The study explored the challenges and issues in teaching and learning continuity of public higher education in the Philippines as a result of the COVID-19 pandemic. The study employed the exploratory mixed-method triangulation design and analyzed the data gathered from 3, 989 respondents composed of students and faculty members. It was found out that during school lockdowns, the teachers made adjustments in teaching and learning designs guided by the policies implemented by the institution. Most of the students had difficulty complying with the learning activities and requirements due to limited or no internet connectivity. Emerging themes were identified from the qualitative responses to include the trajectory for flexible learning delivery, the role of technology, the teaching and learning environment, and the prioritization of safety and security. Scenario analysis provided the contextual basis for strategic actions amid and beyond the pandemic. To ensure teaching and learning continuity, it is concluded that higher education institutions have to migrate to flexible teaching and learning modality recalibrate the curriculum, capacitate the faculty, upgrade the infrastructure, implement a strategic plan and assess all aspects of the plan.
The conduct of online classes has emerged as one of the major changes in the educational landscape at the onset of COVID-19. Its implementation has been met by varying reactions that have become evident in social media, particularly on Twitter. This paper analyzed #onlineclasses tweets of Filipino users using network analysis through Gephi and NodeXL software. The resulting network has 2,278 users and 998 interactions with many groups of small interactions among users, and low clustering coefficient and modularity values. The users in the top 8 communities in the network talk about the challenges brought about by online classes and the opportunities that online networks offer. Hence, the network of #OnlineClasses tweets can be described as a community cluster. Smaller groups of users who engaged in aspects of online classes emerge in the network, signifying that Filipinos have differing points of view about the topic. Sentiment sharing through social networks provides an avenue for sharing challenges and building communities that help address challenges for online learning in the pandemic.
Research is a priority in higher education institutions. Considering that the development of research culture is highly influenced by the paradigm by which institutions operate on, this paper sought to identify the configuration of the research culture. The researcher conducted a narrative inquiry with key informants from seven reputable teacher education institutions in Region VII and coded the interview transcripts with the aid of NVIVO 11.3.2. Using Thematic Analysis (Braun and Clarke, 2006), three overarching themes on the configuration of the research culture, with its corresponding attributes and characteristics, were identified. The results showed that the research culture consists of observable and measurable inputs and outputs that interact in internal and external dynamics that are developmental and systemic, leading to standardized and contextualized practices in a teacher education institution. Therefore, research culture is an investment, a process, and a norm as it is evidence-based, dynamic, and distinct to the academic institution.
This paper shows the variations of teaching and research in the performance of the top ranking universities in Asia and the World. The researchers found out that research involves knowledge production and teaching involves knowledge transmission, and that these are discrete activities in the university. Fractal features and analysis were used in this study in additional texture parameters. Observations are seen that in Higher Education Institutions (HEIs), a great emphasis is placed upon the conduct of research and thus other areas, including Teaching, may be given a lesser priority. Results revealed that research is highly correlated with teaching. Most of the faculty members focus more on research as one of the criteria in the top ranking universities.
An understanding of the development of research culture in universities is vital in the fulfillment of their mandate for knowledge generation. This study aims to develop a framework that would describe the journey of research culture development in teacher education institutions. A deductive approach to theory development where scholarly literature serves as the foundational bases to generate a theory was utilized. Secondary analysis was used to analyze the data collected from available research studies and literature. The generation of the theory was built on the readings and discussion about the process of building a research culture in higher education. Axioms were generated to be able to come up with propositions. The following propositions are posed: 1) Research culture is contextually defined; 2) The development of research culture undergoes phases of development from initiation to maturation. 3.) The levels of research culture development can be attributed to quality human resources, the institutions’ material resources, and its research activities. From the propositions, it was concluded that the development of a research culture undergoes the phases of gestation, expansion, and maturation which are achieved through the presence of people, resources, and research activities that appear or function differently at each stage.
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