ABSTRACT
This study investigated the lived experiences of ten public school teachers in the Division of Calamba City on the challenges they encounter in facilitating online distance learning. As an output of the study, a compilation of contextualized video tutorials to assist and further enhance the competencies and skills of online teachers in the new normal was proposed.
The research design used was qualitative with phenomenology as approach. Using the interpretative phenomenological approach, the study generated ten superordinate themes which were Lesson and Instructional Materials Preparation, Effective Time Optimization, Challenging Yet Worthy Undertakings, Integration of Technology-Aided Activities, Free Online Applications and DepEd Initiated Learning Activities, Connectivity, Maintaining Positive Outlook, Transforming the Challenges to Opportunities, Virtual Game-Based Activity, and No Authentic Teacher-Learner Interactions.
The first issue tackled teachers' preparations for online teaching. Similar ways were employed in managing time and effort to prepare for online teaching. Third, the ten participants shared the challenges they encountered while facilitating online distance learning. The fourth theme focused on their various ways of delivering the lesson online. Fifth, the resources teachers are effectively delivering lessons for learners are listed. The sixth theme was on the difficulties in conducting online classes. The seventh theme revolved around how the university facilitated online classes. The eight-theme dealt with turning obstacles into opportunities. The ninth said that the most effective teaching strategy is what
teachers use when teaching distance learning. Finally, the tenth theme was about major differences in teaching the new and old norms.
Keywords: challenge, online learning, new normal, opportunity, phenomenological
INTRODUCTION
Online education is like a rising tide; it is going to lift all boats.
- Anant Agarwal
A recent COVID-19 pandemic has affected the education system worldwide. Thus, knowledge delivery has transformed. The virtual community is made up of divided channels. Advancement was achieved by virtue of the global pandemic. It provides a variety of options, including online learning, distance learning, and blended learning.
Several studies have been conducted to explore issues with distance learning. Categories of concerns discovered in the study of Kebritchi, Lipschuetz, and Santiague (2017) include issues surrounding online learners, instructors, and content development. identity, readiness, expectations, and participation were concerns for learners Teachers' issues included the transition from face-to-face to online teaching, time management, and teaching styles. On the other hand, online distance learning needs to be explored because it is one of the most commonly used delivery modalities. Online learning is commonly defined in contrast to face-to-face learning. Most notable is the absence of the physical classroom.
Despite the challenges the Department of Education (DepEd) is facing in delivering quality education, they are confident the challenges they are facing will not hinder the teachers in delivering quality education. the Basic Education Learning Continuity Plan in the COVID-19 era. In this way, schools were given multiple delivery modalities to use.
A variety of programs, seminars, and workshops were made available to support the teachers in the different types of delivery modes including online distance teaching. Similarly, through DepEd Memorandum No. 50 series of 2020, the organization was able to organize different teaching methodologies for different subjects. Finally, he stresses that in the current climate of global pandemic, teachers should follow up on the latest trends in teaching methodology and make themselves aware of new teaching methodology, approaches, and strategies. Teachers should improve their use of technology for better outcomes for students.
According to DepEd, there are 30 million learners, teachers, and personnel, not counting the ancillary services supporting the education system, like transportation, food, and other services. This represents 27.8% of the estimated 108 million current Philippine population (DepEd BE-LCP, 2020). Despite these difficulties, the Department of Education is committed to maintaining education because of COVID-19 pandemic. Current conditions must not hinder educators from providing students with high-quality education.
Although there may be disputes between teachers, expectations are still for teachers to provide quality teaching and perform effectively for students. The Department of Education kept at it and steadily pushed teacher quality reforms. Currently, the department uses the Philippine Professional Standards for Teachers (PPST), which was based on the NCBTS. It's included in the initiatives aimed at teacher quality before and after training. Teachers must embody these qualities. It provides quality teaching from teachers by defining domains, strands, and indicators. It offers data on professional learning, competency, and engagement.
In DepEd Calamba City, teachers have also adapted to the changes in the system of education brought about by the COVI-19 pandemic. They are trying out various delivery modalities to provide students with high-quality education. Online distance learning is supplementing traditional face-to-face class interaction. Teachers are checking their readiness in the alternative learning delivery methods as the process of learning delivery has shifted. Elementary teachers have difficulty utilizing online distance learning.
This study examined both the hardships and joys teachers perceive. The researcher hopes to discover if the teachers can meet the educational standards and qualities of a teacher even though the teaching is online. She also set out to create a learning and development program appropriate for teachers who are using online distance learning.
This phenomenological research was based on the theory of cognitive development, experiential learning theory and social constructivism.
Cognitive development theory is theorized by Jean Piaget. The cognitive learning theory is inclusive of all these elements, the acquisition of memory being only one of them. It is an individualized process.
This study necessitated the introduction of cognition into eLearning, online distance learning. To increase their technical skills, the discovery process will provide support for teachers as they experience the challenges of using online distance learning. Likewise, the researcher needed the theory to understand their internal drive to keep on working and persevere through the challenges associated with online distance learning.
Additionally, as the focus of the present study was to determine the obstacles Public Elementary Teachers encounter in adopting online distance learning, the framework of Social Constructivism Theory was also employed. Teacher-directed, socially focused problem-solving. The pedagogical cornerstone for interactive discussions that replaces straight lecturing is reflective practice employed by both learners and teachers.
Experiential Learning Theory is a powerful foundation to all learning, development, and change. Experiential learning is the ideal way to learn and allows people to take control of their own learning and development. The way to learn is the way you live your life.
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