Uncovering Learners’ Experiences to New Normal Education: Implications of Asynchronous Instruction in Ge 5: Science, Technology, and Society Course Teaching

Abstract

<p>The new normal education policy in response to the pandemic crisis pushed institutions to shift from traditional face-to-face to asynchronous instruction that posed challenges particularly to science courses in higher education. The purpose of this study was to understand the learning experiences of the students and the implications of asynchronous teaching instruction in the Science, Technology, and Society course. This study utilized a convergent parallel mixed method of research employing descriptive-comparative and descriptive phenomenological research designs. There were 100 respondents for the quantitative part and 12 participants for the qualitative part. Based on the quantitative findings, the overall implementation of asynchronous instruction in the course was "excellent." Specifically, the level of implementation was "very satisfactory" in terms of Content and Course Evaluation, while "excellent" in terms of Instructional Design, Student Assessment, and Technology. There was no significant difference in the level of implementation of the course asynchronous instruction when analyzed by specialization. Moreover, based on the qualitative analysis, the learning experiences of students in asynchronous instruction were both positive and negative that implied two-way learning experiences. The general recommendation gleaned from the students was science, technology, and society asynchronous delivery improvement that covered teacher improvement, SIM improvement, and assessment tool improvement. The general recommendations of this study were improving asynchronous instruction delivery through teachers training proposals, modification of self-instructional materials, increasing the awareness and effective use of the varied assessment tools in sustaining the needs and interest of students in studying the course, creating a safe learning environment for the students, and conducting future researches to reveal significant factors which affect the learning experiences of students and the other points that the current researchers have not yet explored.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0893/a.php" alt="Hit counter" /></p>

Distance Education Students’ Perception of Online Learning during Covid-19 Era: A Study of Selected Campuses and Learning Centres of Valley View University

“…Physical and psychological factors can influence learners' active participation in online education in either a positive or negative way. A study at the University of Mindanao Digos College discovered that students had positive and negative experiences with asynchronous instruction (Diez et al, 2021). Shetty et al (2020) investigated university students' attitudes toward online learning during the COVID-19 crisis in India.…”

“…Online learning can reduce educational variation by extending access to cost-effective and flexible education (Maphalala & Adigun, 2021). Although researchers like Diez et al, (2021), Abbasi et al (2020), Alameri et al (2020, Chung et al (2020), Fauzi et al, (2020), McQuirter (2020, Muhammad and Kainat (2020), Oyediran et al (2020), Shetty et al (2020) have done related studies on this topic in various academic institutions, they did so without directing their studies to VVU. For instance, Aboagye (2020 b), Adarkwah (2020), and Agormedah et al ( 2020) have conducted similar studies on online learning at higher educational institutions in Ghana, but they excluded VVU.…”

A Phenomenological Research Study of Classroom Managers Technological Pedagogical Content Knowledge in Emergency Remote Learning

“…From the responses gathered, it has been shown that the positive experiences of classroom managers include: increasing amounts of time for preparation; opportunities for learning new modalities; adapting to new technology; minimal time spent at work; deep understanding of teaching abilities; developing positive behavior towards teaching; being evident of positive behavior towards teaching; and highlights on various alternative teaching modalities. Learners experienced both positive and negative experienced in the new normal set-up (Diez et al, 2021) thus teachers find ways to create positive atmosphere in the new modality of learning. It has been proven in the study of Zhang, Wang, Yang, and Wang (2020) that positive experiences of teaching and learning in the new normal create an improvement as it increases the time for educators to prepare for the materials, the process of teaching, and accept feedback for the success of the educational process.…”

Preferred Style of Teaching and Learning by College Students in the New Normal

“…The ability of both processes to be linked to a particular style for both students and teachers is one of the essential components of learning and teaching (Munna & Kalam, 2021). The new normal setup brings mixed experiences among learners, these include both positive and negative experienced that could affect their learning (Diez et al, 2021). Thus, the urgency of re-examining and assessing the current classroom situation in the virtual context is greatly needed to conclude which learning theories in education are more efficient as students' teaching and learning styles in the new normal setup.…”