International Journal of Scientific Engineering and Science

Volume 2, Issue 6, pp. 1-6, 2018. ISSN (Online): 2456-7361

Mobile Learning Experiences in the Philippine

Education Setting Using Portable Moodle
Dave E. Marcial1
1
College of Computer Studies, Silliman University, Dumaguete City, Negros Oriental, Philippines
Email address: 1demarcial[AT]su.edu.ph

Abstract— In an attempt to achieve innovative teaching and learning in provinces where an Internet connection is a challenge, a USB-based
portable learning management system was developed. This paper is aimed at describing the experiences in implementing a USB-based learning
management system in teacher education in the Philippines. Specifically, this article presents Silliman University’s experiences in customizing a
tool for innovative teaching and learning in teacher education. It describes the result of the pilot implementation of the tool among the select
higher education institutions in Central Visayas, Philippines. This paper also presents the reflection and lessons learned by the teacher
educators and students in the learning management system. The learning management system was customized using POODLE, a portable
MOODLE. It can run on a USB flash drive without an internet connection. A total of 16 trained teacher educators in Central Visayas,
Philippines were selected as pilot-teachers. The study reveals that the implementation varies among the pilot-teachers in terms of level, mode,
and terminal usage which are all affected by many variables. It was discovered that there are more facilitating factors than hindering factors in
implementing POODLE for mobile learning. The study found out that POODLE is a useful tool for mobile learning in areas where internet
connection is limited.

Keywords—Technology, e-learning, ICT in Education, mobile learning, POODLE.

campus to provide accessibility to the students. It also requires

I. INTRODUCTION investment in terms of the local area network implementation.
Information and communication technology (ICT) changes the Second, like in many prominent universities, LMS can be
way teachers teach, and the students learn. Generally, it implemented using Wide Area Network. It means that teachers
provides positive pedagogical impacts. It also augments and students can access their learning management system
aspects of education such as assessment, organization and anywhere and anytime. A school needs a reliable internet
management, operations, professional development and many connection for this kind of implementation. This is one
more. Among the many advances in ICT in education is the immediate limitation in any LMS implementation where it
emergence of mobile learning. Mobile learning revolutionized created issues in the accessibility and utilization [8], [9]. A
the traditional way of classroom learning [1] both formal and reliable internet connection is a must in this kind of
informal contexts [2]. Mobile learning is defined as ―any type implementation. Another kind of LMS implementation is the
of learning that takes place in learning environments and portable version. ―A portable LMS is a content management
spaces that take account of the mobility of learners, learning, system that is transferable to multiple environments and
and technology‖ [3]. Mobile learning is viewed positively by manageable to a variety of infrastructure specifications [9].
students in terms of accessing information quickly, While it is true that there are many offline or portable versions
communicating and collaborating, introducing a variety of of LMS, schools are challenged in terms of costing and pricing
ways to learn, and situated learning like game-based learning especially for proprietary software licenses. On the other hand,
[4]. Students in higher education have a high level of personal implementation of open source LMS requires experts that
innovation and mobile readiness [5]. Mobile learning requires many of the schools do not have.
a technology that can build and deploy applications. Mobile To offer innovative teaching and learning in higher
technologies refer to a combination of hardware, operating education institutions in the Philippines, a portable learning
systems, networking, and software, including content, learning management system was customized using Poodle. Poodle is a
platforms, and applications. Mobile technology devices range portable version of Moodle. It mounts Moodle on portable
from basic mobile phones to tablet PCs and include PDAs, drives such as USB sticks, memory cards, HDDs, among
MP3 players, memory sticks, e-readers, and smartphones [6]. others and it is built on the popular PortableApps platform.
Among the many mobile learning tools are learning The customized portable LMS is called PLMS, a handy
management systems. A learning management system (LMS) learning management system that can run on USB flash drives
―is a software application for the administration, [10]. The development of the learning management system
documentation, tracking, reporting, and delivery of was funded by the Philippine Commission in Higher
educational courses or training programs‖ [7]. Education through the Philippine Higher Education Research
There are many ways that LMS can be implemented. First, Network.
LMS can be implemented within a school or organization A learning management system is ―comprehensive,
through a Local Area Network. Teachers and students can integrated software that supports the development, delivery,
access their learning management system only within their assessment, and administration of courses in traditional face-
campus. It needs enough computer terminals within the to-face, blended, or online learning environments‖ [11]. In a

