SECONDARY TEACHERS’ AND STUDENTS’ PERCEPTIONS OF DISTANCE EDUCATION IN SCIENCE: FOCUS ON LEARNER-CENTERED, ACTION-ORIENTED, AND TRANSFORMATIVE LEARNING
DOI:
https://doi.org/10.37569/DalatUniversity.13.3.1108(2023)Keywords:
Distance education, Education for sustainable development, Modular distance learning, Online distance learning, Science education.Abstract
The shift from conventional, face-to-face classroom teaching to distance education is a complex process that brings various challenges. To better understand the impact of this transition, the researchers examined the perceptions of secondary science teachers (n = 42) and students (n = 137). Specifically, the study focused on evaluating learner-centered, action-oriented, and transformative learning – referred to as LCAOT learning – in science distance education. The researchers developed a 26-item, 4-point Likert scale questionnaire that was distributed online to the target respondents. Additionally, the researchers interviewed teachers and students and analyzed various documents, such as self-learning modules and learners’ activity sheets, to triangulate the survey data. The findings revealed that the principles of LCAOT learning were apparent in science distance education and exemplified through tools such as the Know, Want to Know, and Learned charts and personal journals. The study also revealed that teachers and students faced challenges during the transition to distance education, including inadequate equipment and poor internet connectivity. However, they responded to these challenges by using various means of communication, collaborating with peers, and exploring new roles and identities. The researchers recommend using the developed instrument and continuing to evaluate the effectiveness of teaching strategies employed in distance education in science, as well as further studies on the impact of LCAOT learning on students’ academic achievement.
Downloads
References
Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: Students’ perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45-51. https://doi.org/10.33902/JPSP.%202020261309
Anzaldo, G. D. (2021). Modular distance learning in the new normal education amidst COVID-19. International Journal of Scientific Advances, 2(3), 263-266. https://doi.org/10.51542/ijscia.v2i3.6
Besa, A. S., Abusama, H. P., Lao, G. M., Abraham, E. G., de la Cruz, F., Duldulao, S. L., & Perocho, S. N. S. (2021). Perceptions of millennials on Filipino superstitious belief. ASEAN Journal of Science and Engineering Education, 1(2), 101-104. https://doi.org/10.17509/ajsee.v1i2.33393
Bogner, K., & Landrock, U. (2016). Response biases in standardised surveys. [Working Paper]. GESIS Survey Guidelines. https://doi.org/10.15465/gesis-sg_016
Commission on Higher Education. (2020). Guidelines for the prevention, control, and mitigation of the spread of COVID-19 in higher education institutions. https://chedro3.ched.gov.ph/wp-content/uploads/2020/10/CHED-COVID-19-Advisory-No.-1.pdf
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications. https://doi.org/10.1002/nha3.20258
Cuaton, G. P. (2020). Philippines higher education institutions in the time of COVID-19 pandemic. Revista Romaneasca Pentru Educatie Multidimensionala, 12(1Sup2), 61-70. https://doi.org/10.18662/rrem/12.1sup2/247
Dahlstrom-Hakki, I., Alstad, Z., & Banerjee, M. (2020). Comparing synchronous and asynchronous online discussions for students with disabilities: The impact of social presence. Computers & Education, 150, 103842. https://doi.org/10.1016/j.compedu.2020.103842
Daniel, J. (2020). Education and the COVID-19 pandemic. Prospects, 49(1), 91-96.
DepEd. (2016). K to 12 curriculum guide in science. Philippines Department of Education. https://www.deped.gov.ph/wp-content/uploads/2019/01/ScienceCG_with-tagged-sci-equipment_revised.pdf
DepEd. (2020a). Adoption of the basic education learning continuity plan for school year 2020-2021 in light of the Covid-19 public health emergency. (DepEd Order No. 012, s. 2020). Philippines Department of Education.
DepEd. (2020b). Policy guidelines for the provision of learning resources in the implementation of the basic education learning continuity plan. (DepEd Order No. 018, s. 2020). Philippines Department of Education.
DepEd. (2021). DepEd policies and guidelines in the time of COVID-19. Philippines Department of Education. https://www.deped.gov.ph/wp-content/uploads/2021/02/DO_s2020_040.pdf
Doyle, T. (2011). Learner-centered teaching: Putting the research on learning into practice. Stylus Publishing.
Duran, L. B., & Duran, E. (2004). The 5E instructional model: A learning cycle approach for inquiry-based science teaching. Science Education Review, 3(2), 49-58.
