BLM	Determinants	Description	Professional Development
FFLM	Social Presence during tutorials	Affective dimension of tutorials. Interactions between the learner and the tutor in a confined environment. Interactions with friends and teachers. Feeling of belonging in class or group Ability to identify with the group or course, connect, express one’s feelings and emotions and interact with others as real people Communication that foster personal and purposeful relationships Measure of the feeling of community that the learner experiences. Combination of factors that leads to development of greater intimacy and immediacy.	Improvements in public speaking, logical argument. Improvements in exam grades. Change in the perception of the learner as an empty vessel to someone with potentials. Improvements in teaching skills. Expansion of levels of interactions and scope of learning and thinking. Development of networking abilities. Open to continuous professional development opportunities.
	Cognitive presence during tutorials	Levels of learner reflection and thinking in the lesson. Levels of acquisition of new knowledge. Deep reflection and thinking processes during tutorials. The extent to which learners are able to construct and confirm meaning through sustained critical and collaborative thinking. Critical thinking in the course of exchange of ideas in a group. Problem-solving that leads to exploration, construction, resolution and confirmation of understanding. Level of thought or thinking that the tutorial subjects the learner to.	Development of abilities to teach with stress. Language development. Improvements in lesson presentation skills. Improvements in problem-solving skills, analytical skills, assessments and evaluation skills. Subjective thinking to objective thinking.
	Teaching presence during tutorials	Physical presence in class. Question and answer activities in a normal class situation. Sharing of personal experiences and ideas in a physical classroom. Tutor use of real teaching aids. Facilitation of learning by a live teacher. Real instructional relations tutors have with learners. Tutors remain as models to the learners. Teachers design instructions, facilitates discussions and give direct instructions to the learners. Ability of the tutor to facilitate learning through guidance, direct instruction and assistance.	Development of innovative skills. Facilitation of learning. Construction of research skills. Improvements in instructional skills. Development of models at the jobsites.
OLM	Online social presence	The learner and the tutor are not on one site but linked by the Internet. Interactions between the learner and the instructor through ICTs. Feeling of belonging in the learning process through the Internet. Ability of learners in a learning community online to project themselves, socially and emotionally as real people. Communications online that foster interpersonal and purposeful relationships. Developing the sense of belonging in distance education.	Ability of the learner to see beyond the immediate environment and present. Positive attitude towards learning online as it is faster and cost effective. Construction of independent research skills online. Development of interest in online research. Acquisition of knowledge about different learning patterns and styles. Construction of collaborative and cooperative skills.
	Online cognitive presence	Use of ICTs to facilitate learning. Learner ability to understand the tutor’s instructions online Reflections and thinking when using the Internet for learning. Quality and quantity of critical thinking, collaborative problem-solving, and construction of meaning through personal and interpersonal interactions online. Critical thinking in the course of exchange through an electronic device. The extent to which learners are able to construct, confirm and sustained meaning in a critical community of inquiry.	Development of creative and innovative skills. Widens the learner’s scope of knowledge and thinking. Improvements in communication and sharing skills. Improvements of professional competences. Achievements of educational goals objectives. Interest in learning course material. Interest in using the internet for research. Positive attitude towards distance education. Help learners to connect theory with practice. Promotion of thinking and internationalization of content, analytical skills, inquiry-based learning, problem-solving skills, assessments skills.