Caring for What Matters: DLSU-D adopts Care-Centered Model for Online Learning this A.Y. 2020-2021

In response to the challenge brought about by the COVID-19 global health pandemic on educational institutions all around the world, De La Salle University-Dasmariñas maintained that it is working on its preparedness in the delivery of quality education through an inclusive and humanizing learning experience for students this coming school year.

 

In his memorandum dated June 1, Vice Chief Administrative Officer for Academics Dr. Marco Saez assured that DLSU-D consulted with student, faculty, and parent representatives in the development of the CARE-CENTERED MODEL FOR ONLINE LEARNING which will be at the core of A.Y. 2020-2021.

“This is a combination of online and scheduled onsite campus meetings for student consultation and laboratory work (once conditions allow), with provisions for home-based modular learning, as alternatives for students who do not have any means of online connection. This is in line with the flexible learning model that the Commission on Higher Education highlights in its advisory,” Dr. Saez said.

What makes the CARE-CENTERED model for online learning different from other programs is how it treats the care perspective as the driving force towards a humanized and quality teaching and learning process. This can be seen in three major areas: pacing, instructor presence, and assessment.

In his message, Dr. Saez emphasized the commitment of the University to explore all resources at its disposal to bring the same brand of Lasallian education using technology as a platform for growth and development.

“DLSU-D advocates a technology-driven and care-centered teaching-learning experience aimed at challenging students to understand the world and authentically respond to its needs. This is achieved by creating a flexible, reflective, and collaborative space, whether online or onsite, that will help unleash the students’ Animo - innate talents, skills, and compassion for others - and develop the attributes that the University envisions its graduates to exhibit,” he said.

Salient Points of DLSU-D's Care-Centered Online Learning Program

PACING

Through a time management policy, classes will follow a schedule to give students the needed time to attend to their lessons. This will factor in the students’ learning time and access to support services. The learning plan will also take into consideration the students’ mental health and account for free time to accommodate the learners' need to focus on other aspects of their lives.

INSTRUCTOR PRESENCE

Despite the physical distance, instructors will assume a very active role in the education of the students both online and on-site. Instructors will engage students by developing connections through timely communication, personalized feedback, intensive monitoring of students' performance, preparation of online modules, and quality interactions.

The program also challenges instructors and students to elevate the level of learning with the use of tools and resources that are available through the program.

Whenever necessary, parents and guardians will also be promptly provided with feedback on the development of the students.

FORMATIVE AND SUMMATIVE ASSESSMENTS

DLSU-D is concerned with the overall development of students so they will be evaluated through two modes.

Formative assessments are evidence that students engage and participate. These may come in the form of their participation in discussion forums or accomplishing exercises and tests, etc. that are primarily meant to bring them to reflect on their abilities either as a group or individually, as far as the lessons are concerned.

Meanwhile, summative assessments identify opportunities for learners to apply their knowledge and skills and identify where they lack understanding. They come in the form of case studies, proposals, or creative outputs, etc.

This article aligns with United Nations Sustainable Development Goal (SDG)

• SDG 4: Quality Education
• SDG 3: Good Health and Well-being