Online Science Teaching Success is Pre-determined by Pedagogical & Technological Preparations
Keywords:
Online learning, Science education, Interpretative phenomenological analysisAbstract
Online science learning is a new educational norm adapted at the start of the COVID-19 pandemic in the Philippines. This study aimed to investigate the experiences of grade school science teachers through interpretative phenomenological analysis. Five (5) teacher-participants who were on the forefront of preparation, implementation, and evaluation of online science learning were selected and interviewed on March 7-11, 2022. Results implied that a thorough preparation on the pedagogies, curriculum, technologies, and training of skills are crucial in the implementation of the learning modality. These are factors that require the collaboration and establishing of guidelines among school stakeholders (faculty, parents, support staff, and administrators) to be successfully implemented. When shifting to online science learning, schools need to prepare by taking into consideration the following: (1) Redetermine the curriculum; the coverage (breadth and depth) should focus on the grade level competencies and topics that are pre-requisites to the next level. (2) Redefine the teaching-learning pedagogies and academic guidelines; the delivery of the lesson, activities, and assessments should be flexible to the online environment and learners’ context. (3) Acquire appropriate technologies such as computers for teachers and learning management system that suits the remodeled curriculum and redefined pedagogies. (4) Provide adequate training for teachers and support staff in the use of technology, planning and implementation of the lesson, and providing holistic supervision and assistance to pupils. (5) Orient the parents and the pupils with curriculum, pedagogy and academic guidelines, required technologies, and skills.
References
Abdullah, S. (2020). Causes of Absenteeism and Academic Performance of Low Performing Students of Esperanza National High School. Journal of American Academic Research, 8(1). https://doi.org/10.13140/RG.2.2.36704.30724
Abuhassna, H., Al-Rahmi, W. M., Yahya, N., Zakaria, M. A. Z. M., Kosnin, A. Bt. M. K., & Darwish, M. (2020). Development of a new model on utilizing online learning platforms to improve students’ academic achievements and satisfaction. Int J Educ Technol High Educ, 17, 38. https://doi.org/10.1186/s41239- 020-00216-z
Alipio, M. (2020). Education during COVID-19 era: Are learners in a less-economically developed country ready for e-learning? ZBW – Leibniz Information Centre for Economics, Kiel, Hamburg.
Aljuhani, K., Sonbul, M., Althabiti, M., & Meccawy, M. (2018). Creating a Virtual Science Lab (VSL): the adoption of virtual labs in Saudi schools. Smart Learning Environments, 5(16). https://doi.org/10.1186/s40561- 018-0067-9
Almaiah, M. A., Al-Khasawneh, A., & Althunibat, A. (2020). Exploring the critical challenges and factors influencing the E-learning system usage during COVID-19 pandemic. Educ Inf Technol, 25, 5261– 5280. https://doi.org/10.1007/s10639-020-10219-y
Anderman, E. M., Sinatra, G. M., & Gray, D. L. L. (2012). The challenges of teaching and learning about science in the twenty-first century: exploring the abilities and constraints of adolescent learners. Studies in Science Education, 48(1), 89–117. https://doi.org/10.1080/03057267.2012.655038
Anderson, T. (2008). Toward a theory of online learning. In T. Anderson & F. Elloumi (Eds.) Theory and Practice of Online Learning, Chapter 2 (pp. 45-74).