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 International Journal of Scientific Engineering and Science
Volume 2, Issue 6, pp. 1-6, 2018. ISSN (Online): 2456-7361

learning management system, teachers can manage classroom action plan and preliminary forms as bases of their answers.
activities such as test and assignment administration, student The participants were asked to write their answers. The
performance tracking, record-keeping, among others. Teachers participants were divided into three groups, and a volunteer
can also manage classroom resources such as posting was requested to report their reflections.
announcements, learning handouts in different formats, among Teacher 1: For her PLMS review of experience, the first
others. Most importantly, ―LMS allows users to access content presenter has added a course (Multimedia) which she has
day or night, from virtually any device, from anywhere with started during the train-the-trainers workshop. Unfortunately,
an internet connection‖ [12]. ―An LMS is a software tool she could only enroll two students because, in a class of 40
designed to manage student interventions and hence provide students, only 15 have flash drives, so she stopped enrolling
access to online learning opportunities for both students and students to give those who cannot afford it yet some time to
teachers‖ [13]. Some related applications include mEKP and produce one. It was only in the final term that she was able to
Atum-KFP, cited in [10]. Other offline LMS in the market start the implementation of PLMS. Just when she was in her
includes those offered by BlueApple (www.BlueApple.com, initial phases of implementation, her files got corrupted; thus,
n.d.), Paradiso Solutions (www.paradisosolutions.com). she had to start from the beginning, even downloading a new
Given this, the purpose of the article is to describe the set of PLMS from the website. However, she again had issues
experiences in implementing a USB-based learning with flash drive swaps among students, with some claiming
management system in teacher education in the Philippines. they lost what they have passed to the teacher. She thought of
Specifically, this article presents Silliman University’s a way to give a solution to the problem. They developed a file
experiences in customizing a tool for innovative teaching and manager network system for PLMS. It is worth noting that in
learning in teacher education. It describes the result of the portable management systems, going online is a common
pilot implementation of the tool among the select higher consideration, making the flash drive only a strategy of
education institutions in Central Visayas, Philippines. This transferring files, not making the USB as the working platform
paper also presents the reflection and lessons learned by the of the system.
teacher educators and students in the learning management Teacher 2: The second presenter said that though she has
system. no IT background, she is teaching Educational Technology in
her school. In November, she created what she had placed in
II. RESULTS AND DISCUSSION her action plan, class activities on PLMS. By December, she
A. Experiences in Developing PLMS already added lessons and quizzes in her PLMS. She was
The development of PLMS employed a customized initially set to introduce it to one class only, but through
software development model where it combines traditional students’ word of mouth, the other classes were asking her
and non-traditional development model. Precisely, it consists also to implement it in their classes, thus having six classes in
of five major phases; these are user requirements analysis, total using PLMS with 300 flash drives to check if everyone
customization and coding, system testing, training and quality would pass; quite a challenge, indeed, in the part of the
testing, and delivery and dissemination [10]. The system teacher. By January, only 100 submitted their flash drives. By
quality was tested empirically among teachers in higher then, some students returned their flash drives to the teacher
education institutions, and it garnered a high level [11]. PLMS because of file corruption. She continued by explaining that
organizes classroom information and learning activities, even the main hindering factor of the implementation is the
without Internet connectivity. Like many other learning students’ inability to acquire the gadgets: flash drives and
management systems offline, can unify and automate computers. As her foundation and accomplishment, she was
administration, use self-service and self-guided services, able to conduct a semestral talk/seminar on the said tool. It
format and deliver learning content offline, support portability eventually became an information drive on the tools to her
and standards, and personalize content and enable knowledge colleagues and even to the siblings of her students who were
reuse for teachers. In terms of pedagogical integration, PLMS interested. She ended her presentation with a message: ―in
was designed using pedagogical principles embedded in planting something, it should be cultivated with different
Moodle, to assist teachers to experience innovative teaching virtues such as patience and other positive energies to [attain]
and learning practices. On the other hand, it was found out that this beautiful output…a flower in adversity.‖ It can be noted
PLMS is susceptible to virus attacks that need proper handling that in technology, guidance, and cultivation and is necessary.
among the users due to its portability. Teacher 3: The third presenter started by admittedly saying
that he is part of the 80% who was not able to integrate the
B. Teacher’s Refection and Lessons Learned digital tool in the classroom, especially PLMS. He further
A one-day learning workshop was conducted, and it was explained that the school prioritized the promotion and
participated by 16 teacher educators in higher education marketing of their K-12 offering such that extra effort was
institutions in the Philippines [15]. These teachers had made because the school is in a remote area and him being the
undergone several capability training on the classroom use and chairman of Science and Mathematics had to be involved with
integration of PLMS. One of the objectives of the said it. That was the main reason why he was not able to formally
learning workshop is to document the outputs of activities introduce the two apps to the school; instead, he introduced
done and the reasons why the teachers from November 2015 them to colleagues during informal chats with them. He got
did not do some activities to March 2016. They had their some feedback from colleagues who used the tool. A student

