Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 4 no. 1 (2022)

The Instructional Experiences on SKSU-Kalamansig Campus: the Case of Non-Teacher Education Graduates

Arnel Vicente | Rysa Lee Ann Salendab

Discipline: Education

 

Abstract:

The study aimed to explore the instructional experiences of non-education teachers during the new normal education setup at Sultan Kudarat State University-Kalamansig Campus. The study utilized a qualitative type of research. Participants were selected using the purposive sampling technique. A total of five (5) non-education teacher-participants were used in this study. A semi-structured interview guide questionnaire was utilized to gather and collect the data. The data were analyzed using Colizzi's Thematic Analysis. Further, the documented interviews were transcribed using intelligent verbatim. The instructional experiences of non-education teachers revealed that preparation of lessons, conducting classes, internet issues, and managing virtual classroom behavior were all identified as the challenges of non-education teachers. Moreover, the following opportunities were also identified as more personal and family time, collaboration with other teachers, more time to read online instructional resources and materials, and more time to develop technical skills. In conclusion, the non-education teachers have challenges in the preparation of lessons, conduct of classes, poor internet connections, and managing virtual behavior of students in the new normal setup. Teachers have employed various instruments to address these challenges to bridge the gap. These are collaborating with other instructors on what to do and not to do during the class discussion, lengthening their understanding and patience towards students' academic requirements and attitudes, and shouldering their expenses-loads to cater to online learning and destressing methods to ensure sound and positive mental health in conducting classes. It is recommended that the Commission on Higher Education (CHED) should provide planning programs as a baseline for new normal teaching and conduct a series of researches that focuses on teachers' experiences in the new normal educational scheme that may help substantiate the areas that need to develop. The Sultan Kudarat State University should provide a series of seminars and training to the faculty in the new normal setting. The administrator should examine the current prospectus to adapt its assessment procedures to a flexible learning situation and propose appropriate management and provision to the faculty. Lastly, the faculty should assess the practicality of their teaching practices to accommodate the needs and interests of the students from various geographical locations. In addition, teachers should see to it that no students should be left behind and that the instructional materials are suited to the needs of the learners during this pandemic.



References:

