Enhancing Maritime Education Through Learning

In Developing Maritime Environments And Philippine History

A Research Paper

Presented To

Dr. Lea A. Bulatao

College Department Maritime Education

Pangasinan Merchant Marine Academy

In Partial Fulfillment

Of The Requirement Of The Subject

Reading In Philippine History

Bachelor of Science in Marine Transportation

Submitted By:

Nacorda, King Roger E.

Binwag, Denver P.

Canduyas, Daniel B.

Cuaresma, Jordan M.

De Vera, Beijay I.

Obsania, Rojane Mitch W.

Tamayo, Noddy C.

1
 Velasco, Orville S.

Villota, Marc Robe M.

Acknowledgement

The researchers would like to express their respect and gratitude to all who contributed

their ideas and knowledge, which allowed them to create a better research study.

First of all, we would like to express our gratitude to God, the Almighty, for teaching and

assisting us, for giving us strength and wisdom for our research study.

We wish to explain our false gratitude to Prof. Dr. Lea A. Bulatao, who served as our research

advisor, for his at least guidance throughout the process, continued to honor researchers to

perform at their highest level, useful criticism, and words of wisdom that helped them continue

their studies despite many tests.

Also, we would like to thank the authors of the literature, books, journals, and studies that served

as sources for our study.

To our dear parents who always support us and help us financially, emotionally, and physically.

Thank you.

And last but not least, thanks to every researcher who gave their best to make this study a

success by giving their time and effort.

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 TABLE OF CONTENTS

Title Pages

Declaration 1

Acknowledgment 2

Chapter I: Introduction

1.1 Background 5

1.2 Purpose Of The Study 9

1.3 Problem Statement 11

1.4 Methodology 13

1.5 Overview of the Study - Development of Chapters 21

Chapter II: Literature Review

2.1 Introduction and Definitions 22

2.2 Distance Learning 23

2.3 Competence Based Training 26

2.3.1 Maritime Education and Training 27

2.3.2 Seafaring Education 29

2.3.3 IMO Conventions 32

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2.4 Distance Learning Taxonomy 35

2.4.1 Introduction 36

2.4.2 E-Learning 36

2.4.3 Computer Based Learning 41

2.4.4 Blended Learning 42

2.4.5 Web Based Learning 46

2.4.6 Cloud Based Learning 48

2.5 Philippines 49

2.6 PAMMA ( Pangasinan Merchant Marine Academy) 50

2.7 Advantages and Disadvantages of Online Distance Learning 51

2.7.1 Advantages of Online Distance Learning 51

2.7.2 Disadvantages of Online Distance Learning 55

2.8 Summary 59

Chapter III: Distance Learning Challenges for Developing Countries in the Digital Age

(Case of the Philippines)

3.1 Introduction 60

3.2 ODL Challenges for Developing Countries 62

3.3 Philippines 63

3.4 Maritime Education and Training 66

3.4.1 Maritime Policies 70

3.5 Maritime Education and Training at DUT 74

3.6 Conclusion 75

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Chapter IV: Research

4.1 Research Approach 76

4.2 Applied Methodology 79

4.3 Data Collection 81

4.4 Data Analysis 84

4.5 Summary 85

Chapter V: Data Analysis

5.1 Results and Discussion 85

Conclusion 86

Recommendations for Further Research 91

Bibliography 93

Curriculum Vitae 114

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 Chapter I Introduction

1.1 Background

The maritime cluster is one of the key enabler for growing global industry and

commerce. Requires skilled and skilled workers in administration, business, and industry,

including users of modern vehicles and port equipment for freight transportation and

delivery. The cluster must respond effectively to the growing needs of international trade

and continuous change across business and industry, especially in the context of virtual

intelligence and advanced technology. The citizens are the first on the line to implement

the combinations and regulations made up of the maritime entities. Changing the

population, power by all means helps to increase the safety and efficiency of navigation

and safety of the marine environment.

The International Maritime Organization (IMO) described people as elements and

vulnerable. Power is one of the main causes of accidents at sea. The power of the

merchant can be described as decent performance on the plane. It contains the need for

effective Maritime Education Training (MET) to live up to the problem of human error

and continue with rapid changes in maritime. Vehicles are just such good official

operations on them. Because of this, the need for intelligent citizens seems to be a global

need for maritime efficiency, especially despite changing trends in vehicle transportation,

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the development of dimensions and speed of vehicles, increasing cargo capacity as well

as demand for marine Transportation.

Introduced that about 38 500 skill officers are required in the maritime industry by the

end of 2018. The IMO endorsed Maritime education and training as the theme for World

Maritime Day in 2015. The same source described that maritime education should

1. IMO (2014). Maritime Education and Training. World Maritime Day, IMO: London

2. Li (2017). Implications of Learning Competence-based, maritime education and training

3. Alop (2004).Education and training or training contra education. In safety at sea through

quality assurance in MET institutions. IMLA Conference . St Petersburg: Admiral

Makarov State Maritime Academy.

4. Drewry (2014). Manning 2014,Annual report.. London: Nigel Gardiner.

5. IMO (2014). Maritime Education and Training selected as World Maritime Day Theme

for 2015.

Focus on, consider, analyze, review, and continuously improve. Furthermore, during the

112th session of the IMO Council meeting (16-19 June 2014), IMO Secretary General, Mr Koji

Sekimizu pointed out that “important training standards continue to be the foundation of a safe

and secure delivery industry, which is necessary to maintain the quality, practical skills and

capacity of human resources qualifications

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Koji Sekimizu said that “The International Convention and Code7 on Standards of Training,

Certification and Watchkeeping for Seafarers (STCW), 1978, as amended, contains a global

benchmark for the training and education of citizens. While compliance with its standards is

important for surface service of vehicles, the capabilities and powers of citizens, and indeed, the

human elements in the sea, can be sufficiently established, updated andined through effective

maritime education and training”8

Furthermore, during a Maritime education and training conference prepared by SAIMI9 in Cape

Town, a global shortage of 150,000 citizens in 2025 is expected. It is also explained that the

exponential speed of technology development will provide serious problems in capacity-building

and opportunities for the South African economy (SAIMI, 2017). During the same conference,

Professor Malek said that technology will play an important role in the development of e-

learning, related learning and simulator training (SAIMI, 2017). Also, it was appointed by Dr.

Doumbia-Henry (President of WMU) said that maritime nations should study new technologies

and facilitate maritime education to meet the needs for a sustainable future. Finally, Nick Chubb

of the UK-based Marine Society College

The South African law in the field of higher education should be modernised in terms of

recognition, correct interpretation and implementation of the requirements of the STCW

Convention to rapidly track the operation of virtual learning as a supplement or substitute

8
to traditional education and training of citizens. It is important not to lose sight of the fact that

the STCW convention itself requires proper education as the basis for successful training and

skills acquisition. This observation is proved by

STCW Manila Amendments, Chapter II, Section B-II/1, Paragraph 14 states that "The range of

knowledge is implicit in the concept of power. It includes related knowledge, theories, principles

and abilities of recognition which, at various levels, are the basis of all levels of ability. It also

contains skills on what to do, how and when to do it, and why it should be done. Learning to

apply, this will help to ensure that a candidate can work skillfully in a variety of vehicles and

across a range of conditions; anticipate, prepare for and interact with opportunities; and adapt to

new and changing needs.

Modern training methods include distance learning and web-based teaching to upgrade the

knowledge of citizens. Various sources indicate a lack of environmental education and training

related to the needs of Operation Phalaki11 and the local/global maritime economy (SAMSA,

2011; CSIR, 2017; Dyer, 2017). The inadequate training of bodies, job opportunities and boats

with local flag that puts higher pressure on existing institutions with limited

Resources for the training of more students, especially citizens (Bonin and Woods 2002; Bonin

et al. 2004). In South Africa, there are no charitable incentives that do not exist like in many

other countries (Dyer, 2017). Recognizing the growing trend in the digitization of global

delivery,

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1.2 Purpose of the study

Since the Philippines is a growing nation, it can easily move to become a developed

country by stimulating citizens’ education, knowledge and skills. Twenty-two years ago, the

majority of the population in South Africa did not have access to higher education. Today, the

situation has changed significantly although there is still room for improvement. People need fair

lifelong education and skills to interact with a modern, technology-driven and complex society.

Lifetime-long study can be realized through formal and informal behavior channels. As a large

virtual library, the Internet can help with this. However, people must have a certain level of

knowledge and education to use the opportunities given by the internet effectively. A great way

to use the Internet clearly for educational purposes is through online distance learning (ODL).

The aim of this study is to study the awareness of lecturers and students of the benefits

and obstacles of online distance learning at higher maritime educational institutions in South

Africa and their readiness to adopt forms of knowledge transfer.

The research was carried out among lecturers and students/ex-marine students at selected

higher Maritime Education and Teaching (MET) institutions in South Africa, namely, Durban

University of Technology (DUT), Cape Peninsula University of Technologies (CPUT) and

Umfolozi Maritime Academy (UMA). The choice of this institution is motivated by the fact that

there are no online distance learning programmes at higher maritime education and training

(MET) institutions in South Africa. Secondly, these are the institutions that offer marine studies

10
in South Africa. Maritime students are to upgrade their knowledge and skills to continue to be

powerful in the world maritime job market. Since they must work as citizens, upgrade their

knowledge and renew their certificates at the same time, ODL can be a good solution.

The findings of this study are expected to help South African MET in modeling and

assessing the capabilities of the pioneering ODL program using new methods of education and

technology. When successfully implemented, the ODL program can serve as a model for METs

in different development environments.

1.3 Problem statement

Nowadays, people need online long-distance education because they live and work in an

ever-changing and complex environment. One of the fastest ways of advancing and acquiring

new knowledge is through the Internet. The ODL courses are cost-effective and make education

affordable, especially for marginalized groups such as those in remote rural areas, people with

disabilities, the elderly, etc. (Bauk, 2019). Students in maritime to post- and undergraduate and

the seafarers may also benefit from online distance learning, since most of their time is spent on

the ocean and cannot attend face-to-face lectures and training. The amendments to the Standards

of Training, Certification and Watchkeeping (STCW) Code strongly recommend the

incorporation of modern training methods including distance learning and web-based learning

into the education of seafarers.

