GUIDELINES FOR

ONLINE LEARNING

I. OBJECTIVE

To design and execute a program that will strengthen National University’s pursuit of online
learning. This aims to create a streamlined experience in managing, operating, and implementing
an online class that will be both beneficial for the college, the faculty, and the students.

II. CONTEXT

Due to the enhanced community quarantine, brought by the COVID-19, the University
suspended operations and shifted to online learning to compensate for the lost time.
Unfortunately, the attempt to deliver received online classes using various learning and
videoconferencing platforms elicited mixed reactions from the students. Faculty members listed
all their concerns and observations as well as the feedback of students. Below are some
challenges experienced by both students and faculty:

1. Students have no or limited access to the Internet due to their location.

2. Data may be costly on the students' part and may not be included in the budget or
allowance provided by their parents.
3. Students and faculty are not yet fully equipped and ready for online learning.
4. The online lectures as perceived by students and faculty may not be an ideal learning
environment and as such, would not be conducive to learning
5. Calls and other online communication attempts may not be consummated owing to the
instability of the Internet connection.
6. Students have varied preferences in so far as the delivery of online lessons. Others may
prefer handouts together with the lectures, while others may prefer live lectures. Some
may still prefer traditional face-to-face lectures.
7. Some students may find difficulty learning online due to limited hardware such as mics,
headsets, cameras for desktop personal computers (PC), storage for smartphones, and
tablets. Others may not have access to the needed device (desktop or laptop computer,
smartphone) for online learning.
8. Online resource materials are not readily accessible and available. The University does
not subscribe to any online academic database.
9. Delivery of online classes necessitates other supplemental exercises such as assignments,
researches, and projects. Students akin this to being bombarded with too many activities.
Thus, teachers are perceived to be inconsiderate in giving numerous tasks with
unreasonable deadlines.

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 IV. GUIDELINES

A. PREPARATORY ACTIVITIES
• Faculty could pilot and practice online learning with their students during the suspension
period of online classes. Faculty and students may agree on the platform that suits their
context.
• Faculty should upload materials at least a week before the scheduled session to allow
students to prepare for the planned lesson. Materials include, but not limited to, the
following:
o Powerpoint (PPT) with audio (and/or annotations);
o Supplementary materials such as handouts, reference articles, or links related to
the lesson;
o Worksheets, rubrics, and a timetable for deliverables of the subject; and
o Guidelines and rules of conduct during an online class.
These should be available for download. It is suggested that documents be converted to
PDF to reduce file size for easier and faster uploading and downloading.
• The use of copyright disclaimers is highly encouraged.
• Faculty should engage in continuous training, especially for the newly hired faculty
members and those who will be using LMS platforms for the first time.
• Faculty could use social networking sites (SNS) as a supplement rather than as the main
platform because of its limitations as an LMS.
• Collaborative efforts among the faculty are encouraged in preparing instructional
materials.
• The faculty should coordinate with program chairs/subject coordinators and blended
learning coordinators for updates, most especially if problems are encountered.

B. RESOURCES

Resources are as important as pedagogy and content. Below are the suggested resources that
can be used:

Preferred platform:
• MS Office 365

Supplemental platforms include but not limited to the following:

• Zoom
• YouTube
• Online learning platforms such as SkillShare, Coursera, Udemy
• FB Messenger
• Edmodo
• Schoology
• Google Classroom

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 • Google Hangouts
• Email

Equipment / other materials:

• Desktop / laptop
• Smartphone / tablet
• Headset (Microphone, speaker)
• Computer camera (webcam)
• Document scanner

C. ACTUAL INSTRUCTIONAL DELIVERY

• Faculty should prepare and distribute a document that specifies the deliverables for the
subject and their suggested timeline. This document should be reviewed and approved by
the program heads before distribution to students. The document would help in
visualizing the pace of the course. Note that the deliverables should be the essential ones
only and should be based on the approved syllabus so as not to overwhelm the students.
Flexibility should be exercised to give students ample time to finish all requirements.
• Faculty should provide additional resources and materials that can be used offline to
supplement PPT. Preferably, PPT materials should have audio or annotations.
• Faculty should check the attendance of students for recording purposes.
• Faculty should be online (at least half of the total hours per session) during their
scheduled classes for course-related interaction with the students. Consultation could also
be done based on the agreed schedule between students and faculty. Teachers need to
document their attendance by having a screenshot of their online presence.
• Due to limited or lack of internet access, faculty may explore an asynchronous (recorded
or downloadable) mode of instructional delivery instead of a synchronous (real-time)
mode.
• Faculty may use platforms that are user-friendly and explore other means to complement
online learning (e.g., text messaging and FB messenger).
• For classes that require laboratories, faculty may use simulations, kitchen labs, data
collection, and data analysis are highly encouraged.
• For licensure programs, especially for Allied Health programs, faculty may leverage the
benefits of auto-grading by using auto-graded board exam type questions with an
unlimited number of attempts so that students can take multiple attempts until they earn
full credit.

D. ASSESSMENT ACTIVITIES
• Student grades should be based on stipulated deliverables from the students according to
the rubrics presented.
• Due to the challenges experienced by students, faculty are encouraged to give utmost
considerations and avoid giving failing marks. Students who are unable to complete the
requirements for the course should be given an INC grade.
• Explore appropriate platforms when employing multiple forms of assessment.
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 • Students should be given sufficient time to complete an assigned task based on the
timetable of deliverables approved by the Program Chairs. Assessment tasks/activities
should focus on the essentials so as not to overwhelm the students. Tasks and worksheets,
with the assessment criteria (e.g., rubric), should be available and downloadable for
students’ offline processing.
• Explore appropriate platforms when employing multiple forms of assessment. Ensure
validity of assessment when administering multiple-choice questions (MCQ) and other
traditional forms of assessment
• Provide feedback to students’ work. It is a matter of requirement, especially during the
formative phase of activities.

E. SUBMISSION OF REQUIREMENTS
• Submission should be based on the timetable for activities. All required deliverables
should be submitted within the given timeline. Otherwise, students will receive an INC
grade. However, faculty may consider time, internet accessibility, resources, and student
difficulty when requiring students to submit their output.

F. ADDITIONAL NOTES
• Prerequisites may be waived for the succeeding term in case the students obtain an INC
grade in a prerequisite course taken during the term.
• Program and department heads should oversee all online classes of their respective
teachers, including attendance. The heads are required to consolidate the attendance of
their respective teachers with attached proof of attendance.
• Students are encouraged to sit in their major courses when offered the following term.

PROPOSED AND ENDORSED BY:

NU Deans Council

APPROVED BY:

NU President’s Council

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