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 International Journal of Scientific Engineering and Science
Volume 2, Issue 6, pp. 1-6, 2018. ISSN (Online): 2456-7361

teacher who said that they did not have problems using it, but disappoint his students. He proceeded with the next facilitating
they have recommendations. For PLMS, he planned to use it factor, which is the tools being a ―positive idea‖ and the next
after midterms, to his K-line scholars of BS Marine which is admin support. He said that the implementation of
Transportation, but he failed since the students’ schedules are the tools is dependent on the support the teacher would get
too structured for him to insert activities other than what is from his/her head. The group also explained the added
prescribed. Also, the school’s computer subjects are offered in facilitating factor—which is in the same rank as scalability—
the second semester, making the computer lab in use for data retrieval.
classes 8 hours a day. On his own, he worked on his lessons Group 1 found five hindering factors of the learning
on PLMS and even managed to make a quiz. However, system, and it starts with file corruption. The presenter
experimenting with file transfers between laptops, he also understood that portable apps are susceptible to viruses, and
experienced file corruption. Another teacher from the same PLMS is no exempted. In his part, he had to negotiate with the
school was able to implement PLMS using flash drives. She school’s IT support to freeze all drives, such that students
was able to retrieve some outputs from her students, but she cannot use them for data transfer; he is hopeful that he can use
also encountered the same problem of file corruption with PLMS through the computer lab of his school starting this
some. ―PLMS must have been a good tool, only that file summer. The second hindering factor is poor flexibility. The
corruption is a hindrance that we encounter,‖ he said. third hindering factor was ―virus scanning/cleaning takes
The second workshop is the force field analysis wherein time.‖ The issue of students not backing up files was also
they were grouped into two. They were to list down the mentioned. He advised his students to save two to three
facilitating as well as the hindering factors of the digital backups and better still, send it through email, in case of
learning tool, and they have to rank these factors. A presenter inevitable virus cleaning. The fourth hindering factor is how
in each group was requested to report their output. ―copying PLMS to flash drives takes time.‖
Group 1: The first group ranked portability as the first Group 2: The presenter started by mentioning that the
facilitating factor. It was explained that there is ease of use. He learning tool is portable (first in rank) and that they are usable
further explained their third facilitating factor, which is the (second in rank). She explained that there are other factors
apps being innovative tools. He said that ― we are here in the under usability; it is usable when it is effective (―it does what
twenty-first century, teaching [students] to be innovative. The it is intended to do‖), efficient when it could save the user’s
tool introduced to us are a great help to teachers in becoming time, and easy to use. The third facilitating factor is that it is
innovative, too.‖ The group’s next facilitating factor is paperless, and the fourth is the availability of technology. The
scalability. It was explained, ―scalability is the mechanism of fifth one is ―ease of file export‖ to Excel and the like. The
