The Readiness of Teachers on Blended Learning Transition for Post-Covid-19 Period: An Assessment Using Parallel Mixed Method

Anoba, Jeorge Louie D.; Cahapay, Michael B.

doi:10.20319/pijtel.2020.42.295316

Cited by 28 publications

(18 citation statements)

References 20 publications

(25 reference statements)

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“…One of the alternatives adapted to bridge the gap caused by these issues is technology (Starkey, 2021). Scholars extol technology as an efficient and effective tool in transforming the landscape of education in the post-COVID-19 period (Anoba & Cahapay, 2020). However, one of the negative observable outcomes of the adaption of technological instructional delivery alternatives amid the current situation is the technostress (Penado Abilleira et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Technostress, Work Performance, Job Satisfaction, and Career Commitment of Teachers amid COVID-19 Crisis in the Philippines

Cahapay

Bangoc²

2021

ijeri

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The perception of technostress in education constantly increasing to unprecedented levels is not new. However, in novel situations like the global COVID-19 crisis, technostress and its influence on important teaching facets deserve a revisit. This paper focuses on the association of technostress on the sample characteristics and organizational performance variables of the teachers in the context of emergency distance education brought by the COVID-19 crisis. Following a mainly correlational research design, 2,272 teachers from Mindanao, Philippines were taken as a sample. The data collected through adapted instruments were treated using descriptive and inferential statistics. The results showed that the teachers experience moderate level of technostress, very high levels of work performance and job satisfaction, and high level of career commitment. It was further revealed that technostress and its four sets significantly differed across age, gender, marital status, and teaching experience. Lastly, it was found out that technostress has a significant negative relationship with work performance. The practical implications of these outcomes on the professional development of the teachers in the context of emergency distance education are discussed at the end of the study.

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Section: Introductionmentioning

confidence: 99%

Technostress, Work Performance, Job Satisfaction, and Career Commitment of Teachers amid COVID-19 Crisis in the Philippines

Cahapay

Bangoc²

2021

ijeri

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“…Anoba and M.B. Cahapay [15] note that in 2020 the Philippine Ministry of Education announced the planned opening of training sessions and possible actions to introduce blended learning: traditional and online learning, despite the fact that the country continues to fight the COVID-19 pandemic.…”

Section: Discussionmentioning

confidence: 99%

Features of distance learning of university students in the context of digitalization

et al. 2021

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This article is devoted to special aspects of giving classes in the discipline “Applied Physical Education and Sports” at the Department of Physical Culture at Siberian Federal University. These aspects are considered an example of development and introduction of online course of the swimming specialization in educational process. It is connected with the transition to distance learning caused by the spread of COVID-19 infection in the world. The transition to this format of study was an effective way of interacting with full-time students in the applied discipline. It made it possible to avoid the eventual interruption of educational activities, as feedback from the “student – university teacher” was organized. This allowed the students to receive the full information by providing interim assessment for the spring semester of the 2019-2020 academic year. The article reflects the personal experience of university teachers in the development and implementation of the electronic course, its main resources, content, and features of functioning. This allowed asynchronously teach students, posting interactive lectures, offer videos on the topic of the course, issue practical tasks and training programs, check the assimilation of material, as well as monitor the performance of tasks, maintain motor activity and health of students.

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“…In the realm of technology, blended learning is dubbed as the "new normal" which can simply be understood as an instructional approach that integrates traditional classroom methods and online digital methods in teaching for the future (Bernardo, 2020). The implementation of blended learning requires that teachers and learners should be prepared to ensure control over time, setting, track and pace (Huang et al, 2009 as cited in Anoba & Cahapay, 2020).…”

Section: Perspectives In Educationmentioning

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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The Readiness of Teachers on Blended Learning Transition for Post-Covid-19 Period: An Assessment Using Parallel Mixed Method

Cited by 28 publications

References 20 publications

Technostress, Work Performance, Job Satisfaction, and Career Commitment of Teachers amid COVID-19 Crisis in the Philippines

Technostress, Work Performance, Job Satisfaction, and Career Commitment of Teachers amid COVID-19 Crisis in the Philippines

Features of distance learning of university students in the context of digitalization

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

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