Research is about dealing with a problem in the face. It should be noted that in South

Africa, there are only a few institutions that offer education through ODL and e-Learning. The

11
need to overcome this problem is growing in the context of the Covid-19 pandemic. The current

global crisis has forced educational institutions to carefully consider e-learning and this study has

become more related to the issue of ODL. In addition, many marine students need continuous

upgrading of their knowledge and skills. Because the maritime environment is dynamic and

complex, seafarers require a high level of skill and knowledge. Seafarers need the skill to

understand, solve, and reflect on the complex problems they face in their work. To do this, they

need to continue to study, so the Higher Maritime Education and Training institutions should

provide opportunities for this. In this context, ODL and e-Learning cannot be avoided as means

of sharing knowledge and skills.

As a major step towards achieving these goals, this study investigated a group of teachers

and students at a higher maritime educational institution in South Africa. The study investigates

whether these teachers and students have sufficient knowledge about the common importance

and weaknesses of modern ways of enriching and transferring this knowledge. It also examines

their readiness to accept the methods of online distance teaching and learning.

Answering the fundamental question of this research is a step in the process of

integration, acceptance, and having regular virtual engagement with maritime higher education

institutions in South Africa and other developing countries that are operating in both economic,

socio-cultural, and political conditions.

The development of ODL courses could promote a deeper development of collaborative

online international learning (COIL) or virtual engagements that exist in some high education

institutions in South Africa. These programmes are currently considered a supplementary form

12
of regular face-to-face education, but they are not recognized as formal or official educational

programmes. Students require both the same education and the appropriate recognition of that

education. Thus, this research should provide consensus for the establishment of known ODL

study programmes in South Africa and thus throughout the world of developing countries.

1.4 Methodology

This study uses a hypothetico-deductive method, including the identification of a wide

area of problem, the advancement of problem explanation, research questions, hypotheses,

measurements, data acquisition, analysis, and the interpretation of results. The study also uses an

inductive method.

This analysis presents both qualitative and quantitative analysis. The qualitative analysis is done

by carefully reading secondary literary references to topics of interest such as books, journals,

theses, conference proceedings, unpublished manuscripts, reports, Internet references, etc. On the

other hand, the quantitative method is carried out by a questionnaire. The questionnaire was

developed based on the basic research question:

How do you assess the real need for the implementation of online distance learning (ODL) in

maritime higher education in South Africa?

This basic question gave rise to the study carried out by teachers and students at tertiary maritime

education institutions in South Africa. The accompanying questions are determined by careful

analysis of relevant literary references, such as:

- ODL and MET competence based learning

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- Benefits of ODL for students and teachers

- Knowledge of ODL and virtual engagement in general

- Capacity and attitudes for adopting the ODL

- Enhancing MET accessibility and affordability

- Remember to spend.

These hypotheses are constructed on the basis of established dependent and independent

variables. These hypotheses can be described as tentative, but can be tried that statements

characterize what you expect to find in a data set15. This can be described as a logical quarter-

minded relationship between two or more variables that are identified in the form of statements

that can be tried.

These hypotheses are subject to analysis by questionnaires sent by e-mail to chosen teachers of

higher MET, students, and former students, such as seafarers. The questionnaires were developed

based on a thorough analysis of field literature, discussions with colleagues, and the researchers'

own experience. Two types of questionnaires are used: one for teachers and one for students/ex-

students-seafarers. The responses of teachers and students/ex-students/seafarers led to thorough

analysis, statistical processing, and discussion. The analysis takes place by examining each

question on a scale from 1 to 5 (according to the Likert scale), where 1 refers to a statement that

is close to a negative answer, while 5 refers to a statement which is near a positive answer. The

analysis was carried out using the Excel Modules and Statistical Package for the Social Sciences

(SPSS) using the multiple-linear regression method. Finally, the discussion of the achieved

results was conducted along with the directions for further research.

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1.5 Overview of the study – Development of Chapters

The thesis shall consist of six chapters, as follows:\

The first chapter provides the following study, describes the meaning and importance of

research, formulates the hypotheses and explains the methods of teaching.

The second chapter describes the analysis of similar literature. It explores models and

concepts of ODL which are implemented in different countries, including their

advantages and disadvantages.

The third chapter discusses the problems of ODL for developing nations of the digital

age, including the problems experienced by the Philippines in general maritime

education, education and training and maritime policy

The fourth chapter describes the methods of research transferred to study

The fifth chapter provides quantitative analysis of empirical data collected from

respondents (lecturers, students, ex-students, i.e., citizens) through basic statistical and

15
multi-linear regression analysis in the Excel Modules and Statistical Package for Social

Sciences (SPSS). This chapter also works on qualitative and quantitative analysis.

CHAPTER 2 LITERATURE REVIEW

2.1 Introduction and Definitions

The general objective of this chapter is to examine the literature in the field of ODL. It is

intended to give

a theoretical framework, contextual background and understanding of major issues, and

discuss features and factors related to improving maritime education through online

distance study in the development of the environment. The literature analysis follows a

topic-based, systematic standard analysis, providing meanings, characteristics, related

sources and case studies for various e-Learning, skills and maritime education/training

types. It aims to systematically summarize and recognize current core concepts and

research gaps and provide another theoretical justification for the unique conceptual

contributions of this study and the following methodological approach

2.2 Distance Learning

Distance learning is not new and has been in existence for more than a hundred

years (Bauk, 2014). In the Philippines, the Department of Higher Education and Training

16
views distance learning as an important part of the post-school education system since

most universities have reached their limit of on-campus students in their current

infrastructure (Department of Higher Education and Training, 2012).

Cutting funds and growing population of students have resulted in higher demand for

distance learning. Technology is also a key driver in creating a need for used online

distance education for students. Now, the Cloud helps students develop high-order

thinking skills, enabling them to interact formal and informal learning, leading to trial,

appetite and creativity (Bauk, 2019). Information Technology (IT) based education

currently contains a number of core differences between different forms of distance

learning including e-Learning, online or Internet based learning, Web based, Cloud based

and blended learning. (Tsai and Machado,2004). Web or Internet based learning uses a

Web browser and network connections. Computer based study does not require an

Internet connection.

Worldwide, online distance education has grown exponentially in recent years and has

become an important part of higher education. The method of delivery of education came

to a wider student audience, better helping to meet the needs of students, saving money,

and more importantly is using the principles of modern learning pedagogy (Tucker,

2004). The rapid growth in online distance learning is a result of technological

development and the better accessibility and availability of electronic technology

(Galusha, 1998). The method of delivery of distance teaching has evolved over the

17
decades from studying correspondence, open university, teleconferencing, networking

and multimedia delivery (Passerini, 2000) to a high level of interactivity between

lecturers and students (Sherry, 1995). The high level of interactivity is the result of

developments in telecommunication technologies; which have redefined the distance

learning environment (Dabbagh, 2004). Improved telecommunication technology has

profoundly changed the nature of distance learning by providing the ability for direct and

immediate interaction between lecturers, students and knowledge (CHEA, 1998).

Today, entrepreneurs can access online education anytime and anywhere due to improved

board accessibility on the Internet. This allows the study to be carried out at any time by

obtaining information from an online education in the distance classroom (Karadeniz,

2009; Chang, 2001). With the right structure, distance education students can now have

almost the same teaching contact and interaction as students on campus by providing

synchronous communication (Galusha, 1998). As follows a literature review, a variety of

tools, methods and technologies of e-Learning have become more popular in secondary

and higher education in the last two decades. In the past few years, South Africa and

other countries have increasingly thought about the influences of digital disruption and

the 4th Industrial Revolution, from which the maritime education and training sectors

were not exempted. The change in learning based on the Internet has great potential risks

and opportunities for the future of workers, economies, training institutions,, individuals

and communities. Learning Management Systems (LMSs) such as Blackboard and

Moodle can help ease the transition to this future (Sari and Setiawan, 2018).

18
2.3 Competence Based Training

Global maritime education remains primarily professional and practically oriented,

driven by market demand and stakeholder needs, rather than theoretically oriented. A

popular trend is the emphasis on skill-based training both in general and in particular

education to traders in accordance with the performance of various international IMO and

ILO/other conventions, codes and recommended guidelines. The main objective of this

training is to ensure the transfer of sufficient skills and abilities to meet the accredited

certificates of competence required for different ranks of citizens under section B-I/6

STCW and other Combination/Local laws detailed in the following sections (Jiang and Li

2017). It is coming out on distance and eLearning as pay mechanisms to ensure this.

Power-based training is mainly results- and performance-oriented, where traders focus on

studying a subject at their own rate based on pre-set performance criteria, recognizing

acquired knowledge and experience of sea travel as wage indicators of ability. Its

importance for maritime education and training is the provision of courses of education in

care and distance learning that do not necessarily change into a career in the marine, such

as coastal education is. However, the source agrees that some powers can be

demonstrated only by physical rather than online or distance learning. Power based

assessments need to replicate the real life as practically as possible to be of the highest

value and maintain the quality guarantee. Some legal frameworks and education policies

also need to be updated to define the stability and give meaning to the capacity-based

19
training provided through distance and online/eLearning in particular related to maritime

education and training.

2.3.1 Maritime Education and Training

There are several projects, which are considered and developed in a variety of

environments, that improve maritime education and training efforts based on computer-

based methods and tools. Some of these projects are highlighted below. One of the most

important is the Seafarer's Global Use of Long–distance Learning (SEAGULL) project

which is an initiative of the European Union developed between 1998 and 2000 to focus

on distance learning technologies in maritime education and training including a cost-

effective analysis through surveys and workshops (MSC-Marin, 2004). It incorporated

CDs, Internet, computers, servers, a website and e-Learning Management System as a

prototype. To succeed, the project results emphasize the effort and attitude or

psychological willingness of teachers, students and institutions. Access to facilities,

changes required methods of testing, arrangement of vehicles, manufacturers active

cooperation from the delivery lines and technical knowledge. The project tested study

through this MS Voorneborg system with specific software and pilot course for an

experimental three months. The participants mentioned satisfaction with interactive

feedback and time saving but found connectivity and data problems as well as the time

pressure commitments required for study. The need to ensure adequate IT literacy and

motivation of members is perceived as necessary

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In Ghana, a project focused on women in the empowerment of the Maritime Authority

has also begun (Akyeampong, 2019). It distinguished between computer, Internet and

simulation based training and individual face-to-face teaching/coaching/mentoring but

introduced the logistical problems that exist in efforts to provide adequate physical

campus, lecturer and other facilities with eLearning tools and applications. In Myanmar,

a similar study is focused on communication and behaviour of marine communities

through the use of information technology with the creation of a particular maritime

cluster and cloud centred study (Aung, 2009). This helps to move a conscious shortage of

qualified and experienced citizens.

