Flexible Learning as an Instructional Modality in Environmental Science Course during COVID-19

Cortes, Sylvester

doi:10.29333/aquademia/8444

Cited by 15 publications

(14 citation statements)

References 20 publications

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“…In a study on flexible learning as an instructional modality during COVID-19, Cortes (2020) found that learners were elated at the prospect of flexible learning. Learners embraced the programme because the learning activities they engaged in provided opportunities for authentic learning, active learning and learner autonomy.…”

Section: The Impact Of Covid-19 In Fostering Equitable Learning Oppormentioning

confidence: 99%

Resetting education priorities during COVID-19: Towards equitable learning opportunities through inclusion and equity

Klerk

Palmer

2021

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Worldwide, COVID-19 has affected the most deprived communities the hardest and exposed many systemic inequalities, leaving nations vulnerable and destitute. The need for quality education, while heeding to international mandates, including enacting the sustainable development goals (SDG), has become more apparent in promoting equitable and inclusive education for all, which remains a challenge in South Africa with its inherited inequalities. The purpose of this study was to understand how the COVID-19 challenge refocused the commitment of five principals from rural schools in two education districts of the Northern Cape province of South Africa to address resurfaced historic inequalities, including digital access and fluency to attain an equitable learning environment. Semi-structured emailed interviews were conducted with the participants. A thematic analysis of their experiences of the pandemic through the lens of flexible learning theory, revealed that teachers and learners often experienced discrimination-related stress, especially with virtual learning approaches, as schools often cannot offer remote services to advance learning. Furthermore, the participants voiced their uncompromising commitment to inclusion while engaging teachers and learners in identifying possible problems and proposing solutions post-COVID-19. Though the current crisis seems to have perpetuated and deepened existing inequalities in disadvantaged rural South African schools, some school principals are hopeful that as the reality has now been laid bare, it may prompt more urgent action. The paper recommends that school principals and teachers will have to refocus teaching practices towards flexible, inclusively delivered teaching through working collaboratively across disciplines so that they build their personal resilience and advance their technological skills to meet the demands of remote and online learning during a pandemic and beyond.

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Section: The Impact Of Covid-19 In Fostering Equitable Learning Oppormentioning

confidence: 99%

Resetting education priorities during COVID-19: Towards equitable learning opportunities through inclusion and equity

Klerk

Palmer

2021

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“…Basically, the implementation of online learning requires the support of electronic devices such as mobile phones, smartphones, laptops, computers, tablets, and Iphones as a means to access information anytime and anywhere (Gikas & Grant, 2013). Online learning is a demand of the 21st century world, especially for the world of education in recent years (Alghasab, 2020;Cortes, 2020;Firdaus et al, 2020;Lockma & Schirm, 2020). Learning that started from face to face turned into a virtual meeting with the term online learning as a result of the COVID-19 pandemic (Rahayu et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of offline and online learning during COVID-19 pandemic

Najib

Mursidi

2021

lingcure

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This study aims to determine the effectiveness of offline learning and online learning with a two-factor analysis of variance approach. The subjects in this study were undergraduate students of FKIP PGRI Banyuwangi University from the history education study program. method Quasi Experimental Design which has two groups, namely online and offline, which cannot fully function to control external variables that can affect the experiment. The population of this research is the students of the Faculty of Teacher Training and Education as many as 132 students. Based on the results of the two-way ANOVA test, a significance result of 0.056> from 0.05 was obtained, it can be concluded that there is no difference between Learning Effectiveness based on study programs at the teaching and education faculty at PGRI Banyuwangi University. but if seen from the results of the significance of 0.00 <0.05, it can be concluded that there is a difference between the effectiveness of learning based on teaching methods in the faculty of teacher training and education science at the PGRI Banyuwangi university.

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“…Fourth, it helps teachers establish their identity as researchers, allows them to examine the dynamics of their classrooms, checks on their actions and interactions with students, and validates and challenges their existing practices (Davis, Clayton, & Broome, 2018). Fifth, it improves teaching and learning of particular disciplines, of which one is biological sciences (e.g., Udeani, Atagana, & Esiobu, 2016;Cortes, 2020). Finally, Hine and Lavery (2014) specifically stressed that AR also bridges the gap between theories and practices in science education, enables teacher empowerment, and is an effective form of professional growth and development.…”

Section:  Introductionmentioning

confidence: 99%

Challenges in Conducting Action Research: Experiences from Biology Teachers of a Province in Mindanao, Philippines

Cortes

Reyes²

2021

JPP

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Challenges in Conducting Action Research: Experiences from Biology Teachers of a Province in Mindanao, Philippines. Objectives: This study aimed to explore biology teachers' experiences from a province in Mindanao regarding their challenges while engaging in action research. Methods: It employed a multiple case studies method that involved detailed examination and in-depth analysis of primary and secondary data collected from questionnaires, in-depth individual interviews, and other relevant artifacts from the participants. Findings: Teacher's major challenges in action research (AR) are reported as themes, namely: negative perceptions and attitudes, lack of conceptual knowledge and unresponsive nature to critiques, lack of time and resources, and mistrust of colleagues' research capacity. Conclusion: The professional development programs these teachers previously attended did not upgrade their skills in AR because of the following reasons: rolled out in a short period, episodic, had minimal scaffolding and monitoring, and lack evaluation of teachers' AR projects after the training programs.

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Flexible Learning as an Instructional Modality in Environmental Science Course during COVID-19

Cited by 15 publications

References 20 publications

Resetting education priorities during COVID-19: Towards equitable learning opportunities through inclusion and equity

Resetting education priorities during COVID-19: Towards equitable learning opportunities through inclusion and equity

Effectiveness of offline and online learning during COVID-19 pandemic

Challenges in Conducting Action Research: Experiences from Biology Teachers of a Province in Mindanao, Philippines

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