Developing an ADDU Online Pedagogical Framework

Abstract

Online instruction has emerged as a popular alternative to face-to-face classroom instruction. It provides educational opportunities to individuals with geographic, time, or other constraints that make education difficult or impossible to pursue and another option to those who prefer online learning’s flexibility and instructional delivery method. One of the constraints and challenges that education institutions are confronted with is the threat brought about by COVID-19 pandemic that made physical relationship and interactions difficult for teachers and students in the usual classroom setting. This study was conducted to develop an Ateneo de Davao University (ADDU) online pedagogical framework that will help guide the university’s shift to online education. Following a developmental research design with twenty (20) participants involving a founder and nineteen (19) co-founders of the ADDU Center for Educational Research and Advocacy (ACERA) and the approved minutes as the main source of data, results were established. The results included the general framework of ADDU online pedagogy or education, considerations of Ignatian Pedagogical Paradigm (IPP) as an overarching framework and Analyze, Design, Develop, Implement, Evaluate (ADDIE) model which complements with formation, and metrics for evaluation to measure ADDU’s model for instruction. In conclusion, the study identified five major themes for online education which include teachers’ competencies and strategies for teaching online, preparation of instructional materials, agency of the student, formation in an online platform of instruction, student assessment and learning outcomes; developed a framework for online education in considerations of IPP as an overarching framework and ADDIE model which complements with formation; and proposed metrics to measure and evaluate the effectiveness, impact, and sustainability of University’s platform of online instruction.