Learning Delivery Modes Research Articles

Roles of Parents and Adolescent Learners in the Use of Technology in Homeschooling

This exploratory phenomenographic research examines the varied ICT utilization experiences of Filipino homeschooling parents and their adolescents. Learning from those who have been using technology in homeschooling in light of the extensive use of blended learning in current learning delivery modes. The participants were parents and adolescents, purposively selected for their varied approaches to homeschooling to provide a rich outcome space. Data gathering ensued over five months, using open-ended phenomenographic interviews and making concept/mind maps. Transcription of data used intelligent verbatim and analysis and an iterative approach generated varied categories of description. Categories qualitatively represent different ways or roles of experiencing a phenomenon. Findings revealed that parents are consumers, filters, and instillers of values in using technology in the themes of expanding awareness on communication, facility for learning, and monitoring the consumption of the adolescent. Adolescents are consumers, learners, and seekers of their own potential with themes in communication, entertainment and gaming, access and restrictions, and homeschooling. Family dynamics categories are consumers, learners, and managers of technology with themes in communication, digital literacy, and character building. The study recommends that institutions promote digital literacy and capacity building for independent learning, that adolescents communicate their ICT needs with their parents, and that parents prepare adolescents to participate in the digital community. Keywords: ICT, education, adolescents, homeschooling, phenomenography

Teaching mathematics in an EFL context at higher education; before, during and after the COVID-19 pandemic: a comparative study

Teaching mathematics in an EFL context at higher education; before, during and after the COVID-19 pandemic: a comparative study

A pedagogic evaluation comparing face to face and online formats of a multi-professional offender personality disorder (OPD) higher education training programme

PurposeThe aim of this paper is to provide an overview of a novel offender personality disorder (OPD) higher education programme and the research evaluation results collected over a three-year period. Data from Phase 1 was collected from a face-to-face mode of delivery, and Phase 2 data collected from the same programme was from an online mode of delivery because of the COVID-19 pandemic.Design/methodology/approachIn Phase 1, three modules were developed and delivered in a fully face-to-face format before the pandemic in 2019–2020 (n = 52 student participants). In 2020–2021 (n = 66 student participants), training was adapted into a fully online mode of delivery in Phase 2. This mixed-methods study evaluated participant confidence and compassion. Pre-, post- and six-month follow-up questionnaires were completed. Qualitative interviews were conducted across both phases to gain in-depth feedback on this programme (Phase 1: N = 7 students, Phase 2: N = 2 students, N = 5 leaders). Data from Phase 1 (face-to-face) and Phase 2 (online) are synthesised for comparison.FindingsIn Phase 1 (N = 52), confidence in working with people with personality disorder or associated difficulties improved significantly, while compassion did not change. In Phase 2 (N = 66), these results were replicated, with statistically significant improvements in confidence reported. Compassion, however, was reduced in Phase 2 at the six-month follow-up. Results have been integrated and have assisted in shaping the future of modules to meet the learning needs of students.Research limitations/implicationsFurther research into the impact of different modes of delivery is important for the future of education in a post-pandemic digitalised society. Comparisons of blended learning approaches were not covered but would be beneficial to explore and evaluate in the future.Practical implicationsThis comparison provided informed learning for consideration in the development of non-related educational programmes and, hence, was of use to other educational providers.Originality/valueThis paper provides a comparison of a student-evaluated training programme, thus providing insights into the impact of delivering a relational-focused training programme in both face-to-face and online distance learning delivery modes. From this pedagogic research evaluation, the authors were able to derive unique insights into the outcomes of this programme.

