Effects of Flexible Learning Training on Teachers’ Self-Efficacy and Technology Integration: Basis for Strategic Flexible Learning Action Plan

Abstract

The flexible learning system has been fully implemented in Higher Education Institutions as a response to the global pandemic situation. To adapt to this system, several professional development programs related to enhancing teachers’ digital knowledge and skills were offered to facilitate online education. In this study, a five-week Train-the-Trainer Flexible Learning Program was conducted among college instructors to capacitate them in implementing online courses. A mixed-method research design was used to examine the effects of the training on the instructors’ self-efficacy and technology integration in their teaching practices. The beliefs and views of faculty on cognitive and social presence, academic integrity, and effective flexible learning were also determined. The instructors showed an increase in their level of confidence in implementing flexible online learning concerning communication, instruction, student engagement, assessment, and academic integrity after the training. It was also found that the instructors had an augmentation level. This implies the direct substitution of learning materials from print to digital format with the incorporation of some interactive digital applications and resources. With the results, there is still a need to provide technical support to upgrade and upskill the instructors in designing and implementing their flexible learning courses. Keywords: Online Learning, Teachers’ Professional Development, Self-Efficacy, Technology Integration, Training Evaluation