Edelbring, S., Alehagen, S., Mörelius, E., Johansson, A., & Rytterström, P. (2020). Should the PBL tutor be present? A cross-sectional study of group effectiveness in synchronous and asynchronous settings. BMC Medical Education, 20(1), 103. https://doi.org/10.1186/s12909-020-02018-3
Edwards, S., & Cooper, N. (2010). Mind mapping as a teaching resource. The Clinical Teacher, 7(4), 236-239. https://doi.org/10.1111/j.1743-498x.2010.00395.x
Funa, A. A., & Prudente, M. S. (2021). Effectiveness of problem-based learning on secondary students’ achievement in science: A meta-analysis. International Journal of Instruction, 14(4), 69-84. https://doi.org/10.29333/iji.2021.1445a
Funa, A. A., & Talaue, F. T. (2021). Constructivist learning amid the COVID-19 pandemic: Investigating students’ perceptions of biology self-learning modules. International Journal of Learning, Teaching and Educational Research, 20(3), 250-264. https://doi.org/10.26803/ijlter.20.3.15
Funa, A. A., Gabay, R. A. E., Deblois, E. C. B., Lerios, L. D., & Jetomo, F. G. J. (2023). Exploring Filipino preservice teachers’ online self-regulated learning skills and strategies amid the COVID-19 pandemic. Social Sciences & Humanities Open, 7(1), 100470. https://doi.org/10.1016/j.ssaho.2023.100470
Grier, J. M., & Johnston, C. C. (2009). An inquiry into the development of teacher identities in STEM career changers. Journal of Science Teacher Education, 20(1), 57-75. https://doi.org/10.1007/s10972-008-9119-2
Hannum, W. H., Irvin, M. J., Lei, P. W., & Farmer, T. W. (2008). Effectiveness of using learner‐centered principles on student retention in distance education courses in rural schools. Distance Education, 29(3), 211-229. https://doi.org/10.1080/01587910802395763
Hubbs, D. L., & Brand, C. F. (2005). The paper mirror: Understanding reflective journaling. Journal of Experiential Education, 28(1), 60-71. https://doi.org/10.1177/105382590502800107
Insorio, A. O., & Macandog, D. M. (2022). Video lessons via YouTube channel as mathematics interventions in modular distance learning. Contemporary Mathematics and Science Education, 3(1), ep22001. https://doi.org/10.30935/conmaths/11468
Kagan, D. M. (1992). Implication of research on teacher belief. Educational psychologist, 27(1), 65-90.
Keiler, L. S. (2018). Teachers’ roles and identities in student-centered classrooms. International Journal of STEM Education, 5(1), 34. https://doi.org/10.1186/s40594-018-0131-6
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
Korthagen, F. A. (2013). In search of the essence of a good teacher: Toward a more holistic approach in teacher education. In From teacher thinking to teachers and teaching: The evolution of a research community. Elsevier.
Lee, K., Fanguy, M., Lu, X. S., & Bligh, B. (2021). Student learning during COVID-19: It was not as bad as we feared. Distance Education, 42(1), 164-172. https://doi.org/10.1080/01587919.2020.1869529
Libasin, Z., Azudin, A. R., Idris, N. A., Rahman, M. S. A., & Umar, N. (2021). Comparison of students’ academic performance in mathematics course with synchronous and asynchronous online learning environments during COVID-19 crisis. International Journal of Academic Research in Progressive Education and Development, 10(2), 492-501. https://doi.org/10.6007/ijarped/v10-i2/10131
Lotz-Sisitka, H., Wals, A. E., Kronlid, D., & McGarry, D. (2015). Transformative, transgressive social learning: Rethinking higher education pedagogy in times of systemic global dysfunction. Current Opinion in Environmental Sustainability, 16, 73-80. https://doi.org/10.1016/j.cosust.2015.07.018
Marcial, D. E., Caballero, R. D. B., Rendal, J. B., & Patrimonio, G. A. (2015). “I am offline”: Measuring barriers to open online learning in the Philippines. Information Technologies and Learning Tools, 45(1), 28-41. https://doi.org/10.33407/itlt.v45i1.1170
Matsuyama, Y., Nakaya, M., Okazaki, H., Lebowitz, A. J., Leppink, J., & van der Vleuten, C. (2019). Does changing from a teacher-centered to a learner-centered context promote self-regulated learning: A qualitative study in a Japanese undergraduate setting. BMC Medical Education, 19(1), 152. https://doi.org/10.1186/s12909-019-1550-x
McCombs, B. L. (2000, September). Assessing the role of educational technology in the teaching and learning process: A learner-centered perspective [White paper]. https://files.eric.ed.gov/fulltext/ED452830.pdf
Mezirow, J., & Marsick, V. (1978). Education for perspective transformation: Women’s re-entry programs in community colleges [White paper]. Columbia University, Center for Adult Education.