PROJECT LEARNDEMIC (Learning Assessment and Reading Development through Enhanced Modified Intervention and Collaboration)

The CoViD-19 pandemic has brought serious impact to the various sectors of society especially in education where teachers experience difficulties in the teaching-learning process with their learners. Due to lack of internet connection, teachers of Ansulag Elementay School opted to use modular distance learning delivery mode where learners have to answer every activity or learning task provided in their module at home and submit such to their teacher as scheduled without the usual teacher-learner interactions. This affect learners’ access to quality instruction that affect their learning outcome. Thus, the learning gap between the abilities that learners would have developed in the context of standard educational practice and their actual learning is significantly noted. In line with the 2021 National Reading Month was themed “Bawat Bata Bumabasa Sa Kabila ng Hamon ng Pandemya,” (Every Child Reading Despite the Challenge of the Pandemic) as per DepEd Memorandum No.348, s.2021, the innovators crafted a reading innovation which is the Project LEARNDEMIC (Learning Assessment and Reading Development through Enhanced Modified Intervention and Collaboration). This is aligned with ECARP- Every Child A Reader Program, 3Bs or Bawat Bata Bumabasa, the Regional Innovation banner program: LIBRO or Literacy Initiatives Bridging Reading Opportunities and the division banner program E-RENE (Enhancement of REading and Numeracy towards Excellence). All these initiatives is in support to the DepEd’s mission and vision as well as the regional mantra that every child a champion as per RM Order No.753 s.2021.

From “Am I just too old for this?” To “Hey – I think I could do that!”: a collaborative self-study of the implementation of blended synchronous learning in initial teacher education

Blended Synchronous Learning (BSL) refers to when students located in physical classrooms learn together with peers who attend remotely, via networked digital technologies. The Covid-19 pandemic, along with ambitions to increase flexibility in learning delivery mode for students, has led to the increased implementation of BSL in tertiary education. The current evidence-base around BSL provides important principles for its use, but relatively little research has examined the experiences of teaching staff in depth. This article uses a self-study methodology to explore educators’ experiences of BSL implementation in a post-graduate Initial Teacher Education course in Australia. Six teaching staff, all co-researchers for the study, contributed reflective data, and engaged in analysis and interpretation of the data via structured critical friendships. Insights related to four key themes were derived from the analysis: institutional and pedagogical factors; educator wellbeing, self-efficacy and professional identity; staffing support; and collegial professional learning. The implementation of BSL, while aligned with existing recommendations, produced significant challenges for educators in relation to institutional support and training, pedagogical practices, operation of BSL technologies, professional identity and self-efficacy. Cognitive overload was a prominent feature of the BSL teaching experience. On the whole, while drawing on existing skills and teaching experience, educators held significant concerns with the overall quality of student learning in BSL—especially for remote students. Training, practice, technical and co-teaching support, as well as collegial relationships, were important mediators of educator experience. The findings suggest that the implementation of BSL requires substantial investment in staffing, training, skill development, and opportunities for authentic, meaningful practice and prototyping. The findings also affirm the value of timely, organisationally supported and collaborative professional learning as part of BSL implementation.

PROTOTYPING A WEB-PUBLISHED ACADEMIC ENGLISH COURSEBOOK FOR INDONESIAN PRIMARY SCHOOL TEACHER EDUCATION STUDY PROGRAM STUDENTS

This publication addresses the prototyping phase of a web-published academic English coursebook, which is exclusively designed and developed to assist the 6th semester primary school teacher education study program students at Universitas Negeri Makassar in learning academic English. Large-scale social restriction due to Covid-19 pandemic, which restricts any form of regular face-to-face meeting, and the fact that an English coursebook has not been developed yet at the locus of this study led the authors to set this as both an important and urgent goal to be reached through design-based research, which comprised (1) preliminary study; (2) prototyping; (3) assessment; and (4) systematic reflection. In prototyping the artefact, standard web programming languages including PHP, HTML, and CSS were synergized. The samples of this study were 5 classes consisting of 125 6th semester students majoring in primary school teacher education study program at Universitas Negeri Makassar, Indonesia. Through iterative cycle of prototyping, the findings of this study provide an ideal design of a web-published academic English coursebook exclusively addressed to solve a contextual educational issue detected in the locus of this research, as mandated by literature on design-based research. Besides, this publication discusses ideas of web design and development that work for academic English learning purposes. In addition, this publication also deals with the effectiveness issue of the web-published academic English coursebook in assisting non-English major students in learning academic English through online distance learning delivery mode. This publication theoretically contributes to the domain of teaching English as a foreign language (TEFL) and instructional learning design.

