Abstract—Reframing educational delivery due to the
unprecedented disruption of classes necessitates the utilization
of flexible learning materials that cater to students’ diversity.
Well-developed self-learning modules become vital to ensure
continuity of learning with the flexible instructional modality.
Adopting the Plan-Do-Study-Act (PDSA) model and using a
mixed method design, this study aimed to develop, implement,
and evaluate the self-learning module in Building and
Enhancing New Literacies across the Curriculum (BENLAC).
A total of 437 preservice teachers from a state university and
five content experts evaluated the module using the validated
tools: module evaluation tool, questionnaire on preservice
teachers’ perceptions about the module, and FGD protocol.
Findings revealed that the module is developed following the
principles of TAKE — Targeting the course outcomes;
Anchoring the Universal Design for Learning and TPACK
concepts; Keeping Gagne’s nine events of instruction; and,
Engaging through reflections and research. Thematic analysis
of the validation resulted in three themes: differentiated
activities, research-based, and techno-integrated learning tasks,
and rubric-based assessments. The majority of the preservice
teachers perceived the module as aligned with the instructional
design frameworks of outcomes-based education, TPACK and
UDL, Diversity and Inclusivity, and facilitative learning
experiences. After the enhancements, the BENLAC module was
described as having well-articulated outcomes,
techno-integrated activities, and outcomes-based assessments.
The rigor of module development and validation provides
support to the utilization of the BENLAC module and in-sights
for considering adaptations to enhance the preservice teachers’
Index Terms—Instructional design framework, module development, module validation, preservice teachers, self-learning module
Lelani Dapat, Rivika Alda, and Remedios Bacus are with Cebu Normal University, Osmena Boulevard, Cebu City, Philippines.
*Correspondence: email@example.com (L.D.)
Cite: Lelani Dapat*, Rivika Alda, and Remedios Bacus, "Evaluation of Flexible Learning Module on New Literacies for Preservice Teachers," International Journal of Information and Education Technology vol. 13, no. 3, pp. 587-596, 2023.Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).