Mezirow, J. (1978). Perspective transformation. Adult Education, 28(2), 100-110. https://doi.org/10.1177/074171367802800202
Morris, T. H. (2020). Experiential learning – A systematic review and revision of Kolb’s model. Interactive Learning Environments, 28(8), 1064-1077. https://doi.org/10.1080/10494820.2019.1570279
Patton, M. (1990). Qualitative evaluation and research methods (pp. 169-186). Sage.
Pinchot, J., & Paullet, K. (2021). Using student choice in assignments to create a learner-centered environment for online courses. Information Systems Education Journal, 19(2), 15-24. https://files.eric.ed.gov/fulltext/EJ1297706.pdf
Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8(1), 133-141. https://doi.org/10.1177/2347631120983481
Raikou, N. (2019). Teacher education at the forefront: Long-term study through the prism of university pedagogy and transformative learning theory. European Journal of Education Studies, 6(3), 88-102.
Ramallosa, J. M., Funa, A. A., Geron, A. T., Ibardaloza, R. T., & Prudente, M. S. (2022, January). Meta-Analysis on the effectiveness of argument-based learning on students’ conceptual understanding. In 2022 13th International Conference on E-Education, E-Business, E-Management, and E-Learning (IC4E) (pp. 315-323). https://doi.org/10.1145/3514262.3514305
Rashıd, N., & Rashıd, M. (2012). Note for editor: Issues and problems in distance education. Turkish Online Journal of Distance Education, 13(1), 20-26. https://dergipark.org.tr/en/pub/tojde/issue/16899/176116
Rieckmann, M. (2018). Learning to transform the world: Key competencies in education for sustainable development. In A. Leicht, J. Heiss, & W. J. Byun (Eds.), Issues and trends in education for sustainable development (pp. 39-59). UNESCO. https://en.unesco.org/sites/default/files/issues_0.pdf
Sinakou, E., Donche, V., Boeve-de Pauw, J., & Van Petegem, P. (2019). Designing powerful learning environments in education for sustainable development: A conceptual framework. Sustainability, 11(21), 5994. https://doi.org/10.3390/su11215994
Slavich, G. M., & Zimbardo, P. G. (2012). Transformational teaching: Theoretical underpinnings, basic principles, and core methods. Educational Psychology Review, 24(4), 569-608. https://doi.org/10.1007/s10648-012-9199-6
Tria, J. Z. (2020). The COVID-19 pandemic through the lens of education in the Philippines: The new normal. International Journal of Pedagogical Development and Lifelong Learning, 1(1), ep2001. https://doi.org/10.30935/ijpdll/8311
UNESCO. (2017). Education for sustainable development goals: Learning objectives. United Nations Educational, Scientific and Cultural Organization. http://unesdoc.unesco.org/images/0024/002474/247444e.pdf
UNESCO. (2018). Issues and trends in education for sustainable development. United Nations Educational, Scientific and Cultural Organization, France.
UNESCO. (2020). Education for sustainable development: A roadmap. UNESCO, France. https://unesdoc.unesco.org/ark:/48223/pf0000374802.locale=en
Voet, M., & De Wever, B. (2018). Effects of immersion in inquiry-based learning on student teachers’ educational beliefs. Instructional Science, 46(3), 383-403. https://doi.org/10.1007/s11251-017-9439-8
Waltner, E.-M., Rieß, W., & Mischo, C. (2019). Development and validation of an instrument for measuring student sustainability competencies. Sustainability, 11(6), 1717. https://doi.org/10.3390/su11061717
Wang, J., & Wang, Y. (2021). Compare synchronous and asynchronous online instruction for science teacher preparation. Journal of Science Teacher Education, 32(3), 265-285. https://doi.org/10.1080/1046560x.2020.1817652
Weimer, M. (2002). Learner centered teaching: Five key changes to practice. Jossey-Bass.
Weimer, M. (2013). Learner-centered teaching: Five key changes to practice (2nd ed.). Jossey-Bass.
Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: Digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107-114. https://doi.org/10.1080/17439884.2020.1761641
Downloads
Published
Volume and Issues
Section
Copyright & License
Copyright (c) 2023 Aaron A. Funa, Renz Alvin E. Gabay, Kathy Lorraine Esdicul, Maricar S. Prudente
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
