Ready to go? Profiling Philippines high school teachers’ readiness for blended learning in post-COVID-19 era

Abstract

In post-COVID-19 era, education system around the world seems to experience a shifting from traditional in-class learning to online activities, or it can be blended style which is the combination of both modes. Hence, exploring teachers’ and learners’ readiness for the different model of learning activities is a must and becomes a worth inquiry. The present study is at the cutting edge of profiling high school teachers’ readiness for blended teaching activities in Philippines at the time of post-COVID-19 era. A survey research design was adopted by involving 107 high school teachers in the city of Tupi, South Cotabato province, Philippine. This study provided an alluded picture that Philippines high school teachers are ready to conduct a blended learning system in post-pandemic era. This conclusion was drawn from the excellent results of survey items in four dimensions for blended teaching readiness model developed by Graham et al, comprising technical literacy, planning blended activities, facilitating student-student and teacher-student interaction, and managing the blended learning environment. The results indicate that a responsive, supportive, and relevant teacher professional development programs should be developed in order to enhance teachers’ readiness for blended learning in post-COVID-19 era, as well as improving Philippines future educational system.

Readiness and Efficacy of Mathematics Teachers on Blended Learning in the New Normal

“…This implied that the teachers have a high level of readiness of using online technologies in adopting to blended learning modality. The result is supported by the result of the study conducted by Vergonia and Mombas (2022) where it also yielded that the teachers are ready for blended learning in terms of technical literacy. This means that the teachers have the necessary knowledge and skills to master the emerging online technologies and overcome potential challenges.…”

A National E-assessment Implementation Framework: Assessing Readiness in Secondary Schools and Teacher Education in Tanzania

“…Although the notion of e-assessment has not yet taken shape in secondary schools (Yates et al, 2020;Niemi & Kousa, 2020), its worldwide adoption level is quite promising (Selvaraj et al, 2021), especially in higher education (Margiene & Ramanauskaite, 2022). However, the adoption is highly noticeable in the post-pandemic era (Vergonia & Mombas, 2022).…”

“…The global landscape of education has changed (Abduh, 2021), bringing with it the new phenomenon of learning from home (Rahardjo & Pertiwi, 2020), where the traditional brick-and-mortar schools were forced to transform into mandatory full-time virtual schools (Van Lancker & Parolin, 2020). Although ICT use cannot replace teachers (Turnage & Goodboy, 2016), the post-pandemic era saw a full realization of e-learning (Yan et al, 2021;Vergonia & Mombas, 2022) with a plethora of digital learning resources at different levels. While the face-to-face classroom remains the most popular teaching approach, the lessons learned from the pandemic indicate that digital learning processes can be optimized to facilitate the shift towards online education, which will pave the way for the implementation of e-assessment systems.…”

“…Some of the major challenges in the electronification of assessment processes include high initial cost of investment (Ghouali et al, 2020), Internet quota, access, and poor signal coverage (Agung et al, 2020;Basuony et al, 2020), and computing infrastructure constraints (Niemi & Kousa, 2020;Wahab & Iskandar, 2020;Bączek et al, 2021). Other challenges include software issues (Abduh, 2021), cheating and security threats on academic integrity (Mukhtar et al, 2020), content design (Doğan et al, 2020), teachers' lack of trust (Mostafa, 2023), unpreparedness and educator readiness (Efriana, 2021;Vergonia & Mombas, 2022), and students' digital illiteracy (Windram et al, 2022). The combination of all these issues signifies that going for online assessment is a process that requires careful planning, preparation, and execution to ensure a smooth adoption.…”

A systems thinking approach to e-learning on climate change: capacity-building for junior high school teachers in the Philippines

“…during extreme weather events or public health crises). Even though schools are gradually opening up to in-person classes, different learning management systems are still being used as modes of instruction in which students can access the learning materials in their subjects (Vergonia and Mombas, 2022). Other steps taken to mitigate the impact on education included revising the curriculum, providing technological resources and infrastructure to both students and teachers and improving instructional deliveries and assessment (Barrot et al , 2021).…”