Arinto, P. B. (2016). Issues and Challenges in Open and Distance e-Learning: Perspectives from the Philippines. The International Review of Research in Open and Distributed Learning, 17(2), 162–180. https://doi.org/10.19173/irrodl.v17i2.1913
Arvidsson, I., Leo, U., Larsson, A., Håkansson, C., Persson, R., & Björk, J. (2019). Burnout among school teachers: quantitative and qualitative results from a follow-up study in southern Sweden. BMC Public Health, 19(1). https://doi.org/10.1186/s12889-019-6972-1
Ash-Brown, G. (2020, October 16). What comes first – technology or pedagogy? Education Technology. https://edtechnology.co.uk/features/what-comes-first-technology-or-pedagogy/
Bako, M. (2020). The Impact Support Staff has on School Climate at Comprehensive High Schools from the Perspective of Principals. Brandman University Digital Repository: Dissertations, 305. https://digitalcommons.brandman.edu/edd_dissertations/305
Basar, Z. M., Mansor, A. N., Jamaludin, K. A., Alias, B. S. (2021). The Effectiveness and Challenges of Online Learning for Secondary School Students-A Case Study. Asian Journal of University Education (AJUE), 17(3), 120-129. files.eric.ed.gov/fulltext/EJ1309475.pdf
S., Clarion, C. A., & Reyes, J. C. B. (2021). Barriers to Online Learning in the Time of COVID-19: A National Survey of Medical Students in the Philippines. Medical Science Educator, 1–2. https://doi.org/10.1007/s40670-021-01231-z
Bhamani, S., Makhdoom, A. Z., Bharuchi, V., Ali, N., Kaleem, S., & Ahmed, D. (2020). Home Learning in Times of COVID: Experiences of Parents. Journal of Education and Educational Development, 7(1), 9. https://doi.org/10.22555/joeed.v7i1.3260
Birks, M., Chapman, Y., & Francis, K. (2008). Memoing in qualitative research. Journal of Research in Nursing, 13(1), 68-75. https://doi.org/10.1177/1744987107081254
Brinn, M. S. (2020). Partnership Working between Home and School. Parenting - Studies by an Ecocultural and Transactional Perspective. Published. https://doi.org/10.5772/intechopen.94198
Buijs, J. A. (2005). Teaching: Profession or Vocation? Journal of Catholic Education, 8(3), 326–345. https://doi.org/10.15365/joce.0803042013
Calpo, V. B., Jr. (2020). Correlates of Science Education and Self-Efficacy Towards Fisheries Technology as Basis for Online Learning Policy. Journal of Critical Reviews, 7(13), 212–218. https://doi.org/10.31838/jcr.07.13.36
Castelli, F. R., & Sarvary, M. A. (2021). Why students do not turn on their video cameras during online classes and an equitable and inclusive plan to encourage them to do so. Ecology and Evolution, 11(8), 3565–3576. https://doi.org/10.1002/ece3.7123
Chan, C. & Fok, W. (2009). Evaluating learning experiences in virtual laboratory training through student perceptions: a case study in Electrical and Electronic Engineering at the University of Hong Kong. Engineering Education, 4(2), 70-75, https://doi.org/10.11120/ened.2009.04020070
Chua, E. R., Sibbaluca, B. G., Miranda, R. D., Palmario, G. B., Moreno, R. P., & Solon, J. P. T. (2020). The Status of The Implementation of the E-Learning Classroom in Selected Higher Education Institutions in Region Iv-A Amidst the Covid-19 Crisis. Journal of Critical Reviews, 7(11), 253–258. https://doi.org/10.31838/jcr.07.11.41
Clark, C. A. (2016). The Experience of Teaching Online Secondary Science. UNLV Theses, Dissertations, Professional Papers, and Capstones, 2655. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2655
Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers
and designers of multimedia learning. John Wiley & Sons.
Clay, R. A. (2020). Self-care has never been more important. American Psychology Association, 51(5), 60. https://www.apa.org/monitor/2020/07/self-care
Cox, D., & Prestridge, S. (2020). Understanding fully online teaching in vocational education. Research and Practice in Technology Enhanced Learning, 15(1). https://doi.org/10.1186/s41039-020-00138-4
Creswell, J. W., & Poth, C. N. (2017). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4th ed.). SAGE Publications, Inc.
