or she is currently enrolled in through digital mediums like e-mail, chat rooms, web 2.0...