The Status of the Implementation of the E-Learning Classroom in Selected Higher Education Institutions in Region Iv-a Amidst the Covid-19 Crisis

Reyes-Chua, Ethel; Sibbaluca, Brandon G.; Miranda, Rebecca D.; Palmario, Georgina B.; Moreno, Ramil P.; Solon, John Paul T.

doi:10.31838/jcr.07.11.41

Cited by 31 publications

(34 citation statements)

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“…This opportunity accelerated their knowledge and skills to allow them to be better prepared when running online classes during the pandemic. This situation reflects a study conducted by Reyes-Chua et al [6] who said that a lack of faculty member training to use e-learning classrooms is an essential problem in delivering online courses during the pandemic. E-learning will become a necessity in education.…”

Section: Theoretical Implicationsmentioning

confidence: 65%

“…Online class implementation required a radical change by lecturers and students regarding communication style, summative assessments and content delivery. As a fundamental problem, only a few lecturers had enough experience to conduct online courses [6], especially fully online courses. However, e-learning was expected to positively impact motivation, autonomy and student participation [7].…”

Section: Introductionmentioning

confidence: 99%

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Lecturer Readiness for Online Classes during the Pandemic: A Survey Research

et al. 2021

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Due to the COVID-19 pandemic, most educational institutions across the world have shifted their teaching and learning processes and put efforts into preparing online distance education to ensure education continues uninterrupted. Some did not face difficult tasks or challenges during this process because they were already implementing online or blended learning before the pandemic. However, some institutions, lecturers and students were not ready to adapt to the conditions, and it is therefore important to examine to what extent lecturers are ready to teach online. This research aims to evaluate the readiness of lecturers during a pandemic that arises unexpectedly. It also aims to investigate the weaknesses and obstacles that lecturers must overcome in order to teach an online class. This research applies a mixed-method approach. Lecturers were surveyed through online preparedness questionnaires, and several themes were constructed from the gathered qualitative data. The results show that lecturers have strong baseline technical skills to use e-learning platforms for online courses; they have quickly adapted to using a Learning Management System (LMS), and most have a tactical solution for most online classes with insufficient feasibility, but they do not have a strategic solution. Their sufficiency for teaching online courses was not optimised since they did not fully believe the learning goals could be achieved. This paper elaborates on the theoretical and practical implications.

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Section: Theoretical Implicationsmentioning

confidence: 65%

Section: Introductionmentioning

confidence: 99%

Lecturer Readiness for Online Classes during the Pandemic: A Survey Research

et al. 2021

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“…Since Covid-19 is a recent phenomenon and its impact on the education sector is relatively new, only a few studies have studied the implementation of distance education and e-learning. Reyes-Chua et al (2020) found that students in selected HEIs in the Calabarzon region have faced problems such as a lack of resources, difficulty accessing a Wi-Fi connection, and a lack of valuable training among both the students and faculty members. Joaquin et al (2020) revealed that there are still gaps and challenges in terms of teacher capacity, the situation, the context of the learner, and the efficiency of the learning environment, even though innovations have been made by HEIs in the Philippines in terms of alternative learning modes and technologies for delivering education.…”

Section: Introductionmentioning

confidence: 99%

School Support Received and the Challenges Encountered in Distance Learning Education by Filipino Teachers during the Covid-19 Pandemic

Jr.

Bleza

Buhain

et al. 2021

IJLTER

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Distance learning has become the sole modality of the teaching and learning process in the Philippines due to the Covid-19 pandemic. Since face-to-face classes are still prohibited with no end in sight, it is important to assess the experience of teachers handling distance learning education in terms of the support they have received, and the challenges encountered. This study examines the support provided by the schools, the challenges encountered by the teachers, and the support they need to thrive in distance learning education. By applying a quantitative approach through an online survey, 151 teachers - including 108 women, 41 men, and 2 respondents who did not mention their gender - served as the respondents of this study. The study derived promising results in that the majority of the respondents received adequate support from their respective schools in terms of capacity building, technical and data privacy matters, systems of information dissemination, and online learning management. Financial and emotional support mechanisms are two areas for improvement. The common problems encountered include motivating the students, using ICT, managing the time allotted for online sessions, and evaluating the learners’ knowledge. The teachers were also looking for more free resources and tools, webinars to share ideas and challenges, and professional development. Overall, the respondents were confident handling remote classes during the pandemic. The Department of Education (DepEd) and the schools may devise targeted programs, training, and support mechanisms to ensure that no one in the education sector is left behind.

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“…The pandemic has brought about varied concerns like cognitive work overload in some local schools for learners and teachers (Malindog-Uy, 2020). For instance, in implementing a learning modality among the selected educational institutions in Region IV-A amidst health crisis, learners exclaim that distance learning is not suitable and applicable for mathematics because comprehending it through alternative platforms is difficult; hence a decline in math performance among the students is anticipated (Reyes-Chua et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Academic Achievement in Algebra of the Public High School Students in the New Normal

Rodrigo

Alave

2021

PSSJ

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This study describes the academic achievement level in Algebra of the public secondary school students in the new normal as a whole and when grouped according to sex and parent's highest educational attainment. Utilizing descriptive-comparative and correlational designs, the academic achievement level, significant differences and relationships among the variables, and the perceived learning difficulties in Quadratic Functions were determined using mean, Mann-Whitney, Kruskal Wallis, Chi-square test of association, Spearman rank correlation, and frequency and percentage distribution. Results showed that the academic achievement level was low; no significant difference and relationship between sex and academic achievement level; there was a significant difference and relationship between parent's highest educational attainment and achievement level, and students' top difficulty is transforming quadratic functions into the form f(x)=[a(x-h)^2]+k. Therefore, Algebra teachers, school heads, and parents should take necessary interventions to address the problem.

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The Status of the Implementation of the E-Learning Classroom in Selected Higher Education Institutions in Region Iv-a Amidst the Covid-19 Crisis

Cited by 31 publications

References 0 publications

Lecturer Readiness for Online Classes during the Pandemic: A Survey Research

Lecturer Readiness for Online Classes during the Pandemic: A Survey Research

School Support Received and the Challenges Encountered in Distance Learning Education by Filipino Teachers during the Covid-19 Pandemic

Academic Achievement in Algebra of the Public High School Students in the New Normal

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