the system to handle files.‖ She cited that in PLMS, initially, sixth is independent learning, in which PLMS facilitated.
she thought that the bigger and the more files uploaded, the The group’s number 1 hindering factor is time constraints.
slower the PLMS will work. She realized that it was the virus Teachers have other teaching priorities. In her part, she cannot
and file corruption that was more of the problem over the impose her students to buy flash drives, so she asked their IT
system being slow due to file overload. She said that even if head if she can place it in the server, but she was denied due to
she had uploaded many files, the system was okay at the time the server’s storage support. By January, she was informed
when it was not attacked by the virus yet. This made her that she could use the server for PLMS; unfortunately, she was
conclude that PLMS can ―handle the bulk of file which is already caught up with other priorities to integrate it in her
inside the system,‖ meaning the uploaded files. However, class. The second hindering factor is lack of technological
with the presence of the virus, even if she had re-installed support, especially on the part of students to be imposed on
PLMS anew, it easily resulted to file error. It was further buying flash drives. The next hindering factor is ―clash with
explained the next facilitating factor, which is reliability. The school policies.‖ The fourth factor is lack of support from
group ranked efficiency as the next facilitating factor saying administration, and the fifth is that it is a complicated process.
that everybody would agree that PLMS is efficient. The Their last hindering factor is the non-applicability of PLMS to
seventh in rank is ―clear & understandable‖; he said that what other subjects. She gave as an example her groupmate who
to input on the two apps is clear and understandable, meaning teaches Physics which is more on simulation, so maybe he will
that a user can follow or use the app because it is clear and have more of animation file uploads, which again goes back to
understandable. He added that his students were able to adjust time constraints.
to PLMS in no time, which indicates that instructions for both
C. The Pilot Classes
apps are clear and understandable. The next facilitating factor
in rank was commitment and dedication. For him, teaching The use of PLMS was formally piloted in three different
with innovative tools adds the teacher’s commitment to his/her classes from three selected higher education institutions in the
job, especially in the eyes of the students. It takes great effort Philippines during the second semester of the school year
and dedication to commit to learning something to enhance 2015-2016. The succeeding section describes the pilot classes.
one’s teaching. In his part, it took him hours in the internet School 1: A Private School in Bohol Province
café to practice using the app and to check his students’ Course Title: Principles of Teaching 2 (PT2)
output. Seeing that his students are proud of this high-tech tool Course Description: The course intends to equip
used in their class, it came to him as a challenge to keep up prospective teachers with Principles and Strategies of
with the commitment and dedication since he does not want to Teaching, and align teacher education with the CHED-

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 International Journal of Scientific Engineering and Science
Volume 2, Issue 6, pp. 1-6, 2018. ISSN (Online): 2456-7361