The various types of e-Learning and distance learning have also shown potential benefits

in helping citizens to adjust their sales to post-marine careers in beach-based activities

such as ports, maritime lines of official and maritime authorities/agencies or tertiary

institutions. A Kenya case study is aware of the challenges of promoting effective

maritime education and training including funding, resources, management and teaching

methods (Mohammad, 2019).

2.3.2 Seafaring Education

Historically, global ownership education for marines and marines was based on

practical learning and service experience. Maritime education training by Simulation may

reduce the physical resources and real seaside weather required to ensure the STCW and

21
other certificates of ability. Simulators extend the accuracy of analysis the ability of a

citizen more than a direct analysis of word or writing. The Myanmar case studies

accepted simulators as a way to meet a shortage of lecturers, examiners and training

vehicles (Maung, 2019). Simulators are more able to test people's memory, while not

showing lives and vehicles to important elementary human errors by trainees/cadets. It

emphasizes the ability to test skills of language understanding, belief, leadership,

emergency scenario responses, risk management, navigation and communication. It

proposes a compulsory simulator training scheme that can improve the quality of

domestic maritime education and training, allowing for higher global power, market

demand and job opportunities for local maritime graduates. It also has reduced

examination writing hours of waiting.

Simulator training, along with specialized software is further recognized along with

elearning and web-based learning as essential components to assist in navigation,

maramanship in polar water and ECDIS systems. However, simulators are expensive,

requiring physical presence in training/operation and detailed training to prepare for.

Real-time responses are less susceptible to cheating but are more likely to make simple,

quick errors that are not so easy to correct. The study identified the value of the simulator

as internationally recognised for 5 days (40 hours) equivalent to 10 days at sea, 10 days

of simulator teaching equal to 30 days of sea and 15 days or 120 hours equivalent in 60

ocean days. A survey of 34 respondents discovered the majority perspective that full

missions, limited tasks and single tasks simulators are sufficient to meet the current

22
requirements of the STCW Convention. Virtual and augmented reality are also

discovered to take up other individual and general needs

Rather, another source is focused on how multi-user virtual environments can be

appreciated in maritime education and training (Pham, 2012). It envisioned the ability for

learning through games and simulations, social collaboration and virtual delivery

methods to other forms of knowledge and experience. It contends that Virtual World and

related technology applications can be implemented in real educational environments,

methods and methods. It remains access to others after the lecturer or student is

individually moved and it is not permitted by the required physical presence. It was

echoed by online maritime teacher training and curriculum at Constanta Maritime

University Romania (Stan, 2019). The web-oriented system carters for international

students and lecturers is not just directly on campus. This really raises students’ self-

esteem as they will not talk to pressure and discrimination or social ostracism. Accessing

electronic copies of books and articles from the university library, counteract the lack of

students usually face when searching set texts or recommended readings from the campus

library. Constanta Maritime University followed the example of Kongsberg Maritime in

Norway that improved cadet training through maritime simulator software.

2.3.3 IMO Conventions

Currently, legal ambiguity exists internationally that maritime education and training

can be effectively replaced by online, distance and e-Learning based alternatives to

23
education. In Myanmar, a study examined the ability of technology to develop and

provide not only qualifications that meet the training needs of STCW and citizens but

also of more advanced training courses (Win, 2018). It emphasized how both would be

able with sufficient care to ensure the quality of standards and regular reviews as required

by STCW Regulation I/8. The International Maritime Organization’s combinations are

focused on introducing standards and requirements rather than specific delivery methods.

The 1936 International Labour Organization Officer's Certificate of Competence

Convention specifies that “No person is required to perform or be engaged in work on

any vehicle in which this Regulation is applicable to the duties of a captain or skipper,

navigating officer carrying a watch, chief engineer or engineering officer setting up a

watch unless he has a certificate of power to combine these things; given or authorized by

the public. the authority of the territory in which the vehicle is registered”(ILO).

However, individual standards are not specific and many of them can be replaced or

partially given by course. The 1978 STCW Convention only provides basic requirements

and minimum standards for various degrees of citizen/officer rank. This means

prescribing formal accredited service or institutional teaching rather than historical

apprenticeship in an environment that has served practical experience for over 5000

years. Simulators were added as a method of training in 1995 while the 2010 Manila

amendments completely ignored the rise of digitization and other trends of e-Learning to

focus only on ECDIS and liquefied natural gas carriers. The The ISM code is devoted

only to obligatory study on safety, safety and risk management, in order to avoid the

chance of human error; but it is often practical and requires physical visits.

24
A study on bridge simulators by bridge resource management training affirmed that for

most navigation tasks, students can rehearse navigation by means of simulation methods,

reducing eventual human errors when allowed to finally conduct sea tests (Zhang 2018).

This can help traders to be certified as meant by the Standards of Teaching, Certification

and Teaching for Citizens (STCW Convention) and STCW Code. The study assessed

various skills including situational awareness, decision-making, communication and

prioritization. It teaches that the STCW Code only requires “the examinations for traders

to be carried out through written programmes including delivery methods and media,

process and course materials required to the prescribed standards of ability”. Section A

says, “Trainers, supervisors and assessors must have the appropriate skills for the levels

of training or ability assessment of surface or ground traders”. “Each Party shall have

specific standards to ensure that the quality standards, the objectives of education and

training and related skills standards that can be achieved are clearly defined and that the

levels of knowledge, understanding and competence for the assessments and assessments

required under the Convention are defined”. The current STCW gap is no guarantee of

quality maritime education and training, as different individual countries and authorities

are consistent with their standards, curriculum coverage and delivery methods/intensity.

There is no specific encouragement or denial of the possibility of replacing physical

campus education for blended, distance, online or virtual reality/simulation education

with many maritime education and training required under related conventions

(International Transportation Workers Federation, 2013; International Labour

25
Organization, 2015) such as the International Maritime Labour Convention 2005 and

Working on Storage Convention 2007. Minimum requirements are established age, basic

meaning of English language, medical certificate and accredited training and

qualifications including shipboard familiarization. Until 1978, citizens did not need a

formal degree, they only needed experience. Provisions are made for continuing

education because certificates of competence must be narevalidated after a maximum of

every five years. These certificates require basic safety, safety, first aid, fire extinction,

prevention training, GMDSS. Radar-Arpa, ECDISM and other Power.

2.4 Distance Learning Taxonomy

2.4.1 Introduction

Although there is no global understanding of electronic learning, this review outlines

some common characteristics, methodologies, theories and approaches for various forms

of online and distance learning including eLearning, blended, Internet and web-based,

cloud and remote learning.

2.4.2 E-learning

Although there is a significant research gap existing in the application of these forms of

education in the international and South African maritime education and training sectors;

this analysis is aimed at defining the research gap. A systematic e-Learning review of the

Philippines universities found the lack of an integrated approach across the sector of

territorial and secondary education institutions to create and provide accredited courses

26
and training that are power-based (Bagarukayo and Kalema, 2015). This indicates that

demographic problems exist in relation to

racial, income inequality, education, culture, electricity, Internet and data price barriers in

ensuring fair access to e-Learning. A combination of study methods (mixed learning) is

therefore advocated as a potential solution. Physical challenges include the lack of

professional qualifications of lecturers due to brain drain, work on university equity

criteria of specifically permitted a race even qualified, student social-political

discernment, lack of physical campus facilities and large size of classes; having

management support; time pressure and effort for active lecturers. This provides e-

Learning with the opportunity to later solve challenges with adequate motivational

support and resources. Other problems identified include administrative workloads,

instructor attitudes, competitive and limited resources and negative perceptions towards

the value of e-Learning. Challenges with adaptation to the curriculum also exist.

Other concepts of e-Learning identify best practices, benefits, disadvantages and types of

technologies used (Epignosis, 2015). Although not all discussed in this review, they

extend to social and collaborative learning, gamification, micro-learning, video-learned,

rapid elearning, personalization and continuous learning. They provide a cost-effective,

faster way to secure access to the necessary information that can be updated by regular

schedules if necessary. Interactivity is often perceived to be more interesting or fun.

These E-Learning opportunities to spread to mandatory or recommended reading

27
materials. However, it contains some health problems of risk as it is not such intellectual

and

physically stimulating as physically attending and attending campus life and staring

on a screen for too long a time, if not interspersed with other activities, can cause health

problems. It remains difficult to examine the physical grasp of concepts including social

isolation, which social media and online forums can only partially release. Some

individuals have further study effectiveness through face-to-face interaction. To succeed

it is necessary to identify the student and the needs or priorities of educators, set clear

access and expected needs and a supportive community (Epignosis, 2015).

Another approach to e-Learning adopted some fundamental factors important in helping

it to be a successful transition to education. This emphasized human factor by offering

that employees are sufficiently skilled, motivated and enthusiastic. To ensure that

sufficient technical

skills; technical support, the correct attitude and collaboration are perceived as important.

These lecturers are also expected to have empathy for students who experience problems

in arranging online, distance and blended education at least initially. In a survey

involving 394 students, 45 teachers and 22 experts, Fitzpatrick (2012) encouraged the

need for fair marketing, quality materials, quality infrastructure, reliable services,

standards, guidelines and motivation for eLearning to be successful and popular. The

study also emphasized the need for quick feedback, usability and simple language. The

28
KSF (Key Success Factor) model (Figure 2) therefore incorporates technology,

evaluation, design, people and support factors.

Figure 2. 1 Model of E-Learning (FitzPatrick, 2012)

E-Learning methodologies typically involve the conduct of a stakeholder needs

analysis (FAO, 2012). It is dedicated to teams/educators, students, activities,

technologies, curricula and educational outcomes to solve the challenges of culture, lack

or society. It also works for people who do not listen effectively or behave responsibly

and respectfully in the formal lecture environment. The data online can help in listening

and assessing students, lecturers and study or performance. As explained above,

29
educators can focus on both synchronous and asynchrone learning in their approaches.