Cullinan, J., Flannery, D., Harold, J., Lyons, S., & Palcic, D. (2021). The disconnected: COVID-19 and disparities in access to quality broadband for higher education students. Int J Educ Technol High Educ, 18, 26. https://doi.org/10.1186/s41239-021-00262-1
Daniels, M., Sarte, E., & Cruz, J. D. (2019, March). Students’ perception on e-learning: a basis for the development of e-learning framework in higher education institutions. IOP Conference Series: Materials Science and Engineering, 012008. https://doi.org/10.1088/1757-899x/482/1/012008
Darrah, M., Humbert, R., Finstein, J., Simon, M., & Hopkins, J. (2014). Are Virtual Labs as Effective as Hands-on Labs for Undergraduate Physics? A Comparative Study at Two Major Universities. Journal of Science Education and Technology, 23, 803-814. https://doi.org/10.1007/s10956-014-9513-9
Darvasi, P. (2020, March 16). Mindshift: Resources for Teaching and Learning During This Period of Social Distancing. KQED. https://www.kqed.org/mindshift/55521/resources-for-teaching-and-learning-during this-period-of-social-distancing
Department of Education (DepEd). (2020). LEARNING OPPORTUNITIES SHALL BE AVAILABLE: The Basic Education Learning Continuity Plan in the Time of COVID-19. Retrieved from https://www.deped.gov.ph/wp-content/uploads/2020/07/DepEd_LCP_July3.pdf
Deshmukh, V., Forawi, S., & Jaiswal, A. (2012). The Role of E-learning in Science Education vis-à-vis Teacher Training Institutes in Middle East. US-China Education Review, A(2), 142-148. ISSN: 1548-6613.
Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 105440. https://doi.org/10.1016/j.childyouth.2020.105440
Donkin, R., Askew, E. & Stevenson, H. (2019). Video feedback and e-Learning enhances laboratory skills and engagement in medical laboratory science students. BMC Med Educ, 19(310). https://doi.org/10.1186/s12909-019-1745-
Ferlazzo, L. (2021, March 5). “Challenges, Curiosity, Creativity, & Community” in the Online Science Classroom (Opinion). Education Week. Retrieved from https://www.edweek.org/teaching
learning/opinion-challenges-curiosity-creativity-community-in-the-online-science-classroom/2020/05 Galeon, D. H., Garcia, P. G., & Cruz, J. D. (2019, March). E-learning roadmap for open distance learning in Cordillera Administrative Region. IOP Conference Series: Materials Science and Engineering, 012012. https://doi.org/10.1088/1757-899x/482/1/012012
Garun, N. (2020). Online Schooling has a Tech Issue that no Apps can Fix. The Verge. https://www.theverge.com/2020/4/29/21239567/remote-school-distance-learning-digital-internettech-gap-devices-access
Gautam, I., & Jain, S. (2018). A Study of Work-Life Balance: Challenges and Solutions. International Journal of Research in Engineering, IT and Social Sciences. ISSN: 2250-0588, 198-217.
Glazer, K. (2016). Considering Pedagogy Before Technology. International Literacy Association.https://www.literacyworldwide.org/blog%2Fliteracy-now%2F2016%2F03%2F23%2Fconsideringpedagogy-before-technology
Glowiak, M. (2020). What is Self-Care and Why is it Important for You? Southern New Hampshire University. https://www.snhu.edu/about-us/newsroom/2019/04/what-is-self-care
Goldstein, D., Popescu, A., & Hannah-Jones, N. (2020). As School Moves Online, Many Students Stay Logged Out. The New York Times. https://www.nytimes.com/2020/04/06/us/coronavirus-schoolsattendance-absent.html
Hallyburton, C. L., & Lunsford, E. (2013). Challenges and Opportunities for Learning Biology in Distance-Based Settings. Bioscene: Journal of College Biology Teaching, 39(1), 27-33. ISSN-1539-2422
Hamann, K., Glazier, R. A., Wilson, B. M., & Pollock, P. H. (2020). Online teaching, student success, and retention in political science courses. Eur Polit Sci 20, 427–439. https://doi.org/10.1057/s41304-020-00282-x
Hinton, C., Fischer, K. W., & Glennon, C. (2020). Recognizing the Importance of Support Staff in a Student Centered School. Students at the Center. https://studentsatthecenterhub.org/resource/recognizing the-importance-of-support-staff-in-a-student-centered-school/
Johnson, A. M., Jacovina, M. E., Russell, D. G., & Soto, C. M. (2016). Challenges and Solutions when Using Technologies in the Classroom. Adaptive Educational Technologies for Literacy Instruction, 13–30. https://doi.org/10.4324/9781315647500-2
Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and Challenges for Teaching Successful Online Courses in Higher Education. Journal of Educational Technology Systems, 46(1), 4–29. https://doi.org/10.1177/0047239516661713