prescribed new teacher education curriculum that is reflective at work that change the political, social and economic
of the National Competency-Based Teacher Standards with landscapes of the world.
the end view of contributing to the formation of the ideal The Student-Users: The students who took this course
professional teachers as concretely described in the seven were the 34 BSED II and 3 BSED III major in Social Studies.
integrated domains of the teaching and learning process. The Altogether, there were 37 students in the class. The course is
activities or exercises at the end of every lesson are intended a lecture class.
not only for drill and evaluative purposes but also for purposes Description of PLMS Integration: The teacher made use of
of advocacy for current trends in education such as reflective learning resources downloaded from the internet to
education, multiple intelligences, multicultural education, supplement the topics covered for each week. Mostly the files
interactive and brain-based teaching, authentic assessment and were powerpoint slides. The students much preferred
of bridging the gap between theory and practice. It also Powerpoint presentations because these are easy to understand
exposes prospective teachers to a repertoire of strategies and visually attractive. The activities in the course are
which will provide them opportunities to experience planning quizzes, online text, uploading a file, uploading of pictures,
and implementing lessons. writing of reaction papers, essay, and research work. The
Course Objectives: At the end of the term, the students teacher chose periodic integration of PLMS. She prepared the
should have: 1) analyzed the goals/expectations and content of contents and activities of the PLMS. Each student submitted
a specific subject area, 2) cited applications of the principles their USB for file copying of the PLMS. This activity was
of teaching and learning in different subject areas, 3) done during the Pre-Final period or a month before the Final
evaluated the lesson plans in terms of integration, Examination. The students went through the supplementary
collaboration, contextualization, interactiveness, 4) described materials inside the PLMS as well as answered the activities.
various integrative modes of teaching, and 5) described ways This process was also timely since during this period the
to plan, select, and use instructional media teacher was not able to meet the class regularly due to her
The Student-users: This course is attended by mostly hectic schedule of the Final Demonstration Teaching of
second-year regular Bachelor in Elementary Education BEED) Practice teachers in the different laboratory schools. In the
and Bachelor of Secondary Education (BSEd) students with absence of the teacher, the students answered and performed
some irregular third, fourth and all qualifying students. There the activities inside the PLMS.
are 48 students in this lecture course, and about one-fourth of The PLMS was collected during the Final Examination
them are married. About one-fourth of these students own week for checking and feedbacking. In terms of terminal
laptop or desktop computers. They mainly depend on the integration, the freestyle approach was used. The students
Internet Cafes in performing their PLMS activities and quizzes worked on their own and managed their learning through the
since the school has no operational computer laboratory. PLMS inside their USBs either at home or inside internet
Description of PLMS Integration: Majority of the activities shops. To assist the students who do not have their computers
in PT2 are found in the PLMS. Students are provided with or laptop and to those who have no money to go inside
resources using ―add a File, Folder, and add a Page‖ for easy internet shops, the teacher provided a desktop computer inside
access to references such as pdf, doc, xls, etc. The activities the classroom for the students to use. The student took turns
given to the students are quizzes, forum and assignments like in using the computer inside the classroom during their free
―Online text,‖ ―Upload a single file,‖ and instructions for time or during their schedule in Spec. 6.
―Offline activity.‖ The teacher prepares the entire syllabus in School 3: A Campus of a State University in Negros
the PLMS for the whole semester in a weekly manner and Oriental
distributes to the students USB flash drives in a full mode of Course Title: Introduction to Stylistics
integration. Students will answer all the activities and quizzes Course Description: Introduction to Stylistics is one of the
in the weekly timetable and submit each USB only after the specialization courses offered to students taking up Bachelor
midterm and final periods – a bi-periodic mode of integration. of Secondary Education major in English (BSED Eng).
Aside from the discussion during the class, students can also Graduates of this course are expected to look at the language
learn the lessons in PT2 by working in the PLMS on their of texts and the beauty and power of language to create
computer or the computer shops anytime and anywhere at meaning, style, and effect. The fundamental philosophy of the
their convenience. subject is that students are taught a set of analytical tools to be
School 2: A Campus of a State University in Negros used to examine texts, e.g., words, sounds, structures, or
Oriental interactive aspects, and that students are encouraged to use the
Course Title: Specialization 6 –World History and tools on texts so that they will learn by doing or bridge the gap
Civilization 2. between theory and application.
Course Description: This course deals with the study of Course Objectives: In accordance with the national goal of
historical events and people that shape global scenarios ensuring sustainable growth and stability, promoting full,
starting from the Industrial Revolution up to the contemporary decent, and productive employment, and in consonance with
times. the University's vision, at the end of this course the Bachelor
Course Objectives: The course aims to provide the of Secondary Education major in English are expected to: 1)
students with the background of global happenings and people define key concepts in stylistics; 2) differentiate styles; 3)
explain linguistic patterns used as devices; 4) apply critical

