Abstract
This research study aimed to describe the lessons which students learned from joining webinars. This utilized qualitative- narrative analysis methodology and involved six informants through purposive sampling based on inclusion criteria. In-depth interviews and focus group discussions using semi-structured interviews and written reflection based on Gibb's reflective model were employed to gather data. The data were transcribed, analyzed, compared, and rigidly categorized into different themes to provide a backbone of the narratives. Lessons that students learned from joining webinars were 1. Simple, yet deep descriptions, 2. Humble, yet genuine feelings, 3. Objective, yet, heartfelt evaluation, 4. Patchy, yet holistic analysis, 5. Innovative, yet personal conclusions, and, 6. Firm, yet purposeful actions. The findings of this study have significant implications on social studies teachers, curriculum planners, and school policymakers in considering the importance of webinars in teaching and learning in the new normal.
Highlights
This research study aimed to describe the lessons which students learned from joining webinars
As the absence of literature about the lessons which students learn in joining webinars remains scarce, considering researches like this that integrate technology in teaching social studies if not considered, may in one way or another be deemed a major setback for improving instructional delivery
To describe the lessons which students learned from webinars, six important themes were: 1
Summary
This research study aimed to describe the lessons which students learned from joining webinars. This utilized qualitative- narrative analysis methodology and involved six informants through purposive sampling based on inclusion criteria. The teaching of Social Studies as well integrated the use of webinars for students to learn relevant knowledge and lifelong skills at the comfort of their homes. As the absence of literature about the lessons which students learn in joining webinars remains scarce, considering researches like this that integrate technology in teaching social studies if not considered, may in one way or another be deemed a major setback for improving instructional delivery. This research topic aimed to describe the lessons which students learned from joining webinars. Information results of this study may help instructional leaders in integrating the webinars in relation to the teaching and learning of students
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