Kolil, V. K., Muthupalani, S., Achuthan, K. (2020). Virtual Experimental Platforms in Chemistry Laboratory Education and its Impact on Experimental Self-efficacy. International Journal of Educational Technology in Higher Education, 17(30). https://doi.org/10.1186/s41239-020-00204-3
Larkin, M., Shaw, R., & Flowers, P. (2018). Multiperspectival designs and processes in interpretative phenomenological analysis research. Qualitative Research in Psychology, 16(2), 182–198. https://doi.org/10.1080/14780887.2018.1540655
Laverty, S. M. (2003). Hermeneutic Phenomenology and Phenomenology: A Comparison of Historical and Methodological Considerations. International Journal of Qualitative Methods, 2(3), 21–35. https://doi.org/10.1177/160940690300200303
Lee, Jung-Sook. (2012). The effects of the teacher–student relationship and academic press on student engagement and academic performance. International Journal of Educational Research, 53. 330– 340. https://doi.org/10.1016/j.ijer.2012.04.006
Li, C., & Lalani, F. (2020). The COVID-19 pandemic has changed education forever. This is how. World Economic Forum. Retrieved from https://www.weforum.org/agenda/2020/04/coronavirus-education global-covid19-online-digital-learning/
Littlecott, H. J., Moore, G. F., & Murphy, S. M. (2018). Student health and well-being in secondary schools: the role of school support staff alongside teaching staff. Pastoral Care in Education, 36(4), 297–312. https://doi.org/10.1080/02643944.2018.1528624
McCarthy, J. (2020). Prioritizing Self-Care While Working From Home. Edutopia. https://www.edutopia.org/article/prioritizing-self-care-while-working-home
Mensah, A., & Adjei, N. K. (2020). Work-life balance and self-reported health among working adults in Europe: a gender and welfare state regime comparative analysis. BMC Public Health, 20(1). https://doi.org/10.1186/s12889-020-09139-w
Miller, K. W. (2008). Teaching Science Methods Online: Myths about Inquiry-based Online Learning. Science Educator, Fall 2008, 17(2), 80-86.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108, 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x.
Moore, R. L., & Fodrey, B. P. (2018). Distance Education and Technology Infrastructure: Strategies and Opportunities. Leading and Managing E-Learning, 87–100. https://doi.org/10.1007/978-3-319-61780-0_7
Moralista, R. B., & Oducado, R. M. F. (2020). Faculty Perception toward Online Education in a State College in the Philippines during the Coronavirus Disease 19 (COVID-19) Pandemic. Universal Journal of Educational Research, 8(10), 4736-4742. http://dx.doi.org/10.13189/ujer.2020.081044
Morelli, M., Cattelino, E., Baiocco, R., Trumello, C., Babore, A., Candelori, C., & Chirumbolo, A. (2020). Parents and Children During the COVID-19 Lockdown: The Influence of Parenting Distress and Parenting Self Efficacy on Children’s Emotional Well-Being. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.584645
Noon, E. J. (2018). Interpretive Phenomenological Analysis: An Appropriate Methodology for Educational Research? Journal of Perspectives in Applied Academic Practice, 6(1), 75–83. https://doi.org/10.14297/jpaap.v6i1.304
Okeke, C. I. (2014). Effective home-school partnership: Some strategies to help strengthen parental involvement. South African Journal of Education, 34(3), 1–9. https://doi.org/10.15700/201409161044
Ondrasek, N. (2020). Home-School Partnerships Key to Supporting Students with Disabilities. Learning Policy Institute. https://learningpolicyinstitute.org/blog/covid-home-school-partnerships-key-supporting students-disabilities
Paul, J., & Jefferson, F. (2019). A Comparative Analysis of Student Performance in an Online vs. Face-to-Face Environmental Science Course from 2009-2016. Frontiers in Computer Science, 12. https://doi.org/10.3389/fcomp.2019.00007
Pepito, G. M. (2019). Home-School Partnership in Kindergarten. International Journal for Innovative Research in Multidisciplinary Field, 5(6), 171-175. ISSN: 2455-0620
Pramono, S. E., Prajanti, S. D. W., & Wibawanto, W. (2019). Virtual Laboratory for Elementary Students. International Conference on Education, Science and Technology. Journal of Physics: Conference Series 1387(2019)012113. https://doi.org/10.1088/1742-6596/1387/1/012113
Prescott, S. (2020). Online Learning Only Works if Students Have Home Internet Access. Some Don't. New America. https://www.newamerica.org/education-policy/edcentral/online-learning-only-works-if students-have-access/
Rajendran, L., & Veilumuthu, R. (2010). A Study on the Effectiveness of Virtual Lab in E-learning. International Journal on Computer Science and Engineering, 2(6), 2173-2175. ISSN: 0975-3397.