MID-YEAR ASSESSMENT OF AHEAD LEARNING 2.0 OF THE SENIOR HIGH SCHOOL

HyFlex Education Learning Program (HELP) is the educational strategy in the Basic Education of San Pablo Colleges. Its aim is centered on the continuity of education, attainment of the school’s vision and mission and the provision of quality education to the learners. The researchers therefore recognized the need to assess the delivery of the AHEAD Learning 2.0 in the eyes of the Senior High School learners. The descriptive research design was employed in the study involving 616 Senior High School learners as respondents. Findings revealed that the Senior High School students deemed AHEAD Learning 2.0 as a good learning delivery mode. They considered learning module as a good supplementary material during online classes and most of them were using smartphones for online learning. As for the stress experienced by the learners, they considered online sessions as moderately stressful, however face-to-face sessions were deemed slightly stressful. Moreover, the teachers were very helpful in terms of providing resources during online and face-to-face sessions; the respondents enjoyed learning with AHEAD 2.0; and teachers were very helpful during hybrid learning. Brightspace, the official learning management system of San Pablo Colleges, was deemed very helpful during hybrid learning. The respondents were satisfied with their learning experience using the AHEAD 2.0 and for them, the current-set up does not need any modification. Based on the findings of the study, series of actions were recommended in order to contribute to the quest for quality education.

Teaching and learning delivery modes in higher education: Looking back to move forward post-COVID-19 era

The COVID-19 pandemic has forced the education sector to adapt rapidly to online and blended learning modes. This systematic literature review examines the impact of the pandemic on teaching and learning in higher education, including management education and other disciplines. The review of 68 studies reveals that blended teaching, combining the benefits of face-to-face and online teaching methods, has emerged as a promising approach for higher education in the post-COVID-19 era. However, further research is needed to fully understand the dynamics of this mode, particularly in the context of business management education. The review highlights the importance of flexible and adaptable learning modes in higher education, with a need for institutions to continue promoting and creating diverse learning modes that meet the needs of all students. The use of technology is expected to continue to be integrated into teaching and learning, with a greater focus on blended learning modes. As the pandemic has emphasized the importance of effective and accessible education, future research should focus on analyzing the effects of blended learning in diverse nations and addressing issues such as access to technology and digital literacy.

The place of academia and industry in the adoption and adaptation of educational technologies for a post-COVID-19 recovery in Africa

The COVID-19 pandemic disrupted livelihoods on different fronts and at varying degrees globally. The global education sector was one of the key sectors that bore the heaviest brunt, particularly in the teaching and learning delivery modes. For instance, digital educational technologies became vital methods for teaching and learning. In response, a number of initiatives were adopted by countries to lend insight into how to cope with the emergent challenges, as well as how to alleviate the challenges brought about by the pandemic for post-COVID-19 recovery and growth. In this paper, we explore the contribution of industry and academia to post-COVID-19 recovery and growth, with a special focus on education technologies (ICT)’s adoption and promotion of entrepreneurial efforts in Africa. To attain the paper's objective, we used a scoping review approach to obtain crucial literature from credible and relevant databases to demonstrate and deliver succinct, stronger, clear, and clarified findings on the areas of focus. Additionally, we visited websites of certain international organizations that supported sub-Saharan Africa (SSA) countries in response to the COVID-19 pandemic, specifically focusing on responses targeting the education sector. The findings highlighted in this paper reveal that both academia and industry have a significant contribution to building back better efforts for a post-COVID-19 recovery and growth. Such efforts operate within the realms of adoption and adaptation of technology in the education sector, and increased emphasis on involvement in entrepreneurship practices. The paper also offers salient recommendations on how to better improve academia and industry's involvement in post-COVID-19 recovery and growth efforts.