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 International Journal of Scientific Engineering and Science
Volume 2, Issue 6, pp. 1-6, 2018. ISSN (Online): 2456-7361

thinking through text analysis to hone interpretative accuracy that the students have a moderate ability to complete some
and scope when reading literature; and 5) exercise creativity tasks using PLMS. The result implies that the students need
through through composition of various texts with the use of more orientation and training before the utilization of PLMS.
stylistic principles and devices. The result shows the presence of anxiety in performing the
The Student-Users: The students who took this course PLMS in which students show resistance when they first used
were 49 BSED students major in English. The course is a the PLMS. The result of behavioral intention to use the system
lecture class. reveals that the respondents are now ready for another
Description of PLMS Integration: The PLMS served as a implementation of the PLMS.
resource and activity management tool. As a resource
E. Conclusions and Recommendation
repository of files, the PLMS utilizes learning resources in
pdf, doc, xls, and image formats. The teacher prepares and A portable learning management system is a useful tool for
distributes PLMS for a particular purpose. The PLMS was mobile learning in areas where internet connection is limited.
used in conducting exams, practice testing for board review, Teachers must orient the students on the use of any portable
reading purposes, or any other precise purpose. The teacher learning management system. Schools must develop a way of
collects PLMS at a specified date and review student’s PLMS acquiring USB flash drives especially to those students who
for grading or monitoring purposes. Because the class is a cannot afford to purchase. Partnerships and networking with
lecture type, students managed his/her PLMS to any computer industry and other institutions are recommended.
on campus, at home, or in computer shops through a USB There are varied ways to integrate portable learning
flash drive. management that is suitable for the institution. Schools must
thoroughly evaluate which courses are to be integrated with
D. The Students Evaluation any learning management system. Schools must be reminded
A survey was administered to measure the acceptability of that there are specific learning activities that are not applicable
PLMS among 104 students from the three classes [11]. The to some courses. Teachers must be creative on how to utilize a
acceptance statements are based on the Unified Theory of portable learning management system into their teaching
Acceptance and Use of Technology model by [16]. instruction.
Respondents were asked to evaluate their agreement level of There is a high acceptance to adopt mobile learning among
the statements according to the four-point Likert scale choices: students. Students have a positive outlook towards the
1 – disagree, 2 – somewhat agree, 3 – agree, 4 – strongly implementation of mobile learning. Teachers must be
agree. The survey questionnaire was distributed in the reminded that mobile learning requires commitment and
classroom by the adviser. The questionnaire had been dedication. Schools must support initiatives like this towards
circulated and collected in the class before the end of the the acquisition of the 21st-century learning skills.
second semester of the school year 2015-2016. Further, there are more facilitating factors than hindering
The extent of performance expectancy as perceived by the factors in implementing a portable learning management
respondents indicates that the respondents perceive the PLMS system for mobile learning. There is a need for every
as a contributing factor to their class productivity in stakeholder to understand the concept and operations of
accomplishing tasks. Positively, they viewed PLMS to be mobile learning as well as the necessary pedagogical skills and
useful to them in their class and can increase their classroom competencies that mobile learning could offer.
productivity. Integrating PLMS in class helps them since the
resources, supplementary materials, and activities are already ACKNOWLEDGMENT
provided for their learning experiences. Survey results show The funding support provided by the Commission on
that the extent of effort expectancy of the respondents Higher Education through the Philippine Higher Education
manifests positive perceptions that the PLMS is easy to use Research Network, facilitated by Silliman University through
since it is clear and understandable. The usability of learning Research and Development Center is gratefully
management system enables the students to exert less effort in acknowledged. Further, we would like to thank the
the interaction with PLMS. Hence, greater acceptance of the participants of The MoodleMoot Philippines held on April 26-
LMS is generated. The result of the attitude shows that the 27, 2018 at The Manila Hotel, Philippines for their comments
respondents have positive feeling and experience when and suggestions of the earlier version of this article.
performing PLMS. The result also implies that teachers have a
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