Examples of the first include live webcasting, whiteboard, Trello, Skype, Zoom

interactive e-learning and conferences. Examples of the latter include emails, blogs,

discussion forums, podcasts, simulations, games and more. When choosing e-Learning or

blended learning, the level of past experience and knowledge of the students; their IT 22

literacy; technology and software capabilities, the nature of the course and institution has

influenced the actual methods chosen and its performance. (Fitzpatrick, 2012)

The perceptions and beliefs of students and lecturers as well as their ability to provide

technology and a divergent approach to education remain primarily to be considered in

the conversion to e-Learning. The campus offers easier access to printing. A study

focusing on the reactions of the Bolivian teachers at UMSA in La Paz reinforced the

basic hope in his promises and potential benefits, mostly in the love of fear or skepticism

(Holmstrom and Pitkanen, 2012). The main concern remains about the additional time,

attention and physical effort that is considered by the lecturers and tutors. They should

invest more effort in being responsive and in new forms of relationships. Lecturers

expressed the need to update educational materials which were only physical rather than

electronic

the copies exist. This means having a scan of physical copies. Another mentioned need is

a lack of technical knowledge among many members. Many teachers just upload

materials from lectures do not invest in any additional materials outside of which they

would normally recite. Teachers are concerned about being technologically ignorant.

30
Marriage often leads to a lack of computer and web-based learning. An alternative source

admits however that e-Learning can still solve the issues of rural education gaps for

communities. One is the problem of cost-effective learning solutions and the other

problems are solved (Hussain et al, 2013).

2.4.3 Computer Based Learning

Relatively few sources focus especially on computer-based learning as distinct from

other types of eLearning. Most of this research only relates to the use of a physical

computer as distinct from the Internet or web-based study that requires connections to

wireless networks. Even physical or face-to-face education typically responds to these

devices to assist learning despite the old-fashioned methods of writing, handwriting and

printing only materials. This has been demonstrated by various studies focusing on the

choices of workers and leaders in education (Cubukcu, 2008). Computer based learning is

friendly and it allows action learning and offers access to updated and unlimited learning.

Many of these benefits extend to the web or the Internet and are blended based on

learning. Computer based learning is not necessarily online, internet or web based. It can

be based on off-line learning tools for example, computer-based educational games, and

various types of tutorials (file, audio, and/or video recordings)

31
2.4.4 Blended Learning

Blended learning is more likely to be perceived as the most optimum and loving

experience of the student as compared to face-to-face physical and campus-centric

learning (Lalima and Dangwai ,2018). It requires similar qualities to ensure its potential

success. When the traditional methods of learning are not to modernize, they do not

contribute to the growing education and management-based needs as well as the needs

and abilities of the students. Blended overcomes traditional challenges in accessing

published materials on campus. Blended learning can extend to e-libraries, virtual

(global) classrooms17, live streaming, chat blogs and forums, webcam, video, audio,

demonstrations, games, group activities and virtual labs and is flexible to a variety of

needs. This can include social media such as Facebook, Twitter and Instagram. However

it retains access to campus, social life and direct access to teaching that pure e-Learning

does not provide. Design guidelines are often recommended for pedagogical approaches

(Eastman 2018). Examples are the rotational, self-mixed or self-learning model, flex and

enhanced virtual model. The rotational model seeks to reverse the traditional student and

lecturer study and delivery or sit-in model. For example, the flipped class variant is for

students to think of lectures as homework and use contact sessions to work through tasks

or tutorials to absorb understanding of more skill (Eastman 2018). The students became

more active and vocal. Other versions include individual, lab, teacher, team or station

rotation. The flex model helps students become flexible in their learning approach. This

allows them to

32
self-compulsive where electronic and physical resources are most able to help them to

education success but require significant motivation, discipline and effort. The teacher or

lecturer provides himself according to the requirements. The a la carte model is in fact the

same as eLearning -where everything is given and studied electronically

The DUT practices Collaborative Online International Learning (COIL) course (iKude

Erasmus+ project,2020) (Brooke 2018). The Enhanced virtual model consists of

scheduled face-to-face learning sessions but most of the education follows e-Learning at

student speed.

A more experience can be met including virtual tours of vehicles, different climate and

environmental conditions etc. than may provide most students, tertiary institutions and

financiers. Students can gain access to life skills from campus interactions, real lecturers,

field visits and exciting experiences. Through more opportunities and resources provided

online, blended learning allows actual lectures to focus on personal tutorials, further case

studies, experience and group discussions to help students understand concepts more

effectively. A blended case study was conducted in Jordan using this approach to

teaching English to 34 university students (Oweis, 2018). One group learnt traditional,

the other using blended study. The second group mentioned higher motivation, academic

33
performance and care retention. The benefits are proven by other studies (University of

Western Sydney 2013; Its Learning Inc 2015; Brooke 2018).

But only limited research was, in particular taught the meanings of blended study

especially in maritime education and training. A case study indicates its potential

willingness to update some IMO Model courses such as 6.09 and extensive online open

courses given to people or through distance teaching (Haiyan 2016). If these courses are

able to provide social inclusion, maintain attention, focus and interest and remain

reachable and provide feedback in time as well as the release of non-contacting students;

maritime education and training can be led through e-Learning. Further research is

needed for further comparison of the experiences of students and educators in maritime

education and training through e-Learning, online and distance learning. Studies should

focus on how they work on online materials, which materials they choose, upload and use

or ignore and why and how the process or learning experience can be continuously

improved. The advantages and disadvantages as well as the correlation in performance

should be determined. Lecturers should also avoid the risks of students being inactive

during contact sessions, or low attendance, if they believe that e-Learning itself remains

sufficient. It contains higher risks for MET as it is mostly practical and capable

2.4.5 Web Based Learning

34
Web or Internet based study focuses on electronic learning where resources and study

materials are available through an Internet connection rather than just a physical

computer or mixed/blended learning scheme. One study argues for its advantages and

disadvantages for medical education but questions the level at which it can provide

personal experience since it requires significant effort (Lynch and Lynch, 2003; Cook,

2008). The tutor acts as a facilitator of knowledge leading students to potential resource

learners and discussing specific questions. However, the student further decided what,

where and how they wanted to study. Web-based learning leads to issues of physical

distance and provides better consistency with the educational standards given and reduces

erroneous communication problems. Class size does not contain a challenge in web-based

learning, so it is cost-effective. It remains forever available and can be easily updated

unlike other textbooks with problems in keeping connected. Simulators, games and other

methods allow alternative forms of teaching that are heavier in a formal, structured

lecture environment. Lynch and Lynch (2013) discovered recurrent disadvantages of

web-based study including the risks of social isolation, misconduct; initial uploads to the

web, conversion times and costs; poor instructional designs and challenges of ensuring

that this changes physical having contact.

In the event that the technology barriers to e-Learning are solved, sufficient time is

available, and sufficient support is provided, online web and distance-based learning for

MET can follow similar successes which are recorded by similar correspondence courses

such as given by the University of South Africa (UNISA) and the Open University of the

35
United Kingdom (MacKimm, et al, 2003; Wasim and al, 2014)). Studying on the web can

interact with various forms of training and it is beneficial for both students and lecturers.

A Malaysian case study focused on offering the ability to use contact lecturing materials

to upload online (Nordin and Norlidah, 2013). Web-based study must be objective-

oriented so that it can contribute

more in student performance than face-to-face learning. The research took 157 lecturers

in 15 colleges and universities to prove his example. Another study containing 371

students and 11 lecturers focused on how web-based study in high school science

enhanced care, understanding, application, analysis and evaluation of performance

criteria and better control of study (Kay, 2011; Hamzah, 2017)). Many students find it

easy to learn when they do not experience problems with information processing,

freezing computers and Internet connections. However, the speed of learning should give

time to adjust and find active, creative, inspiring knowledge.

2.4.6 Cloud Based Learning

An internet or web-based approach through cloud computing similarly echoes improved

study results of technology-mediated learning. A study conducted in Dagupan,

36
Philippines, applied Moodle to teaching in senior high schools. (Sari and Setiawan,

2018). Moodle can be reached via the Internet even if it can place files remotely. It can

store equizes, assignments, social discussion forums, lecture notes, videos and electronic

articles/books without need for institutional servers. Therefore, Cloud-based learning can

be regarded as a type of learning outsourcing.

2.5 Philippines

Like previous studies, the Philippines will easily contribute to eLearning for maritime

education and training. A systematic study (Dyer, 2017) on the state of local and global

maritime education identified by several providers of education, growing demand and

limited physical evidence for providing facilities or interest in using

Seeks to digital and other modernization the future of the African maritime/blue

economy. An evaluation of the quality of education of the citizens of the Philippines and

Ghana (Maringa, 2015) highlights the current lack of education and training in maritime.

Teaching, the lack of efforts that local mariner knowledge will interact competence

globally, the need for higher investment, political/policy support and active networking

collaborations. The study identifies existing teaching methods, their impact and potential

effectiveness and possible problems and limitations. In Maringa’s (2015) study, 15

citizens and lecturers from Ghana and 15 from the Philippines participated in the study.

American merchants have found to be more proficient about the difference between

37
theory and their actual experience of ownership, lack of training beds and work

consciousness than the quality of education and technology used to provide their studies.

66.7% mentioned the lack of quality maritime education and training, failure to obtain

and maintain tutor qualifications, limited financial, poor simulators and having training

vehicles. The SAMSA regulations on education and training of citizens do not consider

the influence of eLearning or the 4th Industrial Revolution (SAMSA, 2019). They offer

to update the Philippine maritime law to meet the 1995 STCW Convention for Fishing

Vessels Personal and International Convention on Safety of Life and Sea by amended

2013 Merchant Shipping Regulations.

2.6 PAMMA ( Pangasinan Merchant Marine Academy)

Several maritime-oriented tertiary institutions in the Philippines, the PAMMA (Praise

Merchant Marine Academy) has become more intelligent in e-Learning and envisioning

it as an integral part of its curriculum. The Nautical Science degree is specifically focused

on navigation, meteorology, shipboard management, construction and stability. PAMMA

also offers short professional courses on simulators in ECDIS, electronic navigation,

maritime education and human elements of thinking and leadership PAMMA ( Merchant

Merchant Marine Academy) 2019). Students and lecturers work blended and web-based

learning through Blackboard where lecturers are taught and encouraged to upload course

materials. As part of its recruitment process, the university also lectures to demonstrate

38
the potential to integrate eLearning methods into teaching and learning. However,

PAMMA is not currently focusing on distance learning. This further indicates the

decision to study to recruit participants from PAMMA.

