flexible-learning journey

Talosa, Arlene D.; Javier, Billy S.; Dirain, Estela L.

doi:10.21744/lingcure.v5ns3.1590

Cited by 14 publications

(14 citation statements)

References 23 publications

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“…Be willing to try something and get better results, because if you do it several times, you always get better. (Student A,22,education) This study is consistent with that of Talosa, Javier, & Dirain (2021), who found that when students know that the teacher is technologically skilled in a variety of online tools, they are more eager to learn since most of the participants belong to Gen Z, from which much of the information is taken and delivered through social media.…”

Section: Coping Csupporting

confidence: 83%

“…I tried to balance my studies with household chores at home. I also planned to create, discover, and improve myself (Parent 6,60,housewife) These results affirm the study of Talosa, Javier, & Dirain (2021); Olapane (2019), pointed out that time management could be customarily and emphatically associated with scholarly achievement and that, alternately, poor timing leads to failure and a decreased achievement level. The concept of individuality affirms that no matter how higher institutions prepare the learning environment to be conducive to all involved, individual preparation affects the overall performance of education delivery.…”

Section: A 2 Personal Preparationsupporting

confidence: 53%

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Integration of Nursing Care as Education Approach in the Implementation of Flexible Learning During the COVID-19 Pandemic

C. Olapane,

C. Contreras,

F. Cataluña

et al. 2023

MJN

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Background: Flexible learning has become the most viable strategy to survive the education industry across the globe and at all levels since the pandemic. The abrupt shift of modality imposes various agendas, either beneficial to improve learning delivery or, to some extent, a disadvantage, especially among technologically challenged educators. Curative traits are attributed to meeting the education requirements and needs of learners while the pandemic disrupts its core implementation. Integration of nursing care as such involves various key stakeholders, understandably because of its newness in form. In developing countries, continuity of teaching and learning has been affected by the abrupt transition, which further at-risks higher academic institutions' ability to provide quality professional education. The study aimed to document pandemic-induced stories encountered by the stakeholders among higher institutions' implementation as cornerstones to developing a caring-inspired strategy to approach education. Methods: The narratives of stakeholders such as students, faculty, parents, and the school administration are extracted during their elemental months of learning design, innovation, and transition phases. Analyses using NVivo 12 Plus on the participant’s experiences and coping were transcribed, and themes were generated thereafter. Pseudonyms of the 28 participants assigned were obtained prior to researcher-assisted key informant interviews to ensure the ethicality of the qualitative research design. Results: Significant themes as expressions of a caring-inspired approach to flexible learning range from identifying challenges and changes to coping with the implementation of technology-modified learning modalities. In the context of learning material development, digital literacy, curriculum-related concerns, and breaches of academic veracity are themes that surfaced among all participants within the first three months of pandemic adjustments. Conclusion: The study recommends the inclusion of flexible learning as a strategy even in the post-pandemic era as input to strategic planning during management reviews and to sustain technological and educational evolution, ensuring a learning continuum amidst crises

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Section: Coping Csupporting

confidence: 83%

Section: A 2 Personal Preparationsupporting

confidence: 53%

Integration of Nursing Care as Education Approach in the Implementation of Flexible Learning During the COVID-19 Pandemic

C. Olapane,

C. Contreras,

F. Cataluña

et al. 2023

MJN

View full text Add to dashboard Cite

show abstract

“…However, online learning offers the opposite experience to students, where they able to sit in one place, invest their time devotedly for their classes and have extra time for revision. The findings also revealed that online learning has helped the students to have more revision time which contributes to their improvements in learning mathematics [21]. As supported by a research and findings of this research revealed that learning Discrete Mathematics via online does help to improve students' performance [22] [23].…”

Section: B Discussionsupporting

confidence: 58%

Learning Experience with LearnwithEmma

Susaie

Tan

Goh

2022

JIWE

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The presence of Covid-19 was a game-changer in all the sectors that traditional learning, working, selling even living methods have changed from basic methods to something else to curb Covid-19. The impact was huge on most sectors due to the lack of experience in overcoming pandemics. One of the sectors that face the most struggle was educational institutions. For many years, face-to-face learning and teaching method have been in practice. While during Covid-19, everyone was forced to attend online classes as a precautious measure. Online learning is completely based on digital study without the physical presence of students or lecturers. Implementing such learning approaches gradually in education allows students to expose to both learning methods. Many subjects such as languages, and theory-based topics have been taught with an online learning approach; however, less attention was paid to mathematics. Therefore, this study aimed to examine students’ experience in learning Discrete Mathematics online through LearnwithEmma. LearnwithEmma is a learning platform that was designed for students in this study. During a month, students’ learning was assisted by an agent, Emma. Students were given a questionnaire that involved questions about their experience and their current understanding of the subject. Students opined that their performance significantly improved after learning via LearnwithEmma. About 77.2% strongly agreed that they excel in Mathematics after fully utilizing LearnwithEmma. Most of them agreed that they were able to perform better in their exam after using LearnwithEmma. 75.4% of the students agreed that they have scored better in their exams after using LearnwithEmma. 61.4% of the participants preferred to learn Discrete Mathematics through an online class compared to a traditional class. This study recommends that educators and researchers may enhance online learning by introducing new platforms such as LearnwithEmma or integrating other multimedia elements.

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“…Having worked with faculty, Harper-Hill et al ( 2022 ) support the concepts of adult education that faculty should participate in the planning process and work from well-stated goals on technology that will be useful in their job. When asked how they gained more knowledge about technologies, instructional design, andragogy, and pedagogy, distance educators responded that they did it through observing others and by doing (Talosa et al, 2021 ). From years of experience as a distance educator, Luongo ( 2018 ) suggests workshops or mentors should be a part of training initiatives.…”

Section: Literature Reviewmentioning

confidence: 99%

Modern technology adoption and professional development of lecturers

2023

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This qualitative study investigated the professional development needs of lecturers who are transiting to a technology-mediated environment following advancements in technology. This research work was conducted to address the increasing use of digital tools and platforms in education, shed light on the challenges that lecturers face when adopting modern technology in their teaching, and provide insights on how to design compelling professional development opportunities that address their needs. A convenience sample of faculty and administrators in the faculty of education at a university in Uganda was selected, and 89 participants were interviewed using an interview guide. The study found that most lecturers view time as a significant barrier to their professional development, and therefore, they require professional development opportunities that are tailored to their needs, relevant to their application of technology, and delivered by trainers who use principles of adult education and constructivism. The study shows a need for those involved in planning and implementing professional development opportunities to consider the needs of administrators and lecturers, and the principles of adult education and constructivism when designing and implementing professional development opportunities.

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flexible-learning journey

Cited by 14 publications

References 23 publications

Integration of Nursing Care as Education Approach in the Implementation of Flexible Learning During the COVID-19 Pandemic

Integration of Nursing Care as Education Approach in the Implementation of Flexible Learning During the COVID-19 Pandemic

Learning Experience with LearnwithEmma

Modern technology adoption and professional development of lecturers

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