SECONDARY TEACHERS’ AND STUDENTS’ PERCEPTIONS OF DISTANCE EDUCATION IN SCIENCE: FOCUS ON LEARNER-CENTERED, ACTION-ORIENTED, AND TRANSFORMATIVE LEARNING
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). Specific...
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| Language: | English |
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Dalat University
2023-06-01
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| Series: | Tạp chí Khoa học Đại học Đà Lạt |
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| Online Access: | https://tckh.dlu.edu.vn/index.php/tckhdhdl/article/view/1108 |
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| author | Aaron A. Funa Renz Alvin E. Gabay Kathy Lorraine Esdicul Maricar S. Prudente |
| author_facet | Aaron A. Funa Renz Alvin E. Gabay Kathy Lorraine Esdicul Maricar S. Prudente |
| author_sort | Aaron A. Funa |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-78381aa66ae64eb99b3d5063880cbb07 |
| institution | Kabale University |
| issn | 0866-787X |
| language | English |
| publishDate | 2023-06-01 |
| publisher | Dalat University |
| record_format | Article |
| series | Tạp chí Khoa học Đại học Đà Lạt |
| spelling | doaj-art-78381aa66ae64eb99b3d5063880cbb072025-02-02T05:35:56ZengDalat UniversityTạp chí Khoa học Đại học Đà Lạt0866-787X2023-06-0115618110.37569/DalatUniversity.13.3.1108(2023)1163SECONDARY TEACHERS’ AND STUDENTS’ PERCEPTIONS OF DISTANCE EDUCATION IN SCIENCE: FOCUS ON LEARNER-CENTERED, ACTION-ORIENTED, AND TRANSFORMATIVE LEARNINGAaron A. Funa0Renz Alvin E. Gabay1Kathy Lorraine Esdicul2Maricar S. Prudente3De La Salle UniversityDe La Salle UniversityDe La Salle UniversityDe La Salle UniversityThe 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.https://tckh.dlu.edu.vn/index.php/tckhdhdl/article/view/1108distance educationeducation for sustainable developmentmodular distance learningonline distance learningscience education. |
| spellingShingle | Aaron A. Funa Renz Alvin E. Gabay Kathy Lorraine Esdicul Maricar S. Prudente SECONDARY TEACHERS’ AND STUDENTS’ PERCEPTIONS OF DISTANCE EDUCATION IN SCIENCE: FOCUS ON LEARNER-CENTERED, ACTION-ORIENTED, AND TRANSFORMATIVE LEARNING Tạp chí Khoa học Đại học Đà Lạt distance education education for sustainable development modular distance learning online distance learning science education. |
| title | SECONDARY TEACHERS’ AND STUDENTS’ PERCEPTIONS OF DISTANCE EDUCATION IN SCIENCE: FOCUS ON LEARNER-CENTERED, ACTION-ORIENTED, AND TRANSFORMATIVE LEARNING |
| title_full | SECONDARY TEACHERS’ AND STUDENTS’ PERCEPTIONS OF DISTANCE EDUCATION IN SCIENCE: FOCUS ON LEARNER-CENTERED, ACTION-ORIENTED, AND TRANSFORMATIVE LEARNING |
| title_fullStr | SECONDARY TEACHERS’ AND STUDENTS’ PERCEPTIONS OF DISTANCE EDUCATION IN SCIENCE: FOCUS ON LEARNER-CENTERED, ACTION-ORIENTED, AND TRANSFORMATIVE LEARNING |
| title_full_unstemmed | SECONDARY TEACHERS’ AND STUDENTS’ PERCEPTIONS OF DISTANCE EDUCATION IN SCIENCE: FOCUS ON LEARNER-CENTERED, ACTION-ORIENTED, AND TRANSFORMATIVE LEARNING |
| title_short | SECONDARY TEACHERS’ AND STUDENTS’ PERCEPTIONS OF DISTANCE EDUCATION IN SCIENCE: FOCUS ON LEARNER-CENTERED, ACTION-ORIENTED, AND TRANSFORMATIVE LEARNING |
| title_sort | secondary teachers and students perceptions of distance education in science focus on learner centered action oriented and transformative learning |
| topic | distance education education for sustainable development modular distance learning online distance learning science education. |
| url | https://tckh.dlu.edu.vn/index.php/tckhdhdl/article/view/1108 |
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