The purpose of this paper is to determine the factor that makes online distance learning successful during the pandemic COVID-19. This paper focused on uncovering factors to make online distance learning possible during the pandemic. The research is phenomenological in nature and descriptive-survey method was used to identify the technology skills, attitude towards the characteristics of a successful online teacher/student, and level of readiness for the administrators, together with the experienced benefits that were experienced in online distance learning. Correlational analysis was employed to determine the relationship between the variables. Findings show that teachers and students have basic technology skills in online distance learning through the use of Facebook and Messenger; they can generate knowledge even without physical interaction and at their most convenient time. Gadgets or devices useful for online distance learning and unreliable internet access and/or technology struggle in joining digital learning to do school tasks are the prevailing challenges of the teachers and students. Attitude towards online distance learning is strongly correlated to the experienced benefits of online distance learning by the teachers and students. The readiness of the institution in adapting online learning is strongly correlated to the experienced benefits of the administrators. The study was Phenomenological in nature. It was conducted during the pandemic COVID-19. The study brought surface the lived experiences of the respondents in online distance learning during COVID-19. This paper will be useful for school administrators and teachers as basis for policy and program formulation for online distance learning implementation to be crafted to suit in the “new normal” environment.
Background/Objectives: The main objective of this study is to assess the 21st century learning skills of the students and the teaching practices in the 21st century classroom. Specifically, the study sought answers to the following questions: 1) How may the 21st century learning skills of the students be described in terms of eight (8) components of the 21st century learning skills? 2) How may the teaching practices be described in terms of 21st century learning skills? 3) Is there a significant relationship between the perception of the students on their acquired 21st century learning skills and the teaching of 21st century learning skills in the classroom based on the perception of the teachers? 4) What is the implication of this study to the teachers, students and administrators of BulSU-CoEd? Methods/Statistical analysis: This study used a descriptive method of research. Data were gathered and analyzed. Student-t and Pearson r product moment were used to test the hypothesis between the difference in the perceptions of the two groups of respondents and the relationship between them. Mean was also used to describe the summary of the questionnaire. Findings: The topmost skills of the students are; using technology as a tool for learning, self-direction skills, and collaboration. The topmost teaching practices are; local connections, creativity and innovation skills, and using technology as a tool for learning. The results indicated that the students' perception on the 21st Century skills that they acquired are not the same as what the teachers perceived to be what they transferred. Improvements/Applications: This research could serve as a basis for the seminars and workshops that may be provided to staff in-house or external.
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