Transnational Education refers to all types of higher education study program, or sets of courses of study, or educational services in which the learners are located in a country different from the one where the awarding institution is based. Such program may belong to the education system of a State different from the State in which it operates, or may operate independently of any national education system.
Distance Education is a mode of educational delivery, whereby, the teacher and learner are separated in time and space, and instruction is delivered through specially designated materials and methods, and supported by organizational and administrative structures and arrangements.
Our mode of delivery is blended learning which is a mix of delivery methods that have been selected and fashioned to accommodate the various learning needs of a diverse students in a variety of subjects. This is a research-based method where our curriculum emphasizes students undertaking inquiry-based (i.e., problem-based) learning. The teaching and learning strategies of St. Linus University is a blended solution approach where our students act as participants than audiences. It is student-focused than teacher-focused. Our whole system is performance-based. The emphasis of which is on research processes and problem solving than research content alone.
The learning format of our students is based on self-regulated learning. Self-regulated learners, say Zimmerman and Schunk (1989), are individuals who are “metacognitively, motivationally, and behaviorally active participants in their own learning process.” In this regard, Zimmerman, quoting Gardner (1963), states "the ultimate goal of the education system is to shift to the individual the burden of pursuing his own education."
Self-regulated learning, therefore, is not about mental ability or a performance skill alone but rather the self-directed process through which abilities are transformed into task-related skills in diverse fields. Unlike the traditional academic system (which is teacher-centered), self-regulated learning is student-centered. All of the burdern of work is concentrated on the student and not the other way around. Learning is stringently measured based on the level of the scholastic output of the student.
The optimal learning model across the curriculum guides the students of St. Linus University on key self-regulatory processes. Our emphasis is on how learners are able to learn more effectively on their own. Hence, we design and employ self-regulation research and inquiry-based learning models to discover, enhance and measure our students' core competencies which include, but not limited to, the learning outcome and the credit level descriptors of the whole program.
Fisher and Frey (2006) states: "The ultimate goal of our instruction is that students can independently apply information, ideas, content, skills, and strategies in unique situations. Our goal is not to create learners who are dependent on another person for information and ideas."
In the same respect, the collaborative self-assessment system of SLU is corollary with the Zone of Proximal Development of Vygotsky (ZPD) which focuses on student independence; and the Taxonomy of Knowledge of Bloom which emphasizes the Higher Order Thinking Skills (HOTS) of the students where creation (through adaptive expertise) is the highest level of learning.
One of the basic assumptions of ZPD and HOTS is the less dependence the student on the professors, the higher order of thinking skills he/she demonstrates; conversely, the greater dependence, the Lower Order of Thinking Skills (LOTS).
Our principle of education is grounded in the Capability Development Model which focuses on life based learning and learning ecology metaphor which is a personalized orientation of learning.
Change is inevitable to keep up with the times. We believe that building intelligence with character is the goal of true education because when we know better, we should do better. To learn or experience the new paradigm of education, here is how:
Download with 81/2"x11" legal size paper:
SRO No. 065, s. 1996
CHED GR No. 076 & 077, s. 2010
SLOI Sample Diploma
Student Payment History Form
Work Experience Affidavit
Acquired Credentials & Transfer Scheme (A.C.T.S.) Program
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