  1. Alvarez, A. G. (2020, June 29). Teaching in the new normal. Publishing Inc.: https://www.sunstar.com.ph/article/1861856/Davao/Lifestyle/Teaching-in-the-new-normal
  2. Baron, T. (2000). Getting IT Support for E-Learning. Training and development, 54(12), 32-37
  3. Barr, B., & Miller, S. (2013). Higher Education: The Online Teaching and Learning Experience. Retrieved from https://www.google.com/url?sa=t&source=web&rct=j&url=https://files.eric.ed.gov/fulltext/ED543912.pdf&ved=2ahUKEwiS3tKI2N3oAhUm2EKHfNoCR8QFjABegQIAxAB&usg=AOvVaw10Sal8UOXPU8DFS3h782Jt
  4. Bordey, H. (2020, June 25). 40% of DepEd teachers trained for distance learning.
  5. Bovermann, K., Weidlich, J., & Bastiaens, T. (2018). Online learning readiness and attitudes towards gaming in gamified online learning – a mixed-methods case study. International Journal of Educational Technology in Higher Education, 15(1). https://doi.org/10.1186/s41239-018-0107-0
  6. Brown. (2020, July 31). Advantages and disadvantages of distance learning. https://www.eztalks.com/elearning/advantages-and-disadvantages-of-distance-learning.html
  7. DepEd Order No. 12, s. 2020 (2020, June 19). The basic education learning continuity plan. www.deped.gov.ph/wpcontent/uploads/2020/06/DO_s2020_012.pdf
  8. De Villa, J. A., & Manalo, F. K. B. (2020). SECONDARY TEACHERS' PREPARATION, CHALLENGES AND COPING MECHANISMS IN THE PRE-IMPLEMENTATION OF DISTANCE LEARNING IN THE NEW NORMAL. IOER International Multidisciplinary Research Journal, 2(3), 144-154.
  9. Downing, J. J., & Dyment, J. E. (2013). Teacher educators' readiness, preparation, and perceptions of preparing Preservice teachers in a fully online environment: An exploratory study. The Teacher Educator, 48(2), 96-109. https://doi.org/10.1080/08878730.2012.760023
  10. Douglas, D.E and Van Der Vyver, G. (2004).  Effectiveness of E-Learning Course Materials for Learning Database Management Systems: An Experimental Investigation. Journal of Computer Information Systems, 44(4), 41-48
  11. Finol, M.O. (2020). Asynchronous vs. Synchronous Learning: A Quick Overview. Available online at: https://www.brynmawr.edu/blendedlearning/asynchronous-vs-synchronous-learning-quick-overview. Date Accessed, July 28, 2020.
  12. Govindasamy, T.   (2002).   Successful   Implementation of e-learning pedagogical considerations.   The      Internet and Higher Education, 4, 287-299
  13. Habibu, T., Al Mamun, M.  A., & Clement, C.  K. (2012).  Difficulties faced by teachers in using ICT in teaching-learning at Technical and Higher Educational Institutions of Uganda. International Journal of Engineering Research & Technology 1(7), 1-9.
  14. Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational technology research and development, 55(3), 223-252.
  15. Kearns, L. R. (2012). Student assessment in online learning: Challenges and effective practices. MERLOT Journal of Online Learning and Teaching 8(3), 199-208.
  16. Keengwe, J., and Kidd, T.T. (2010). Towards Best Practices in Online Learning and Teaching in  Higher Education. MERLOT Journal of Online Learning and Teaching, 6 (2).
  17. Kim, J. (2020, April 1). Teaching and learning after COVID-19. https://www.insidehighered.com/digital-learning/blogs/learning-innovation/teaching-and-learning-after-covid-19
  18. Lapitan Jr, L. D., et al. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35, 116-131.
  19. Brubaker, W. M. (2016). A teacher's journey: A phenomenological analysis of the lived experience of beginning teachers.
  20. Lie. (2020, June 20). The new normal in education. https://www.thejakartapost.com/academia/2020/06/20/the-new-normal-in-education.html
  21. Knibel, E. (2001). The Use and Effect of Distance Education in Healthcare: What Do We Know? Bethesda, MD: Published for the US Agency for International Development (USAID) by the Quality Assurance Project. Operations Research Issue Paper, 2(2). Retrieved from https://www.semanticscholar.org/paper/The-Use-and-Effect-of-Distance-Education-in-%3A-WhatKnebel/cda9b3bd188a9541aed3e670ec8ba6a6f1516df7#citing-papers
  22. Linton,   J.    N.   (2017).   Institutional factors for supporting electronic learning communities. Online Learning Journal 21(1), 238-256.
  23. Loveless, E. (2020, July 31). Strategies for Building a Productive and Positive Learning Environment. https://www.educationcorner.com/building-a-positive-learning-environment.html
  24. Lichoro, D. M. (2015). Faculty readiness for transition to teaching online courses in Iowa. Iowa State University Digital Repository: Graduate Thesis and Dissertations: https://lib.dr.iastate.edu/etd/14376/
  25. Ludeman, R., Osfield, K., Hidalgo, E. I., Oste, D., & Wang, H. (2009). Student Affairs and Services in Higher Education: Global Foundations, Issues, and Best Practices. United Nations Educational, Scientific and Cultural Organization, France. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000183221
  26. Morel, N. J. (2014). Setting the Stage for Collaboration: An Essential Skill for Professional Growth. Delta kappa gamma bulletin, 81(1).
  27. Musingafi, M. C., Mapuranga, B., Chiwanza, K., & Zebron, S. (2015). Challenges for open and distance learning (ODL) students: Experiences from the Zimbabwe Open University students. Journal of Education and Practice, 6(18), 59-66.
  28. Nilson, L. B., & Goodson, L. A. (2018). Online teaching at its best: Merging instructional design with teaching and learning research. Journal of Public Affairs Education, 264.
  29. Omar, N. D., Hassan, H., & Atan, H.  (2012). Student Engagement in Online Learning: Learners' Attitude toward E-Mentoring. Procedia -Social and Behavioral Sciences, 67, 464–475. https://doi.org/10.1016/j.sbspro.2012.11.351
  30. Pituch, KA, and Lee, Y-K. (2006). the influence of system characteristics on e-learning use. Computers & Education, 47
  31. Plauborg, H. (2009). Opportunities and limitations for learning within teachers' collaboration in teams: perspectives from active learning. Action Learning: Research and Practice, 6(1), 25-34.
  32. Raines, D.  A. (2011, January 24). Be Efficient, not busy:  Time management strategies for online teaching. https://www.facultyfocus.com/articles/online-education/be-efficient-not-busy-time-management-strategies-for-online-teaching/
  33. Reyes-Chua, E., et al. (2020). The status of implementing the e-learning classroom in selected higher education institutions in region IV-A amidst the covid-19 crisis. Journal of Critical Reviews, 7(11), 253-258.
  34. Rosenberg, M.J.  (2001). E-learning  Strategies for  Delivering  Knowledge in the  Digital  Age. New York:  McGraw-Hill
  35. Sadeghi, M. (2019). A Shift from classroom to distance learning: advantages and limitations. International Journal of Research English Education, 4 (1). https://doi:10.29252/ijree.4.1.80
  36. Salendab, F. A. (2021). Effectiveness of Performance-Based Assessment Tools (PBATs) and the Students’ Academic Performance. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(10), 6919-6928.
  37. Sandars,J.,  and  Langlois,  M.  (2005).  E-learning and the  Educator in  Primary Care:  Responding to the  Challenge. Education for Primary Care, 16,129-133
  38. Tarek,   S.   (2016). Distance   Learning:   The   Role of the   Teacher, Available online at www.docuri.com, Date Accessed, August 15, 2015.
  39. Tria, J. Z. (2020). The COVID-19 pandemic through the lens of education in the Philippines: The new normal. International Journal of Pedagogical Development and Lifelong Learning, 1(1), 2-4
  40. Trucano, M. (2014). Education & technology in an age of pandemics (revisited). World Bank Blogs. Retrieve from: https://blogs.worldbank.org/edutech/education-technology-age-pandemics-revisited
  41. Tzivinikou, S. (2015). Collaboration between general and special education teachers: Developing co-teaching skills in heterogeneous classes. Problems of Education in the 21st century, 64, 108
  42. Urdan, T. A., and Weggen, C. C. (2000). Corporate e-learning: Exploring a new frontier. WR Hambrecht Co.
  43. World Bank (2020). Managing the Impact of COVID-19 on Education System https://blogs.worldbank.org/education/managing-impact-covid-19-education-systems-around-world-how-countries-are-preparing.
  44. Yang, Y., and Lin, N.C.  (2010). Internet perceptions, online participation, and language learning in  Moodle forums: A  case study on nursing students in  Taiwan. Procedia Social and Behavioral Sciences, 2

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic