Nowadays, the use of technology in education is in demand due to the new normal set-up in our educational system. Connecting with students is one of the most rewarding aspects of a professor’s job. However, the FLEXTEL mode of learning creates a struggle because there is not enough time to design a truly flexible medium, difficult to prevent cheating, and its difficulties in access to ICT. Many colleges and universities have begun to offer online courses because of the rapid development of the Internet. Traditional face-to-face training is no longer a feasible option. However, there are numerous worries and issues developed, especially in terms of the quality of online education (Dhawan, 2020). This study aimed at determining the lived experience of faculty in the implementation of flexible technology-enhanced learning at PUP Branches and campuses in NCR. Generally, this study was designed with the following objectives: to understand the lived experience of the faculty in the implementation of Flexible Technology -Enhanced Learning and to describe how the faculty face the issues and challenges in the implementation of Flexible Technology-Enhanced Learning at the Polytechnic University of the Philippines, Branches and Campus-National Capital Region. The salient findings of the study are as to the lived experiences of faculty in the implementation of Flexible Technology Enhanced Learning our themes about the experiences of faculty emerged: Theme 1 focused on the exciting yet challenging experience of faculty in facing the reality of implementing FLEXTEL as prescribed by the University. It is about their acceptance in the beginning and their struggles along the way. Theme 2 was about the problems encountered in terms of disruptions and internet outages which emphasized its effect during the implementation. Theme 3 is a description of the faculty’s need for ample preparation which also signifies a of time on their part lastly, theme 4 centered on the burden of the faculty on the possible decrease of students’ performance as they employ FLEXTEL in their teaching and learning process. In general, themes supported the overall views of faculty’s experiences in the implementation of FLEXTEL. Then, as to how the faculty faced issues and challenges in the implementation of Flexible Technology Enhanced Learning there were three essential emerging themes explained: Theme 5: Flexibility and positivity at work highlighted the faculty’s attitude in response to the issues and challenges encountered; Theme 6: Continues learning and Upskilling stressed the importance of keeping themselves willing to learn new things and upgrade their skills to meet the demands of this system and lastly, Theme 7: Self-Reflective Change emphasized the necessity of change from within to easily adapt changes in terms of strategies and approaches. Undoubtedly, the participants acknowledged that though there are issues and challenges encountered in the implementation of FLEXTEL, there are still ways to manage it no matter how tough it is. Furthermore, based on the textural and structural descriptions, the following conclusions were drawn: the lived experiences of faculty in the implementation of Flexible Technology Enhanced Learning are indeed exciting yet challenging. It is sensational at first yet, during the process it is filled with struggles to defeat; and the faculty have acknowledged that student learning is the heart of every teaching process therefore, they need to face whatever issues and challenges are encountered in the implementation of FLEXTEL.
The issue that schools and school systems are dealing with nowadays is how to find, nurture, and maintain talented and committed leadership. For systemic change to occur, the leaders of tomorrow must be identified and developed. There is a need to change structures and redefine boundaries in order to fully utilize the leadership potential in schools (Beach, 2020). However, according to Werde (2023) Gen Xers have experienced difficulties in their quest for leadership roles due to a few major issues. First off, with only 20% of the workforce made up of members of their generation, they are the least represented. They are frequently referred to as "the forgotten middle child" in the workplace because of their smaller proportion and lack of majority, and the second obstacle to their ascent to top positions in organizations is their commitment to work-life balance. This study aimed at determining and understanding the leading from within: the lived experience of gen x school heads in a digitalized world. Specifically, this study determined the lived experiences of Gen X school heads in private schools in a digitalized world and to understand how Gen X being school heads in private schools face the demands and challenges in a digitalized world. The researcher employed the phenomenological research design to understand and describe the lived experience of Gen X school heads in a digitalized world. Phenomenological research focuses on describing what all the participants have in common as they face the demands and challenges brought by the digitalized world. The basic purpose is to reduce individual experiences with a phenomenon to a description of the over-all essence. The salient findings of the study are: as to the lived experiences of Gen X school in a digitalized world: Three themes emerged with regards to their experiences as Gen X school heads in a digitalized world. It was revealed in their experiences that open communication and shared responsibility are evident in their school through their leadership. Being open with suggestions and willing to accept criticisms are some of the helpful and vital characteristics that they have to ensure communication among the teachers. It was noted that they also emphasize the significance of collaboration through open discussion in resolving issues or problems and understanding others’ sentiments. Moreover, some of the challenges that most of the participants’ encounter includes negative attitudes of teachers and students; digital divide since not all have the same level of technological skills, generation gaps considering the diversity of learners and the gap between them and the teachers and the slow internet connection and availability of teaching resources that affect the delivery of quality education. In addition, they also experience ways on how to keep up with the technological advancement, with this they have peer tutoring, programs that develop their own and the teachers’ digital skills, and being up-to-date with the latest technological advancements.
Abstract:This transcendental phenomenology study aimed at describing and understanding the lived experience of eight (8) Special education teachers handling learners with hearing impairment.Specifically, they were private school teachers in the cities of Biñan, Sta. Rosa and San Pedro Laguna, Philippines who were purposively selected using inclusion criteria. Framed with the approach of Moustakas (1994) as cited by Creswell (2007), the researchers carefully analyzed the participants' verbatim accounts which resulted in six (6) themes categorized into textural and structural descriptions. Collectively taken, the essence of the study highlighted the participants' experience in handling hearing-impaired learners which covered engaging them in different activities (Theme 1), customized communication with them (Theme 2), and love and drive to reach out to these individuals (Theme 3). They coped with the challenges they face by clinging to the vital role of assessment tools (Theme 4), highlighting values in teaching (Theme 5) and viewing their profession as a calling of commitment and devotion (Theme 6). The lived experiences of special education teachers with learners diagnosed with hearing impairment may serve as a feedback for special education instructional materials suppliers or developers in improving the contents of their works to better cater the needs of special education teachers in terms of the choice of innovated instructional materials that specifically address the learning needs of students in special education.
This exploratory qualitative research aimed at combining the negative perception of cardholders to negative blogs in using a credit card purchasing power in order to develop a new business model and spent analyzer, i.e., transforming online negative blogs in the use of credit cards in electronic transactions as basis for creating a business spend analyzer model. Specifically, it looked into the negative blogs posted by the credit card holders in terms of visa/master cards electronic business transactions, the analysis of negative blogs to produce a useful information for the visa and master cards holder, and the creation of business spend analyzer model. There were 1793 blogs considered and used in the study and 12 themes emerged namely; failure to transact payments, failure to reflect payments, failure to update, failure to give discounts, no reward points, excessive annual fees, failure to use, no cash out, too many calls, received threats, legal letters and experienced embarrassing situation. Based on the analysis of the online negative blogs, Semantia software had been used and revealed that the sentiment analysis is .024 and generally neutral, however its neutrality tends to be more into negative as the number of negative blogs is becoming more evident against the positive words. Modifying the model and removing the Acquirer entity can save the credit card holders in paying the hidden cost and can just be converted to savings. The used of spent analyzer is acceptable as it gradually allows the credit card holder to recover from the net of debt.
This phenomenological study investigated the ethical dilemmas of Medical Sales Representatives (MSRs) in pharmaceutical marketing and sales in the province of Laguna. Specifically, this research utilized transcendental phenomenology and applied triangulation of the three methods: observation, interviews focus group discussion. After executing the identifying the significant statements, bracketing, horizontalization, and theme clustering, the researcher revealed seventeen (17) themes. As to the ethical dilemmas experienced by MSRs in pharmaceutical marketing and sales, the concept branched out to nine thematic concepts of their shared reality. Theme 1: Personal Growth and Professional Development, Theme 2: Product Knowledge and Interpersonal Skills, Theme 3: Be Knowledgeable, Friendly, and Patient, Theme 4: Understanding the Clients' Needs, Preferences, and Interests, Theme 5: Be Focused, Good Communicator, and Compassionate, Theme 6: Flexibility and Opportunity, Theme 7: Rejections and Failure, Theme 8: Satisfaction and Patient-Care, and Theme 9: Effectivity and Affordability. From their shared experiences regarding how the MSRs face ethical dilemmas in pharmaceutical marketing and sales, the researcher developed eight sensible themes: Theme 10: Handling and Dealing with Various Aspects, Theme 11: Keeping Patient with Positive Mindset to Solve the Problems, Theme 12: Learning and Motivation, Theme 13: Helping Consumers to Cure their Illnesses, Theme 14: Keeping the Clients and Building Good Relationships, Theme 15: Disappointed, yet Motivated, Theme 16: Analyze, Strategize, and Improve, and Theme 17: Modernized and Research-Based. The consensus among the participants' statements revealed that there are certain factors, strategies, and solutions that medical sales representatives consider succeeding in the pharmaceutical sector. The MSRs possess good communication skills and product expertise, which are necessary for every MSR and assist them in achieving their target sales, even though becoming one is difficult due to failures and rejections. In addition, effective marketing strategies and analysis must be used to fulfill the company's objectives. To better align their experiences and develop strategies that would make doing business with them easier, future researchers in the field of marketing and sales in the pharmaceutical industry should investigate to learn how healthcare professionals and their institutions perceive medical sales representatives and their organizations.
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