Renwick, M. (2016). Should Pedagogy Always Drive Technology? Technology Solutions That Drive Education. https://edtechmagazine.com/k12/article/2016/08/should-pedagogy-always-drive-technology
Rubin, H. J., & Rubin, I. S. (2011). Qualitative Interviewing: The Art of Hearing Data (3rd ed.). SAGE Publications, Inc.
Robbins, Z. S. (2021). Reaching Chronically Absent Students During Distance Learning. Edutopia. https://www.edutopia.org/article/reaching-chronically-absent-students-during-distance-learning
Roddy, C., Amiet, D. L., Chung, J., Holt, C., Shaw, L., McKenzie, S., Garivaldis, F., Lodge, J. M., & Mundy, M. E. (2017). Applying Best Practice Online Learning, Teaching, and Support to Intensive Online Environments: An Integrative Review. Front. Educ. 2:59. doi: 10.3389/feduc.2017.00059
Rosales, J. (2017). Positive School Cultures Thrive When Support Staff Included. National Education Association. https://www.nea.org/advocating-for-change/new-from-nea/positive-school-cultures thrive-when-support-staff-included
Saldaña, J. (2021). The Coding Manual for Qualitative Researchers (Fourth ed.). SAGE Publications Ltd. Saminathan, V. (2020). Problems of Online Classes. International Journal of Academic Research Reflector, 9(6), 1-3. ISSN: 227707342.
S
antibañez, L., & Guarino, C. (2020). The Effects of Absenteeism on Academic and Social-Emotional Outcomes: Lessons for COVID-19. Policy Analysis for California Education. https://edpolicyinca.org/publications/effects-absenteeism-academic-and-social-emotional-outcomes
Sarkar, V. (2020). Role of Parents in Online Learning. Vega Schools. https://vega.edu.in/role-of-parents-in online-learning/
Schaffhauser, D. (2017). Biggest Barrier to Digital Learning: Lack of Time, Lack of Devices. THE JOURNAL. https://thejournal.com/articles/2017/09/18/biggest-barriers-to-digital-learning.aspx
Sharples, M. (2019). To Improve Education – Focus on Pedagogy not Technology. Online Educa Berlin. https://oeb.global/oeb-insights/to-improve-education-focus-on-pedagogy-not-technology/
Shimba, M., Mahenge, M. P. J., & Sanga, C. A. (2017). Virtual Labs Versus Hands-on Labs for Teaching and Learning Computer Networking: A Comparison Study. International Journal for Research Studies in Educational Technology, 6(1), 43-58. https://doi.org/10.5861/ijrset.2017.1660
Sim, I. O. (2020). Analysis of the Coping Process among Visually Impaired Individuals, Using Interpretative Phenomenological Analysis (IPA). International Journal of Environmental Research and Public Health, 17(8), 2819. https://doi.org/10.3390/ijerph17082819
Sirk, M., Liivik, R., & Loogma, K. (2016). Changes in the professionality of vocational teachers as viewed through the experiences of long-serving vocational teachers in Estonia. Empirical Research in Vocational Education and Training, 8(1). https://doi.org/10.1186/s40461-016-0039-7
Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative Phenomenological Analysis: Theory, Method and Research. SAGE Publications Ltd.
Smith, J. A., & Osborn, M. (2014). Interpretative phenomenological analysis as a useful methodology for research on the lived experience of pain. British Journal of Pain, 9(1), 41–42. https://doi.org/10.1177/2049463714541642
Smith, S. J., Burdette, P. J., Cheatham, G. A., & Harvey, S. P. (2016). Parental Role and Support for Online Learning. Journal of Special Education Leadership, 29(2), 101-112. https://files.eric.ed.gov/fulltext/EJ1118423.pdf
Sormunen, M., Tossavainen, K., & Turunen, H. (2011). Home–School Collaboration in the View of Fourth Grade Pupils, Parents, Teachers, and Principals in the Finnish Education System. The School Community
Journal, 21(2), 185-211. https://files.eric.ed.gov/fulltext/EJ957133.pdf
Stevens, M., & Borup, J. (2015). Parental Engagement in Online Learning Environments: A Review of the Literature. Advances in Research on Teaching, 99–119. https://doi.org/10.1108/s1479-368720150000027005
Sudlow-Naggie, N. (2020). The Effects of Virtual Laboratory Activities on Science Learning. St. John’s University. St. John’s Scholar: Theses and Dissertations. https://scholar.stjohns.edu/cgi/viewcontent.cgi?article=1131&context=theses_dissertations
Tallman, T. O. (2019). How Middle Grades Teachers Experience a Collaborative Culture: An Interpretative Phenomenological Analysis. RMLE Online, 42(8), 1–16. https://doi.org/10.1080/19404476.2019.1668103
Wanders, F. H. K., Dijkstra, A. B., Maslowski, R. & van der Veen, I. (2020). The effect of teacher-student and student-student relationships on the societal involvement of students, Research Papers in Education, 35(3), 266-286. https://doi.org/10.1080/02671522.2019.1568529
Yan, W., & Philip, T. (2006). The Relationship of Bandwidth, Interaction, and Performance in Online Course: A Study. Online Journal of Distance Learning Administration, 9(1). ISSN: EISNN-1556-3847.
Yengin, L., Karahoca, D., Karahoca, A., & Yücel, A. (2010). Roles of teachers in e-learning: How to engage students & how to get free e-learning and the future. Procedia - Social and Behavioral Sciences, 2(2), 5775–5787. https://doi.org/10.1016/j.sbspro.2010.03.942
Yang, Y. (2010). Roles of Administrators in Ensuring the Quality of Online Programs. Knowledge Management & E-Learning: An International Journal, 2(4), 363-369.
Yao, J., Rao, J., Jiang, T., & Xiong, C. (2020). What Role Should Teachers Play in Online Teaching during the COVID-19 Pandemic? Evidence from China. Sci Insigt Edu Front 2020, 5(2), 517-524. doi:10.15354/sief.20.ar035
Zariņa, S., Drelinga, E., Iliško, D., & Krastiņa, E. (2016). Teacher’s Vocation and Students’ Attitudes Towards a Choice of Teacher’s Vocation. Society. Integration. Education. Proceedings of the International Scientific Conference, 1, 265. https://doi.org/10.17770/sie2016vol1.1498
Zweig, J. S., & Stafford, E. T. (2016). Training for Online Teachers to Support Student Success: Themes from a Survey Administered to Teachers in Four Online Learning Programs. Journal of Online Learning Research, 2(4), 399-418. https://files.eric.ed.gov/fulltext/EJ1148594.pdf
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
1 All articles will undergo a formal peer-review. A panel of experts from within or without the university will examine the article; approval from a minimum of two experts is required for publication. Revisions posed by the experts must be completed by the research prior to publication.
2 Once published in the ASEAN Journal of Education, the article becomes intellectual property of Suan Dusit University. Duplication, in full or part, requires permission from Suan Dusit University.
3 Excluding errors incurred during printing, author(s) are responsible for the content of their articles.