2.7 Advantages and Disadvantages of Online Distance Learning

2.7.1 Advantages of Online Distance Learning

Online distance learning at MET can provide a flexible job training alternative for

entrepreneurs. While traditional classroom training programs require citizens to be in a

fixed location at a certain time, online distance education can be reached by the marines

anywhere at any time. Distance learning can also relatively reduce the training fee and

allow students to study without coming to school. In addition, with the high evolution in

maritime technology and legal requirements, many refresh courses can also be provided

by distance learning. (Jiang Y & Li Q, 2017) According to Chen and deNoyelles (2017),

it is believed that online distance learning will not only significantly reduce the cost of

classroom infrastructure, but also reduce travel costs and short training times. In addition,

students can study while working through in-service training. This does not affect the

work, but also saves on many types of costs, and improves efficiency (Chen and

deNoyelles, 2017). It should be noted that online distance learning supports personal

learning. In addition, e-learning can provide independent learning space for a variety of

learning styles. According to them, through eLearning, students will be able to adjust

their learning styles, working hours, living conditions, and study needs. They may also

study some skills over and over again, thereby improving their understanding of the

39
skills. E-learning can also be integrated with adult training where students do not have to

study step by step. To make study more free and flexible, students can choose between

autonomous and collaborative.

In addition to the benefits stated earlier, e-Learning is always proving to be an effective

method for skill-based training and assessment. The benefits of mixed learning are

defined as saving time, offering more effective use of class time, easier comparison of

individual needs of students, ensuring active learning and creativity among students. It is

often perceived as better preparing students for 21st century digital capabilities. It has

less paperwork, so it is ecologically sustainable and cost-effective (Its Learning Inc,

2015). It centralizes the study of resources in a remote location so that they can be

accessed by anyone in any location as needed. It contains resources of longer and may

better inform parents, families and others who may not be directly involved in education.

(Bauk, 2019)

Finally, an e-learning training system is not only, through a simple document, to transfer

ordinary theoretical knowledge to students, but can also provide many photographs,

audio and video files to make the training courses lively and interesting. This allows

students to have fun studying and it creates a relatively free environment and atmosphere

of study. E-Learning education meets the needs of students at their appointed time,

location and speed. It can also help assessment by providing access to accurate material

based on dependent memory and partially complete reading notes. E-learning makes it

40
easier to change or update as knowledge and when it becomes available. Lessons and

lectures can be given faster, (although preparing time for lecturer takes significantly

longer), thereby reducing the study time required. This changed distractions from other

students as lessons could begin and end earlier and no time was sufficient for longer/more

futile others. Students may simply focus on what they find useful rather than trying to

conceptualize and understand everything. It helps in delivering continuous education, it

reduces the challenges of miscommunication and simplifies the spread of new concepts.

This is more beneficial than traditional methods that require physical campus space. As

mentioned earlier, some studies offer its ability to improve educational performance

through information retention, higher pass and student satisfaction

A study by O-Dwyer and Swapp (2018) focused on the level of offering of STCW

courses via online and distance learning that can guarantee not only cost-effectiveness but

also the same quality assurance permitted by the physical campus. The study provides a

cost analysis for hosts and users but emphasizes the need to choose the right media,

technology and approach. It contains an example of the Caribbean Maritime Institute that

started a pilot project on distance learning in 1998 originally by post before switching to

electronic media. A company, the Seagull AS has provided courses at STCW by distance

learning since the 1990s. The study speculates about whether simulator-focused training

can be provided through distance/online education as it currently requires students to be

physically present. However, distance and online learning can help to provide

41
continuously updated education to traders without significant separation from normal fees

and delivery requirements.

2.7.2: Disadvantages of Online Distance Learning

It is advantageous that while e-learning has advantages it also has some disadvantages.

The lack of social interaction is defined as one of the main disadvantages. While students

can have some interaction through email, chat rooms and other online platforms, they are

relatively different from traditional classroom learning. Furthermore, not all courses can

be offered online. Some courses with practical skills are difficult to deliver through

distance learning so they need direct contact. The lack of strong opportunities to interact

on digital platforms is affecting traders who require social skills as part of their duties.

Furthermore, online distance learning does not support face-to-face communication

between teachers and students or among students. It provides only technical

communication such as telephone and video conferencing that both do not offer people

social contact. Thus, when compared to traditional face-to-face interaction, online

distance learning empowers students with direct emotional communication as it promotes

human-computer interaction. The rise in global trends in technology digitization and the

Fourth Industrial Revolution has created more highly automated vehicles, digital ports

and interconnected maritime logistics supply chains. This is the higher pressure for

virtual rather than real-time training and the need for less, more technically intelligent

citizens/staff. These involving studies showed that when students are in a team learning

environment and atmosphere, their learning abilities are better and their knowledge is

42
higher. As a result, more organizations have begun to incorporate blended learning for

network training and learning. (Chen, 2017)

Other sources point to the current challenges facing teachers who are less likely to e-

Learning (Sadek and Cronje, 2017). In comparison, some teachers and lecturers in many

countries are fast and respond to the potential of most forms of eLearning. Many use it

for information acquisition, social interaction and management rather than allowing for

dynamic and interactive communication and learning. Implementation problems persist

as some universities, colleges and high schools use e-Learning, actually monitor their

lecturers’ and students’ use of platforms, tools and technologies to then make remedial

steps or actions. Nor do they focus on improving educational outcomes by upgrading

technology and e-Learning tools/methods. The study by Sadek and Cronje (2017)

suggests that technologies such as interactive white boards, Social Network Service and

LMS-VLE cloud-based services / the Internet are used to find information, complete and

create online activities / lessons and social communication.

Distance and online learning can improve some outcomes for individuals without

affecting a person’s income and personal/work/family commitments unless specific

factors are examined. These include the issues of separating students from the practical

experience of vehicles and the application of the theory to specific real-life skills. The

current approach to maritime education is focused on opening examinations rather than

gaining the necessary experience (Maringa, 2015). The students also studied individually

43
without social interaction and collaboration. Although this approach holds students with

work-related experience, it may slightly help to move to the current shortage of qualified

MET lecturers. Developing countries like South Africa experience the most, well-

documented currency in e-Learning (Esterhuyse and Scholtz, 2015). E-learning requires a

lot of effort from underpaid and overworked lecturers who are often not technologically

qualified to carry it out successfully. For e-Learning to provide a significant alternative, it

needs to equate with and expand beyond existing education and training offerings. The

challenge is to determine whether students are actually entering or going through

blended, e-Learning, distance learning rather than on physical campus, face-to-face

learning methods. The stakeholders should be actively encouraged and supported for e-

learning to grow. Adequate funding and IT infrastructure/software are required for an

effective e-learning program. Must provide high quality information equivalent to or

greater than that provided by physical lectures, while the system must be functional and

user-friendly. E-learning requires a proactive approach from some people or parties who

act as patient lobbyists who lead to its potential. (Dyer,2019)

44
2.8 Summary

Evolving technology forced a redefinition of online distance learning in the past decade.

Therefore, online learning on the distance research agenda is significant progress too. The

focus of education was shifted to the learner-centric approach. The researchers not only

looked at the success rates of students but also in analyzing the attributes and perceptions

of students as well as the patterns of interaction and how they contribute to the overall

learning environment. While there is continuing interest in technology, the focus is not on

determining which medium is the best, but on finding what features of the medium can

help in an optimistic, equivalent learning experience. Finally, the literature analysis

indicates that there is a strong interest in the field of research in education to identify

45
factors that affect the learning outcomes and satisfaction of students in e-learning, online

learning and blended learning in higher education. There was discussion and presented

the analysis of literature in ODL, the next chapter is devoted to the challenges of ODL for

creating an environment in the digital age, using South Africa as a focus point.

CHAPTER III DISTANCE LEARNING CHALLENGES FOR DEVELOPING

COUNTRIES IN THE DIGITAL AGE (ANG KASO NG PILIPINAS)

3.1 Introduction

This chapter deals with the challenges of ODL in creating an environment with specific

focus in the Philippines. It shows the policies of the Philippines regarding ODL and its

behaviour. Since this study is focused on MET, problems related to maritime education

are highlighted. Furthermore, the challenges facing the DUT Maritime Studies

Department, Faculty of Applied Sciences are also recognized as they were a trigger for

this research of the previous chapter has recognized the many beneficial integration of

online and distance learning in developing countries. These include limited costs for

students and universities, flexibility in determining their own speed and approach to

study, and easy access to information. Online distance learning can be customized to

individual needs and it allows the sharing of concepts among students (Arkorful and

Abaidoo, 2014). This overcomes many problems facing the educational institutions in

creating an environment such as a lack of qualified lecturers, high number of students

studying, budget cuts, low salaries and limited incentives leading to brain drain. In South

Africa, racial, demographic and political issues, including student riots have affected the

46
distribution of qualified staff to previously disadvantaged institutions. The maritime

industry and educational and training institutions must compete for limited qualified

reasons with more lucrative government, private sector and international opportunities. A

study by Bates (2019) affirmed that e-Learning and distance-based education is giving I

the most effective way for teachers to adjust their methods in the Digital Age (Bates,

2019). E-learning fundamentally allows students to become more personally responsible

for improving Information Technology Skills and Digital Literacy. This is related to

rising trends in digitization that affect the future of the economy and jobs, unless

educators and students prefer campus-based, traditional learning experiences or not.

Pedagogy practice must be considered in the integration of computers, web centered

learning, text, video and social media. Bates (2019) proposed a section model that

addresses the needs of students, ability to use e-learning, low cost, higher interaction and

social networking. To adapt successfully to the digital age, eLearning, online and

distance-based learning requires student support, digital skills/literacy, adequate

resources, financial, quality control, proper content management and capacity for skills

development. While it is carefully designed, students can gain communication skills,

independent learning, responsibility, ethics, flexibility, collaboration and collaboration

including critical education through blended and full online learning (Bates, 2019)

3.2 ODL challenges for developing countries

As explained in chapter 2, many ODL and e-Learning initiatives and proposals for South

Africa and other developing countries are collaborating on many social, political, legal,

47
economic, environmental, cultural constraints and challenges. A study of black post-

graduate students in South African higher education highlights the problems not only of

access to the Internet and other resources but also of adjusting to fully digital literacy and

online learning participation (Takalani, 2008). The need for effective institutional and

senior management support is considered critical for the functionality of e-Learning. This

requirement involves responsibility from the tutor / lecturer and active responsibility for

self-learning among the students. In addition to the digital divide and technology/access

challenges, there are also issues of data storage, limited Internet bandwidth, initial startup

costs and lack of ability to implement the student tools. Although the equipment is

provided, students can talk high tables for printers and computer labs. Lecturers also

express concerns about being subject to peer critical assessment when they put their

materials online and the lack of potential copyright as institutions claim intellectual

property in their materials. The teachers also have no financial incentives to engage in

online teaching, due to time constraints involved and the pressure of publishing scores in

most colleges and universities.

