E-learning roadmap for open distance learning in Cordillera Administrative Region

Galeon, Dario H.; Garcia, Paul G.; Cruz, J Dela

doi:10.1088/1757-899x/482/1/012012

Cited by 7 publications

(3 citation statements)

References 9 publications

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“…This goes to show that teacher-participants need further improvement in aspects related to technology integration. Findings are in accordance with De Vera, et al (2021)revealed that novice teachers have lacking competencies related to online instructional preparations; and teachers need to upgrade and expand their digital competence to ensure that there is an effective delivery of teaching and learning (Torrato, 2022).In fact, even prior to the shift to distance learning, technology integration is already a compelling issue in the classroom setting (Dotong, et al, 2016).Another contributing factor why TPACK knowledge related to technological components is not strong enough is the lack of technology infrastructure built in most of the public schools here in the Philippines (Nuncio, et al, 2020;Galeon, et al, 2019;Arinto, 2016;&Espinosa, et al, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, it was only in the later months of 2021 where face-toface learning was implemented (DepEd, 2021).Preparation of self-learning modules (Agayon, et al There are a number of teachers' traits to which ERT becomes effective. On top of it is readiness, whichis measured based on the availability of e-learning infrastructures and the ability of teachers in using and managing learning management systems (Alqabbani, et al, 2021;Martin, et al, 2019).Study of Ventayen (2018) showed that DepEd teachers are ready for online learning; however, ICT infrastructures still need major development (Nuncio, et al, 2020;Galeon, et al, 2019;Arinto, 2016).Second is the teachers' satisfaction with their ERT experiences as such is crucial specially in continuing the use of high-impact e-learning. Also, teachers' satisfaction proved to be essential factor in influencing their ability to employ a learning management system and their perceived quality performance (Yengin, et al, 2011 as cited by Alqabbani, et al, 2021).Another is teachers' perceived level of effectiveness towards the implementation of ERT.…”

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confidence: 99%

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TPACK in times of Emergency Remote Teaching: Status of Newly-Hired Public School Teachers

Dy¹

2022

IJSMS

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This study aimed to evaluate the status of newly-hired public school teachers in terms of their TPACK Components and Emergency Remote Teaching (ERT) as indicated in their e-learning readiness, perceived effectiveness, attitude, satisfaction, and anxiety. Quantitative research particularly the correlational research design was employed in this study. Thirty-four(34) purposefully selected newly hired public school teachers were the participants of the study. Results showed that among the TPACK components, those that have technology integration were among the areas where teacher-participants need major improvement. Their ERT Readiness scores showed 55.5% of the teacher-participants scored low in e-Learning Readiness, 55.9% scored moderately in perceived effectiveness, 73.5% were neutral in terms of attitude towards ERT, 58.8% moderately satisfied with ERT implementation, and 61.8% showed no anxiety. Findings showed a moderately positive and significant correlation between perceived effectiveness and attitude (r=.56, p<0.01); satisfaction and readiness (r=.35, p<0.05), satisfaction and perceived effectiveness (r=.34, p<0.05), attitude and anxiety (r=.34, p<0.05), but strongly positive and significant correlation between satisfaction and attitude (r=.69, p<0.01). Moreover, in terms of relationship between TPACK Components and ERT Indicators, a positive and significant correlation were also showed between perceived effectiveness and PK (r=.58, p<0.01), CK(r=.50, p<0.01), PCK(r=.48, p<0.01), and TCK(r=.40, p<0.05); and attitude between PK(r=.47, p<0.01) and PCK(r=.39, p<0.05The overall ERT readiness, where 56% of the teacher-participants scored low, is a product of the availability of ICT infrastructures in public schools, EdTech training, and pedagogical approaches in distance learning. It is recommended that the formulation of DepEd policies and programs are geared towards addressing these issues.

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confidence: 99%

TPACK in times of Emergency Remote Teaching: Status of Newly-Hired Public School Teachers

Dy¹

2022

IJSMS

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“…In the Cordillera Administrative Region (CAR), where this study was conducted, distance learning has been practiced. Galeon et al (2019) stated that CAR had Open and Distance Learning (ODL) which began in 1997 to address the educational needs of individuals who were deprived of time and distance to attend regular room-based lectures such as employed or working individuals, parents, and the like.…”

Section: Introductionmentioning

confidence: 99%

Synchronous or Asynchronous Learning: That’s the Question of BACOM Learners!

Vasquez¹,

Doclis²,

Quinto

2022

JLEET

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Due to the COVID-19 pandemic, the delivery of education through distance learning has become a necessity. Students have to learn from their instructors in an online platform in two methods: synchronous and asynchronous learning. With all these pieces of information in mind, this study was conducted to examine the preferences of 143 Bachelor of Arts in Communication (BACOM) learners in one state university in Cordillera Administrative Region, Philippines regarding synchronous and asynchronous learning through a valid and reliable questionnaire distributed via Google Form. In a nutshell, more BACOM learners preferred synchronous learning because it allows for collective learning and interactions in real-time which can alleviate the sense of isolation that asynchronous learning brings, and they found it easier and more manageable to navigate synchronous learning than asynchronous learning. Notably, second-year BACOM learners recorded the highest average preference on synchronous learning, while the first-year BACOM learners recorded the highest average preference on asynchronous learning. While there is no significant difference in moderate preference according to year levels, it still varies from year level to year level. This poses an area for future work where if Face-to-Face classes are still not attainable, hybrid learning, which is a combination of synchronous and asynchronous learning, can be tested to prioritize the learning progression of every learner.

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Total Quality Management: Practices to Leverage Its Principles in Distance Higher Education

Borges Notarjacomo,

Strapazzon Do Couto,

Bica de Almeida

et al. 2022

Lecture Notes in Mechanical Engineering

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E-learning roadmap for open distance learning in Cordillera Administrative Region

Cited by 7 publications

References 9 publications

TPACK in times of Emergency Remote Teaching: Status of Newly-Hired Public School Teachers

TPACK in times of Emergency Remote Teaching: Status of Newly-Hired Public School Teachers

Synchronous or Asynchronous Learning: That’s the Question of BACOM Learners!

Total Quality Management: Practices to Leverage Its Principles in Distance Higher Education

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