PARENTS’ PERCEPTION TOWARD DISTANCE LEARNING DURING THE CORONAVIRUS (COVID-19) PANDEMIC

The alarming rise of COVID – 19 positive cases forced the Philippines to suspend the teaching and learning process in the traditional face-to-face delivery modality. It is very evident that the rapid change in learning delivery mode significantly increase academic demand and workload. In the study conducted by Talidong & Toquero (2020), Negative effects of the above-mentioned challenges manifest on how educators and parents, as well as learners, fully embrace the new landscape of education. Hence, the purpose of this research was to explore the perception of the parents on the implementation of distance learning at BPES that served as a basis to improve its implementation on the coming academic year. The present study employ the quantitative research model anchored on the survey-model. The results obtained from the online survey for each areas of concern (1) that parents struggled adjusting to online learning environment, (2) parents agree (x̄ = 3.59) that they are adjusting to changing study environment, (3) parents partially agree (x̄ = 2.89) that their children were unable to interact with teachers and (4) parents partially agree (x̄ = 3.12) that teachers give unclear instructions.These results present the following opportunities for BPES as it continues to provide quality education despite the pandemic.

Readiness of teachers on flexible learning: Basis for a capability-building program

<span lang="EN-US">This study focused on the faculty members’ readiness to use flexible learning at a state university in the Philippines. There were 547 faculty members from all levels completed an online survey questionnaire using the descriptive research method. The faculty members are ready regarding the availability of IT tools and internet connectivity. Still, they are not so much prepared as to their knowledge and competence on using flexible learning. The majority have wireless connections but are considered intermittent. Most of the faculty members use books as their teaching materials. Only very few have learning materials like modules, worktexts, manuals, and workbooks. Most of them are still oriented to face-to-face communication with students and are not familiar with the other equally responsive pedagogies requiring less data usage, or no data usage. Many faculty members have tried using online learning delivery modes, but they are still not confident using them. They have little knowledge about learning management systems and are moderately competent in using them. Based on the findings is the capability-building program which was already implemented and sustained.</span>

Clinical learning during the pandemic: Experiences of LPN-BN undergraduate nursing students.

BackgroundWhen the COVID-19 pandemic was declared in March 2020, nursing programs made rapid decisions regarding clinical placement experiences for students. In many nursing programs, this meant ending clinical placements early, delaying clinical courses, and moving clinical courses to simulation.PurposeThe purpose of this study was to explore LPN-BN students' experiences in clinical courses during the COVID-19 pandemic.MethodA qualitative descriptive approach was employed in this study. Fifteen semi-structured conversational interviews with nursing students and recent graduates were conducted. Inductive content analysis was used to analyse the data.ResultsFour main concepts were identified: (1) logistics of learning; (2) shifts in clinical learning; (3) mental health matters; (4) readiness to practice.ConclusionIt is important to understand the experience of nursing students as this is an inordinately stressful and impressionable time for them. Insight into the student experience, will inform educators in the areas of curriculum and competency-based evaluation as well as supports for student mental health and well-being.

Flipped Classroom and Modular Instruction for Developing Activities

Transforming to a new normal delivery of education requires retooling of teacher’s capability to engage with pedagogy suited to the recent trends of distant teaching-learning process. Featuring the characteristics of Flipped Classroom as utilized by some private institutions can be an effective strategy in public schools amidst pandemics. This study assumed that both flipped classroom and modular instruction are effective approach in teaching Science in the new educational set-up. It also ascertained the significant relationship between the performance of the pupils in grade three Science and the learning delivery modality both used in two identified schools. The Correlational design was used as method that measures a significant relationship between two variables without controlling both. There were 29 teachers and 158 learners as respondents’ group selected through purposive sampling. The questionnaires were constructed through Google Survey Forms. It is a web-based application Docs using a survey administration software with high level of accuracy and consistency in gathering essential information. The findings showed that modular instruction was perceived as of greatest in use and flipping the class was of greater in use as teachers and students strived with the technical aspects. Furthermore, from the administered summative test with the six (6) identified competencies, the mean performance of Consolacion Central School learners was above average score brackets and Tayud Elementary School marked average score results. It was concluded that both learning delivery mode were effective as used by teachers in two identified schools. Using Chi-square of Relationship as statistical tool, it was also further concluded that there is no significant relationship between the performance of the learners and the learning delivery modality. However, both schools utilizing flipped classroom and modular instruction were effective despite of the challenges faced by teachers and learners after adjustments made. In the light of these findings, it is highly recommended to design an instructional training program that will develop the analytical skills in enhancing the performance of the learners and upgrade the delivery of instruction of distant teaching, acquire more skills in online educational tools, and direct the teachers in new normal pedagogical teaching.

Building communities of practice in distance learning courses for higher education teacher development

A ‘communities of practice’ approach has been shown to be an effective way of supporting the development of educators within higher education (HE). It enables members of a group with common interests and experiences to learn from each other and to develop their professional practice together. Distance learning has become an increasingly important means of delivering professional development for teachers in HE, but to build and develop communities of practice in an online context can be a real challenge. This article explores the ways in which distance learning teacher development courses can effectively build communities of practice. It investigates participants’ experiences of community on modules with different distance learning delivery modes. It finds that a community of practice was developed to an extent, but that this was established more successfully within synchronous delivery modules with webinars than in asynchronous modules. However, across all modes of delivery, the presence of peer feedback, peer learning and collaborative activities within the learning design was crucial for effective development of a community of practice.

Quality is Never an Accident: A Survey on the Total Quality-Management Practices amongst Selected Higher Education Institutions in the Philippines

Total Quality Management (TQM) is regarded as a gauge of university management, in order to maintain global standards. This study examined Total Quality-Management (TQM) implementation and the practices of higher education institutions in the Philippines. It utilized a cross-sectional survey-study design to 347 respondents recruited from the total population of 3847 administrators and academic members of nine selected institutions in the Philippines. The measure of TQM adoption and practices was extracted from several sources of previous TQM researches. This study was done for six months. The analyzation and interpretation of the data were done by using descriptive and inferential statistics. The results indicated that participating Filipino HEIs had a high degree of adoption on top-management commitment, Teaching and Learning Delivery Modes, campus amenities, system and process management, customer satisfaction, and linkages. In contrast, the HEIs have a modest degree of acceptance in strategic planning and Data Management. The test of differences indicated that strong confirmation to top management commitment and strategic planning as indicators of TQM is significantly more evident in private-type HEIs; and it was placed at the university level, when compared to those of the provincial and national HEIs. The findings provide some practical implications to further enhance Filipino HEIs in the advent of the Fourth Industrial Revolution.

Indonesian EFL Students’ Perceptions on Learning Autonomy in Online Learning Delivery Mode

The online learning delivery method is increasingly used in the teaching and learning process at universities. This type of learning is relatively new to students, in particular to Indonesian EFL students. Students' learning autonomy in an online learning system is inevitably required. Autonomy in online learning and in offline learning can be differently perceived by the students. This study aimed at revealing EFL students' perception on learning autonomy in an online learning method. A questionnaire was used as the single instrument to obtain data from 35 students of the English Education Study Program of Tarbiyah and Teacher Education Faculty, State Islamic University Raden Fatah Palembang. The study sample was selected using opportunity sampling, and data were analyzed using a simple percentage statistic formula. The study results indicated that the majority of the students perceive online learning as independent learning in which they must have self-learning awareness and motivation, self-learning responsibility, and self-directed and governed learning. They also perceived that they could develop the problem-solving ability, critical thinking, and learning initiative in autonomous online learning. In the context of learning independently in an online learning system, self-time management is also essential to support their learning optimally.

Blended learning in higher education: Trends and capabilities

Education is a complex system that requires multiple perspectives and levels of analysis to understand its contexts, dynamics, and actors’ interactions, particularly concerning technological innovations. This paper aims to identify some of the most promising trends in blended learning implementations in higher education, the capabilities provided by the technology (e.g., datafication), and the contexts of use of these capabilities. This literature review selected and analyzed forty-five peer-reviewed journal articles. The findings highlight some common capabilities among digital educational technologies. In particular, digital tools or platforms with human-to-machine interaction capabilities may enhance automated processes for blended learning delivery modes. In this context, digital technologies such as video capsules and intelligent tutoring systems may improve learning-teaching activities. First, by providing access to more students and facilitating self-paced online learning activities. Second, by offering an individual path of learning for each student, thus improving out-of-class activities and feedback. Educational technology capabilities (ETC) provide complementary insights to identify the best approach when aligning learning goals in technology-based implementations. Further research will be required to empirically validate these results.

Indigenous Health Curriculum and Health Professional Learners: A Systematic Review

Background: Globally, an estimated 370 million Indigenous peoples reside in more than 70 countries with these people commonly experiencing health care access inequity.Purpose: This systematic review aimed to examine the impact of Indigenous health care curriculum on entry-level health professional learners in preparation to deliver equitable health care.Methods: Seventeen articles were identified and analyzed for: context; study design; study measures, teaching and learning delivery mode, content and duration; positive and negative learner reactions; learning gained and article quality was assessed using the Medical Education Research Study Quality Instrument.Results: Most included studies described face-to-face delivery along with blended learning combining a placement in an Indigenous setting, stand-alone placements and digital learning. Descriptions of learning gained covered five domains: remembering, understanding, self-knowledge, perspective and application relating mostly to cultural awareness. Factors contributing to positive learner reactions included attitude, environment, educator skill, pedagogy and opportunities. Factors contributing to negative learner reactions included attitude and environment.Conclusions: There is a need to further explore how health professional graduates are prepared to work in Indigenous health and the appropriate measures to do this. There is opportunity to learn more about Indigenous health teaching and learning across learning domains, in mainstream clinical placements and in digital learning.

Blended learning: Investigating the influence of engagement in multiple learning delivery modes on students’ performance

The current reliance on different modes for delivering learning materials and establishing connections among peers can be significantly attributed to the teaching and learning practices in higher education. Here, the possible effects of students’ engagement in multiple learning delivery modes on their academic performance were examined. This study specifically examined the effects of students’ engagement in three learning delivery modes—face-to-face (F2F) learning, learning management system (LMS)-based learning, and web-based learning (WBL)—on their learning experience and performance. A total of 196 questionnaires were administrated to university students (104 male; 92 female) to assess their perception of the three modes. Log records were also obtained to investigate the mediation effect of students’ learning experience in LMS-based learning (by access, time spent, tools usage) and WBL (by web tools usage and self-learning time) on their learning performance. Results of a partial least-squares structural equation modeling (PLS-SEM) analysis revealed that students’ engagement in the F2F mode had a significant positive effect on their engagement in the LMS and WBL modes. Moreover, LMS time and tools usage had a positive influence on students’ learning performance in the blended learning environment. Thus, the study results evince the effectiveness of multiple learning delivery modes on the learning development of students in higher education.

Reading Speed and Comprehension Enhancement in Hybrid Learning Delivery Mode

The main objective of this research is to find out whether rate-buildup reading, skimming, and scanning strategies applied in hybrid learning method help students boost their reading speed and comprehension. This research employed quasi-experimental design. 15 students were involved into experimental group and 15 were enrolled into control group. Students of experimental group were treated through hybrid learning delivery mode in which web-based portal accessible on www.muhaiminabdullah.com was hosted as reading portal while students of control group were assigned only to paper-based reading activities in face-to-face method of contents delivery. Both students of experimental group and students of control group successfully boost their reading speed and comprehension. It is implied that reading speed and comprehension are possible to be enhanced both in web-based reading portal and in face to face. The dispersion of standard deviation on posttest that tends to be high suggests that further researchers conduct the experiment in a more well-controlled design towards experimental group.