3.3 Philippines

A study conducted in three different areas with 43 participants in the workshop

mentioned issues of legal / copyright access, access infrastructure, the need to develop

and provide the necessary materials, as well as psychological, social and cultural factors

(Cox and Trotter, 2017). The study advocated an open education pyramid based on

factors such as accessibility, intellectual property permits, adequate awareness, ability,

48
availability and personal will. Some lecturers do not have formal technical training to the

benefits of Internet and computer-related learning. South Africa's 2008 Copyright Act

shows that many developing countries. It disincentivizes lecturers by making all the

material developed of the intellectual property of the college or university. Some

lecturers do not know where to get access to the resources online. Harvard, Yale and

Massachusetts Institute of Technology are among the renowned academic universities

that offer many free courses and e-learning resources. They may later help local

institutions to love the delivery of content by ensuring access. Among the initiatives in

Africa are the electronic archive of African Virtual University, African Veterinary

Information Portal, OER Africa, Open UCT and TESSA. Other lecturers who were able

to succeed with this money were in the supportive environment where e-learning is often

used. In introducing e-Learning to Kenya’s public universities, Mutisya and Makokha

(2016) conducted a survey involving 420 lecturers and 210 students. The study also

indicated issues of restricted Internet and computer facilities; small incentives, small

technical capabilities, high workloads and lack of copyright protection as money. Only

2/7 universities have specific policies, while 35% of students and 32% of lecturers are

actually using eLearning. Changing the number of students

The integration of e-learning was complicated as some lecturers faced up to 500 students

per course while supervising up to 40 projects and postgraduate students each year. E-

Learning is often used as a pretext to justify larger workloads alongside high publication

and administrative tasks. Only 17% of the lecturers received formal e-Learning training

but experienced little facilities, short training periods and difficult work areas. E-learning

49
had some prospects promotion for lecturers. It should be noted that 29% of lecturers do

not have a personal computer or laptop. Students' residences and lecturers' homes have no

internet access. In addition, 72% of the students examined still downloaded printed

materials and attended lectures still.

Some of the lecturers were afraid to criticize e-Learning as they feared that their online

material would be criticized by others. The study recommends that all students should

have a computer or laptop before studying for e-learning. Furthermore, funds and other

resources should be increased to support e-Learning through proper policies to assist the

online transition.

There are some studies that evaluate the motivations of teachers for inclusion or rejection

in ODL and web based learning. The need to ensure that socially capable, educational

and cognitive expertise is concerned for the long term (Martins and Ungerer 2015).

Technology literacy and personal motivation/pleasure and awareness of prospective

benefits are considered important in motivating lecturers. Lecturers require self-

discipline, empathy, accuracy, the ability to give interest/passion, effort and diligence. A

twenty-year systematic review of the literature of ODL and technology for education in

South Africa affirmed that elearning acceptance has shifted from simply using a

computer or projector to technology to becoming an integral part of lecture and general

educational experience (Ng’ambi et al., 2016). Other studies have focused on cloud-

linked computing that offers access to larger online education resources with significant

progress in reducing the “digital” Divide.” However, as previously stated, the

50
implementation of e-Learning maritime education and training in South Africa is given to

individual stakeholders and institutions.

3.4 Maritime education and Training

Although the maritime education and training institutions in South Africa are not directly

managed or required to consider the elements of web, simulation, blended and other

forms of electronic learning, this section defines the level at which some institutions have

applied or are considering to use the technology to assist traditional learning approaches.

However, limited research is available for most institutions and except for Durban

University of Technology, information about performance and teaching and learning

approaches obtained from other institutes is not found or verified. The Maritime, Ports,

Transport and Logistics Academy, like other short course makers, does not use online

management learning. They focus on class videos, Power Points, lectures and give

recommended reading. University of KwaZulu Natal (UKZN) offers postgraduate studies

in law, Customs, maritime and port economics given in traditional with only partial

access to Moodle (UKZN, 2019)

51
TTechnology also provides continuous professional development through shorter courses

such as those announced by STC-SA, SAMTRA and the SA Maritime School and

Transport College (STC-SA, 2019). Examples of courses offered include pilot, tug and

VTS training in simulator and professional SAMSA. The Maritime School of Excellence

of Transnet holds technology on the ratings of citizens on deck and engine, tug, pilot,

STCW, Master, Skipper and VTS courses among others (Transnet, 2018). It offers twenty

52
classes through stacker, crane, VTS, logistics supply chain and trailer suction hopper

dredging simulator. These provide safer and more cost-effective substitutes to the real

driving experience. The Dutch used this to reduce the average time travelling by sea to

two months in 2002. Simulators remain expensive and they need specialized skills. In

contrast, the Southern Philippine Navy has very limited evidence of the use of technology

on its Gordon Bay Cape Town campus.

significant prospects and opportunities for introduction of online and distance learning in

South Africa and other growing / developing countries especially for maritime education

and training. The Fourth Industrial Revolution and growing digitization of delivery

radically require continuing professional education development only to catch up and

remain in global power. One of the future capability examination requirements for the

maritime industry mentioned the need to meet a prophecy to the author on citizens and

technology power (Cicek, Akyuz and Celik, 2019). The assessment is followed by the

International Association of Maritime Universities (Nippon Foundation and International

Association for Maritime universities, 2020) to rank the need for short-term technical

skills, medium-term and long-term technology awareness from 15 skills. Some of the

skills that ODL will have to consider adaptability and flexibility; computing and

informatics; collaboration, communication, leadership, discipline, environmental

sustainability, study and self-development; complexity and critical thinking. Other skills

that are more appropriate for face-to-face study include language skills, professionalism

53
and ethical behavior, responsibility, inter-personal and collaborative. ODL is most

important for technical capabilities related to operations, equipment and data.

It does not replicate the ability for collaboration, emotional intelligence, communication,

delivery and campus negotiation based on learning or creativity and problem solving

skills. However, the same approach can be appreciated in self-learning discipline,

organization, study, motivation, sustainability, pressure and flexibility

3.4.1 Maritime Policies

In 2003, the Department of Education of the Philippines published a White Paper on

eEducation that proposes to address the need to address problems related to the digital

divide in IT infrastructure and connectivity as well as the creation of local content to help

address psychological restrictions and concerns. It was launched to help with issues of

coordination and collaboration and monitoring and assessment. It proposed the creation

of e-Schools, which would never be implemented with the requirements for content

characteristics, reliability, stability and scalability. The objectives of the policy of the

DHET21 draft framework are to ensure that every South African student in general and

further education and training bands has ICT capabilities (i.e., use ICT confidently and

creatively), to help develop the skills and knowledge they need to personal goals and to

become a full part of the global community in 2013.” (DHET, 2012). Formal maritime

education and training standards including decisions on what electronic, online and

distance-based education should be legally authorized, administered and evaluated in

South Africa remain mainly in the hands of the South African Maritime Safety Authority

54
(SAMSA) and Transport Education Training Authority, under the South Africa

Department of Transportation. The South African International Maritime Institute in Port

Elizabeth has a theoretical mandate to communicate all maritime related research and

policies including the National Cadet Training Programmed but it is almost entirely

organized by SAMSA and the individual delivery companies/education and training

institutions. The program limited to 110 marines to find positions among 12 potential

companies. Other collaborations of professionals with potential interest in ODL for

maritime education and training are SAIMENA, the Nautical Institute, National Sea

Rescue Institute, KZN Sharks Board, Moses Kotane Institute and SAMTRA.

Department of Higher Education and Training (DHET).

TETA22 works under various transportation sections or rooms including a Maritime

Chamber. It is currently providing postgraduate funding abroad to help address the

existing critical lack of qualifications. E-Learning can provide further assistance in its

core capacity development mandate, by introducing maritime studies to the curriculum of

TVET and difficult financial/working skills to implement Operation Phakisa more

effectively. The Annual Report (TETA 2019) and Strategic Plan also did not examine the

potential of ODL, blended or e-Learning to address political, economic, technological,

environmental, legal and governmental risks (TETA 2020). It was estimated, however,

that the national demand for maritime work and training beds exceeded potential supply

in a ratio of 20:1. Technology can also counter the lack of skills and job requirements and

help implement the National

55
Transportation Master Plan 2050, the 2009 Human Resource Development Strategy and

the Global Development Plan among others. The main weaknesses of TETA and

SAMSA include the fact that no objectives are proposed or set for MET related to ODL

and eLearning..

Blended and ODL studies are clearly not among many leading policies and approaches

South Africa is thinking to implement Operation Phakisa and a sustainable blue economy

future. Examples are the Research, Innovation and Knowledge Management Road Map

for the Maritime sector that offers the structure of research, finance, knowledge sharing,

management and collaboration (CSIR, 2017). The policy does not prevail for considering

the significant potential opportunities that exist in insufficiently working citizens, artisans

and other professional service or crew of more than 12,000 vehicles leaving through

South African waters each year. It does not see how it can keep South Africa’s position

on the White List of international traders and update intellectual property protection and

other incentives to lead to the ODL. Modern technology and education approaches can

radically contribute to SAIMI and CSIR vision for world-class research, training and

education. The South African International Maritime Institute has also ignored growing

technology and capacity-based education methodologies (SAIMI, 2016), preferring to

focus on regular training, education and skills development

56
Transportation Education and Training Authority for the Marine Economy. Therefore,

this section indicates that there are significant shortcomings in the current prioritying for

ODL and e-Learning to stakeholders in South Africa and other developing countries of

Africa, despite the major benefits that exist.

3.5 Maritime Education and Training at DUT

The Department of Maritime Studies at the Faculty of Applied Sciences at Durban

University of Technology, tries to meet the requirements of STCW by selling to ODL,

and adapting e-Learning to the curriculum (Manqele, 2019). From 2011, it began a

Curriculum Renewal Project. The two Diplomas in Nautical Studies and Shipping and

Logistics were applied in 2016. Two Advanced Diplomas in Nautical Studies and

Shipping and Logistics will be applied in 2019. Two additional qualifications - the

Diploma in Marine Engineering and the Postgraduate Diploma on International Shipping

will be conducted in 2020. The Department is working on a Master and PhD in Maritime

Studies. E-Learning at the University mainly uses Blackboard, Moodle and MS Teams

platforms. Navigation, ECDIS, Radar/Arpa and marine architecture courses depend on

the simulator. If there is sufficient investment, it can be applied to engine rooms,

electrotechnology and marine environment/risk awareness courses. Simulator training is

aimed at helping women, with likely, lower local and global prospects for storing chairs.

Since 2018, the Department of Maritime Studies of DUT has partnered in several projects

of Collaborative International Online Learning (COIL) SUNNY23 (Brazil and Mexico)

57
and Erasmus+24 to improve the level of virtual engagement of teachers and students in

the global e-classroom.

3.6 Conclusion

Finally, it should be noted that the state of ODL and e-Learning in South Africa is similar

to what has been achieved in other developing environments. However, there is a need to

upgrade and offer continuing education through ODL and e-Learning mechanisms. This

is important because the digital age in which we live requires digital literacy and

collaboration in a virtual environment that is only possible through ODL and e-Learning.

Moreover, everything in the world is becoming globalized and the classes in the near

future

be global at least to a certain level, especially when it comes to MET, the qualifications

of which must be temporarily recognised and accredited to ensure safety, efficiency and

accuracy. Furthermore, the development and implementation of effective policies in

South Africa c is still below other developed countries in the world, thus enhancing the

development of MET and its comparison to the highest standards in the area. The next

chapter is devoted to the methods of research and the process of data collection.

CHAPTER 4 RESEARCH METHODOLOGY

4.1 Research Approach

The main objective of this chapter is to provide a set of quantitative analysis of

processes and factors which are important for students and lecturers in their decision to

58
begin with ODL in maritime studies. The empirical work was carried out in a diverse

group of students and lecturers from four different universities. Although the chosen

university offers a variety of programmes, having respondents from four different

academic institutions provides for a varied and healthy perspective to students’ and

lecturers’ motivations for ODL at MET

On the basis of previous research carried out (disclosed in chapter 3), there are many

studies found on education and education policies in South Africa. In an effort to

contribute to current knowledge in maritime education and training, this study has

collected data from lecturers and students from three METs in South Africa, namely,

Durban Technology University (DUT), Umfolozi Maritime Academy (UMA) and Cape

Peninsula University of Technology (CPUT). The assumptions of the study are based on

extensive examination of literature as described in the previous chapter. Explorative,

descriptive and causal approaches are applied. The explorative approach was chosen

because there was not much research in this field in South Africa. The results from

existing research have some limitations that this study is seeking to address. The subject

is complex and there is not enough theory to put the development of new theoretical

frameworks. The descriptive helps to understand the reader on the subject and collect

data describing the real situation in relation to ODL and e-Learning in SoutH African

maritime tertiary educational institutions. The causal approach is useful for delineating or

outlining the factors that cause problems. The aim is to propose a theory that can help top

investors and managers at MET to develop strategies and ODL and e-Learning

59
implementation steps. Although I discussed other approaches, most of this chapter will

focus on causal approaches. The purpose of research is to determine that variable X

causes variable Y (Sekaran and Bougie, 2016). Using fundamental and implicit research

questions, the author identified variables, developed hypotheses, tested them and after

extensive statistical analysis, came up with a theory that could provide effectiveness in

the effective deployment of ODL and e-Learning in the South African maritime domain.

In the development of theory, the pragmatic research philosophy that emphasizes the

relationship between theory and practice is applied. Pragmatism insists that the value of

research is in its practical importance. In fact, the purpose of the theory should be to

provide information to the training.

The ability of lecturers and students to adopt ODL and e-Learning in relation to two sets

of independent variables to the proposed model is correlated. The behavior of lecturers in

ODL and e-Learning is defined by variables such as the way they value the student's

curiosity and creativity, collaboration between students and lecturers, improvement of

learning outcomes, bringing behaviour to teaching and study, availability of e-

instructional materials, permitting asynchronous modes of training and performance,

removal of physical distance barriers, etc. In the case of students, their ability to adopt

ODL and e-Learning is determined by their computer skills, the availability of gadgets,

internet access, readiness to study on their own, their belief in ODL & e-learning and

their capacity to make the learning process easier and better.

60
4.2 Applied Methodology

To describe the most significant issues concerning the importance of ODL, quantitative

analysis, in the form of survey questionnaires are made to students and lecturers. The

chosen research method empowered respondents to express their true opinions and

highlight issues that they consider important when making decisions on implementing

ODL in MET. As a core for thinking and building methods, the Golden Thread method is

used. Each research question is supported by the main sources of literature, data

collected, data analysis methods and assumptions. According to this structure, a draft of

the questionnaire was conceived and sent to some experienced researchers in the field to

give instructions on how to avoid redundancies and make the questionnaires clear to the

respondents. The Applied Golden Thread Method is placed in the appendix. After a

comprehensive and critical analysis of the necessary literary resources and consultations

with the experience of researchers in the field, a fixed research was carried out. A robust

research constructs questions developed by triangulation of various theories to employ

ODL in environmental development.

In developing countries, there is very preliminary research on the adaptation of Cloud

resources to education. The model proposed here (see Figure 1) is inspired by a study

done in Sub-Saharan Africa (Humphrey, 2016). This model is the basis for designing a

questionnaire to determine the preparation of higher education institutions in a

developing country (South Africa) to implement the type of education. The model is

based on the triangulation (reconciliation) of two theories of the introduction and

61
expansion of ICTs: the theory of the proliferation of innovations (Rogers, 2003) and the

Theory of a technologically acceptable model. The model, which is proposed here,

contains a dependent variable: thinking to adopt Cloud in education. The independent

variables in the model are organized into several subgroups: innovative, economic,

technical, contextual and organizational factors (attributes). Last, but not least, is the

independent variable: the actual use of Icloud in higher education. In Figure 1, direct and

indirect links between dependent and independent variables are presented.

4.3 Data collection

62
 The data is collected through a questionnaire. A questionnaire is a pre-shaped written

set of questions in which respondents record their answers. Respondents answered the

question by choosing a number on the Likert interval scale at the best of their knowledge,

experience and/or intuition. The Likert scale is designed to see how strongly respondents

agree or disagree with the statements on a five-point scale with the following anchors,

which can vary depending on the formulation of the question: strongly disagrees (1);

strongly considers (2); disapprove or disagreed (3); agree (4) and strongly agree (5). The

questionnaire is sent to respondents by email. After examining the questionnaire,

respondents sent it back. Respondents who are prepared to respond to the reply are

carefully mailed to send their responses on time.

The preliminary questionnaire contains: 37 questions for lecturers and 35 questions for

students. After consultation with experts the number of questions was reduced to 25

questions for lecturers and 25 questions to students. Finally, the questionnaire is designed

in accordance with the code of conduct and ethical requirements of the WMU. The final

version of the questionnaire for both lecturers and students is given in Appendix (2).

& 3). After obtaining the ethics approval, a questionnaire was sent to 40 lecturers and 200

students at DUT, CPUT and UMA. The potential respondents were concerned twice to

send their answers at the right time. Thanks to their kindness after less than a month all

the responses were collected. The data collected is stored and their accuracy is tested as

well. The majority of responses were numerical (Likert's scale) and all responses passed

63
the preliminary test. The further comments received by respondents are given for

discussion in chapter 6. In total 35 responses were received from the lecturer and 99

answers from the student.

The three universities involved in this research were chosen because they offered

Maritime studies for maritime officers in South Africa. Other universities, for example,

the University of KwaZulu-Natal, offer Maritime qualifications such as Maritime Law

and Maritime Economics which are not specifically designed for maritime officials. The

focus of the study is on institutions that provide qualifications for transport officials.

The emails of students from the three universities were obtained through work and

research-related connections that the researchers had with the institutions. First, the

researcher is currently a lecturer at DUT, so he approached students who registered for

the marine chamber and asked their email addresses. Thus, the researchers emailed the

questionnaire to all students who provided their email addresses. Second, the researcher

was a part-time lecturer in Maritime Law at the Umfolozi Maritime Academy. The same

method is used to access emails of students who are registered for marine qualifications.

Finally, the researcher is also involved in the Erasmus+ research project at Cape

Peninsula University of Technology (CPUT). The e-mails of the CPUT students were

found by colleagues who taught the students on maritime.

4.4 Data analysis

64
The hypothetico-deductive approach chosen for this study responds to the quantitative

analysis of the collected data. The multiple regression analysis is used because the whole

set of independent variables is about both the teachers' and students' approaches and

attitudes to ODL and e-Learning. Before the multiple regression analysis, basic statistical

descriptors of the data set are tested. Quantitative analysis is performed in SPSS and

Excel Module for many linear regression graphical analysis. Simulation is done in a very

short time frame - within a few minutes. The results and extensive explanation of applied

multiple regression methods including errors and acceptable limits are discussed in

chapter 5. Proposal hypotheses are tried for the primacy of correlation between dependent

and independent variables for both the lecturer’ and the student’ set of responses.

Statistical properties of observation correlations were tested by ANOVA with SPSS and

this was proved to be important throughout the data set. In proving the hypothesis, the

researcher offers a theoretical proposal for higher MET stakeholders in terms of faster

and better implementation of ODL and e-Learning. It should be dedicated again to

emergency situations such as the Covid-19 pandemic encouraging researchers to

undertake studies. At the time of writing, all teaching and learning activities at DUT were

moved to virtual platforms such as Moodley and MS Teams, while all communication

between lecturers and students was carried out through Zoom, WhatsApp and other social

media (Facebook, Twitter and Instagram).

4.5 Summary

65
This chapter discusses research methodologies applied to this study and the process of

data collection. The analysis of data is discussed in the next chapter.

CHAPTER V DATA ANALYSIS

5.1 Results and Discussion

The results and discussions in this chapter are derived from responses of lecturers and

students who were addressed through questionnaires sent to them in e-mail. In total, 35

responses were received from lecturers (from DUT, CPUT and UMA MET institutions of

higher education) and 99 responses from students (mula sa Dut, CPut at Uma MET

institutions ng itaas ng edukasyon). Through extensive analysis of literature, two sets of

questions for both lecturers and students in the chosen METs were conceived. Questions

are organized properly and clearly in the required sections along with instructions on how

to complete them. This helps respondents to answer the questions without problems. All

of these questionnaire are administered to man. By this approach, the questions are

clarified, and respondents are easily motivated. Nearly 100% response rate was obtained

and the anonymity of respondents was high. The questionnaire is sent to respondents by

mail. In addition, the respondents took time to respond to their concerns. As a measuring

tool, the Likert scale is used as a commonly used method of measuring opinions and

attitudes. This specifies the degree to which participants agree or disagree with the

66
statements given, and usually ranges between 1 (strongly disregarding) and 5 (strongly

agreeing) with a neutral point in the middle (i.e. neither agree nor disagree). It is both a

semantic differential scale and a numeric scale. The method used is quantitative. Then,

the data is analyzed to respond to research questions. Before the statistical analysis, the

accuracy of the data, the effectiveness and the ability for further analysis will be found.

5.2 Conclusion

Based on the basic statistics, on the particular average value of the variables taught, in

sets of 35 responses of lecturers and 99 answers of students, the following are: (i)

Lecturers: The lectures assessed the actual need for the implementation of ODL to MET

in SA as relatively high (3.6 sa scale ng 1-5 Likert). They emphasized the need for free

Internet access for lecturers and students (4.5), as well as the need for continuous

institutional technical support in the implementation of the ODL (4.4). On the other hand,

they have expressed scepticism against the hypothesis that ODL could provide access to

higher maritime education to students living in rural areas and to people who are in some

way socially marginalized. Furthermore, lecturers are skeptical about the assumption that

ODL can accommodate lectures’ and students’ digital abilities. This provides room for

further research through in-depth interviews with lecturers.

(ii) Students: The students assessed the real need for introduction and admission of ODLs

to METs in South Africa as a high one (4.03 on 1-5 Likert's scale). They believe that

ODL can support them to reach higher digital capabilities (4.29) and to customize their

67
thinking skills (4.14). However, they are also well aware that the number of Philippine

maritime higher educational institutions, which can provide lecturers and students with

access to the Internet and computer labs, is limited (4.01). The survey showed that a

small percentage of students have personal tablets, laptops or smartphones (2.28).

Students were not well informed about similarities and differences in meaning between

blended-, e-, computer based-, web based-, and Cloud-learning (2.43). Furthermore,

students are a little skeptical that ODL is a good way of knowledge transfer, knowledge

refreshment and lifelong learning for citizens’ (2.91). All of the following examples

should be further questioned by in-depth interviews with the students. After cross-

correlation analysis of each pair of variables analyzed in the model, the following

conclusions are drawn:

(i) Lecturers: The data in Table 3 can be explained as follows: student thinking ability

offerings are in positive linear correlation with the integration of formal and informal

learning styles; the level of ODL adoption in South African METs is in positive

correlations with the availability of Internet access and computer labs; lecturer's readiness

to adjust curricula is positively correlated with having online assessments, etc. On the

other hand, easier learning by ODL is in negative correlation with allowed ODL access in

socially marginalized groups, which can be explained under the assumption that such

methods of study may not be the most suitable one for students. Furthermore, the cost

reduction by introducing ODL is in negative correlation with making learning easier for

socially marginalized students. This can be explained by the assumption that

68
marginalized students are still not allowed to perform due to lack of access to the

Internet, gadgets, etc. By analogy, the other pairs of constructs which are in strong

correlation with some importance can be discussed in the same way

(ii) Students: The data in Table 4 can be explained in the following way: the level of

students’ preparation for ODL is in strong positive linear correlation with their ability to

manage their time well, self-discipline and belief that ODL are more interesting than

classical face-to-face study. Furthermore, the development of digital skills of students

through the adoption of ODL has a strong positive correlation with the importance of

strengthening their desire,

innovativeness, and virtual interaction in the global e-classroom. On the other hand, the

students’ belief that ODL can expand their digital abilities is in strong negative linear

correlation with low levels of their knowledge of e-Learning terminology and basic

principles, including the lack of personal laptops. In a similar way, the remaining positive

and negative-correlated pairs of constructs in the model can be discussed.

Based on multiple regression analysis on the set of available data, the following were

found:

(i) The average absolute percentage of errors in cases examined by lecturers and students

was 15.08% and 21.80% respectively;

69
(ii) Calculated values by multiple linear regression may vary based on the error standard

of the regression estimate (SE) for values: 0.709 in the case of the instructor's answers,

and 0.859 in that of the student's responses;

(iii) Correlation coefficient value (r) is both greater than 0.56 indicating strong linear

correlation between specified dependent and independent variables in both cases

analyzed, and

(iv) Determination coefficient (r2 ) indicates that it is determined in 31% of the samples

in the first case studied, suggesting a beneficial linear dependency, while in the second

case it is 40%, which is also beneficial of linear correlation.

Recommendations for Further Research

Further research should be done with a larger cohort of lecturers and students at METs

in South Africa. Furthermore, those interested from DHET, SAMSA, EMSA, and

researchers in the field of higher education should be involved as respondents. In future

studies, it is necessary to conduct in-depth interviews rather than questionnaires. This can

provide a better insight into the preferences, needs and limitations in delivering and

receiving e-Learning with METs in South Africa. In addition to quantitative analysis, in-

depth interviews will provide a better background for further qualitative analysis. In

addition, instructional design components should be involved in future investigations.

70
Benchmarking the MET with other developing countries and developed countries in

Africa and Europe, should be done, respectively. This will give a wider picture. Besides,

Opportunities of collaborative online international study in other developed and/or

developed countries should be learned in some more detail. The issue of professional

ownership of lecturers should also be considered, as it is an important dimension of the

challenges facing ODL and e-Learning. Using specific cases, the impact of Covid-19 on

METs should be explored. It may show some important facts about (not)successful

methods of implementing e-Learning in growing institutions. In addition to the

pragmatism of capacity development and achieving positive impacts on the economy,

discussing e-Learning adoption at higher METs in South Africa should include the

general dimension, as well as the emotions of lecturers and students about working freely

or in some kind of isolation. This important constructivist element should be, among

other parts of the future examination in ODL and e-Learning

71
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 Curriculum Vitae
King Roger E. Nacorda

Address : Calasiao Pangasinan

Contact Number : 0995-101-2053

Email : [email protected]

Personal Information

Date Of Birth : April 23, 2003

Citizenship: Filipino

Sex: Male

Civil Status: Single

Educational Qualifications

College: Pangasinan Merchant Marine Academy

Senior High School: Calasiao Comprehensive National High School

Junior High School: Jose Rivera Bonsay National High School

Elementary : Quesban Elementary School

Curriculum Vitae
Marc Robe M. Villota

Address : Asingan Pangasinan

92
Contact Number : 0956-361-1028

Email : [email protected]

Personal Information

Date Of Birth : September 30, 2002

Citizenship: Filipino

Sex: Male

Civil Status: Single

Educational Qualifications

College: Pangasinan Merchant Marine Academy

Senior High School: Luciano Millan National High School

Junior High School: Luciano Millan National High School

Elementary: Domanpot Community School

Curriculum Vitae
Beijay I. De Vera

Address : Paldit Sison Pangasinan

Contact Number : 0945-112-3073

Email : [email protected]

Personal Information

Date Of Birth : October 15, 2002

93
Citizenship: Filipino

Sex: Male

Civil Status: Single

Educational Qualifications

College: Pangasinan Merchant Marine Academy

Senior High School: Benigno V Aldana National High School

Junior High School: Luciano Benigno V Aldana National High School

Elementary: Asan Sur Elementary

Curriculum Vitae
Binwag, Denver P.

Address :Bugayong Binalonan Pangasinan

Contact Number : 0908-160-3572

Email : [email protected]

Personal Information

Date Of Birth : July 17, 2003

Citizenship: Filipino

Sex: Male

94
Civil Status: Single

Educational Qualifications

College: Pangasinan Merchant Marine Academy

Senior High School: Math Excellence Academy of the Binalonan

Junior High School: Math Excellence Academy of the Binalonan.

Elementary Math Excellence Academy of the Binalonan

Curriculum Vitae
Orville S. Velasco

Address : Maddela Quirino

Contact Number : 0995-147-8972

Email : [email protected]

Personal Information

Date Of Birth : October 17, 2002

Citizenship: Filipino

Sex: Male

Civil Status: Single

Educational Qualifications

College: Pangasinan Merchant Marine Academy

Senior High School: Maddela Comprehensive High School

Junior High School: Maddela Comprehensive High School

95
Elementary: Maddela North Central School

Curriculum Vitae

Jordan M. Cuaresma

Address : Nampicuan Nueva Ecija

Contact Number : 0945-798-5367

Email : [email protected]

Personal Information

Date Of Birth : October 21, 2002

Citizenship: Filipino

Sex: Male

Civil Status: Single

Educational Qualifications

College: Pangasinan Merchant Marine Academy

Senior High School: Nampicuan National High School

Junior High School: Nampicuan National High School

Elementary: Cabawangan Elementary School

Curriculum Vitae

96
Noddy C. Tamayo
Address: Malued District Dagupan City
Phone number: 09460038808
Gmail: [email protected]

Personal Information

Date of Birth: August 5, 2002

Citizenship: Filipino

Sex: Male

Civil Status: Single

Educational Qualifications

College : Pangasinan Merchant Marine Academy

High School: Dagupan City National High school

Elementary: Malued Elementary School

Curriculum Vitae

Rojane Mitch W. Obsania

Address: Mankayan Benguet
97
Phone number: 09074407300
Gmail: [email protected]

Personal Information

Date of Birth: July 20, 2003

Citizenship: Filipino

Sex: Male

Civil Status: Single

Educational Qualifications

College : Pangasinan Merchant Marine Academy

Senior High School: Mankayan National High School

Junior High School: Balili National High School

Elementary: Balili Elementary School

Curriculum Vitae

Daniel B. Canduyas
Address: Mankayan Benguet

98
Phone number: 09318397328
Gmail: [email protected]

Personal Information

Date of Birth: July 2, 2001

Citizenship: Filipino

Sex: Male

Civil Status: Single

Educational Qualifications

College : Pangasinan Merchant Marine Academy

Senior High School: King’s College of the Philippines

Junior High School: Balili National High School

Elementary: Cabcab Elementary School

99