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_e _e _aAquino, Mary Grace Apostol. _d _b4 _u _c0 _q16 |
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_a _aDigital networked learning of LGUs towards developing a program for virtually connected communities / _d _b _n _cMary Grace A. Aquino. _h6 _p |
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_3 _3 _a _d _b _c46 |
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_e _e _c28 cm. _axviii, 262 pages _b |
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_b _atext _2rdacontent |
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_3 _30 _b _aunmediated _2rdamedia |
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_3 _30 _b _avolume _2rdacarrier |
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_a _aThesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 2013.;A dissertation presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Doctor of Education major in Educational Administration. _d _b _c56 |
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_b _b _c _aABSTRACT: Digital networked learning (DNL) is one of the implications of rapid technology development to teaching and has to be embraced by the local colleges and universities or LCUs. Thus, this descriptive research study was conducted to determine the level of readiness for digital DNL of the LCUs in the National Capital Region (NCR) as perceived by their employees represented by the full-time academic heads, faculty members and administrative staff. Through cluster random sampling, the 5 LCUs in the NCR from the two districts of Metro Manila, Capital and Eastern Manila, with their full-time employees, were chosen as the respondents of the study. The needed were gathered from the respondents through the subject and informant instruments in the forms of researcher made-questionnaire and interview, respectively. The questionnaire, which was validated by a group of four experts, was divided into three parts: (1) respondents' individual profile; (2) institutional profile of each LCU which was only answered by the IT/ICT Head or coordinator of each LCU; and (3) LCUs' readiness for DNL, which was further divided into 2 sub-parts namely, individual readiness and institutional readiness for DNL. The reliability testing of the survey instrument involving 15 respondents obtained the reliability coefficient (Cronbach alpha) of 0.868 for the items under the individual profile variables (internet skills, self-development, interest in electronic technology, and computer technology integration). Moreover, the interview questions, which were also validated by the experts, were derived from the questionnaire. In answering the specific research questions, the researcher employed quantitative analysis with the use of Microsoft Excel and SPSS programs. The frequency count, percentage, and weighted mean were employed to determine the individual and institutional profiles and readiness for DNL. The results revealed that at the individual level, the LCU employees were generally ready for DNL with some improvements needed in their concept of DNL, attitudes towards the use of networking tools in the Internet, digital networking literacy, and technology infrastructure but they were not yet ready in terms of administrative support. As to institutional readiness, the LCUs could still hardly be considered as ready in terms of attitudes towards the use of digital networking tools and were not ready in terms if concept of DNL, digital networking literacy, technology infrastructure and administrative support. At 5% level of significance, the null hypotheses were tested, with the following results: (1) there is no significant relationship between the respondents' individual profile and individual readiness for DNL but a significant relationship exists between each of the following pairs: age and digital networking literacy, age and technology infrastructure, computer skills and concept of DNL, computer skills and administrative support, and internet skills and digital networking literacy; (2) there is no significant relationship between the LCU's institutional profile and institutional readiness for DNL; and (3) there is a significant difference between the perceived readiness for DNL of the LCUs as to individual readiness and institutional readiness in all of the 5 aspects except administrative support. Based on the findings, it can be concluded that the younger the employee, the higher the level of his/her readiness for DNL particularly in terms of networking competencies and knowledge of available internet facilities. On the other hand, despite the lack of sufficient facilities, financial and human resources, the LCUs would likely attain institutional readiness for DNL since they are interested and have the right attitudes towards online networking tools. Moreover, the low level of administrative support appears to be a long-time nationwide concern and this study tries to find ways of gaining the trust and confidence of administrators. With the foregoing findings and conclusions, the Virtually Connected Communities (VCC) Program was designed in response to the needs of the LCUs in terms of the five aspects of readiness for DNL, at the individual and institutional levels and is recommended for adoption by the Association of Local Colleges and Universities (ALCU) for the members to build further collaborative linkages with each other. _u |
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