##plugins.themes.academic_pro.article.sidebar##
Downloads
Main Article Content
Abstract
This study explores the integration of technology platforms in online modular learning and proposes an enhanced learning continuity framework using online teaching as an alternative delivery modality. The study captures participants’ experiences related to online modular education through surveys by employing a qualitative approach. The findings demonstrate that integrating technological platforms enhances learning continuity. Online teaching offers flexible and accessible learning experiences, fostering effective teaching and learning. The study emphasizes the significance of comprehensive technical infrastructure, blended learning approaches, pedagogical and learner support services, continuous assessment, and a healthy learning environment in crafting the framework. The framework emphasizes robust technological infrastructure, training programs, blended learning approaches, pedagogical support, diverse assessment strategies, and a healthy learning environment by addressing challenges like the digital divide, technical difficulties, and lack of face-to-face interaction, flexibility, adaptability, and continuous evaluation are emphasized to address specific institutional and learner needs. Implementing the framework requires collaboration among educational institutions, policymakers, and communities to create inclusive online learning environments. Efforts should be made to ensure equitable access to reliable internet connections, support disadvantaged learners, and foster creativity through interactive activities. Monitoring and evaluation play a vital role in tracking progress and making informed decisions for improvement. This study provides a foundation for institutions to develop an enhanced learning continuity framework using online teaching. By optimizing the benefits of online modular learning while addressing challenges, the framework promotes effective teaching and learning in the online education landscape.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Ahmady, S., Kallestrup, P., Sadoughi, M. M., Katibeh, M., Kalantarion, M., Amini, M., & Khajeali, N. (2021). Distance learning strategies in medical education during COVID-19: A systematic review. Journal of education and health promotion, 10.
Apgar, D., & Cadmus, T. (2021). Using mixed methods to assess the coping and self-regulation skills of undergraduate social work students impacted by COVID-19. Clinical Social Work Journal, 1-12.
Barnes, B., Egerton, T., Ehle, J., Elba, I., Ellison, J., & Kelt, S. B. (2005). A good teacher in every classroom: Preparing the highly qualified teachers our children deserve.
Chiang, F. K., Zhu, D., & Yu, W. (2022). A sys-tematic review of academic dishonesty in online learning environments. Journal of Computer Assisted Learning, 38(4), 907-928. https://doi.org/10.1111/jcal.12656
Cutillas, A. (2019). Hemispheric Dominance and Spanish Vocabulary Proficiency Lev-els in the Five Macro Skills of the Students in Cebu Technological University, Argao Campus. SABTON: Multidisciplinary Re-search Journal, 1(1), 84-95.
Cutillas, A. L., Ocay, J. V., Alburo, H. M., & Mon-tero-Ambray, R. (2022). The philosophy of work of the Lumads1 in Surigao del Sur, Philippines, as an alternative to mod-ern technology and globalization. Journal of Agriculture and Technology Manage-ment (JATM), 25(1), 88-95.
CUTILLAS, A. L., & GALERA, B. CORE COMPO-NENTS AND KEY PROCESSES OF EFFEC-TIVE EDUCATIONAL LEADERSHIP IN BASIC EDUCATION.
Demir, F., Bruce-Kotey, C., & Alenezi, F. (2022). User experience matters: does one size fit all? Evaluation of learning management systems. Technology, Knowledge and Learning, 1-19. https://doi.org/10.1007/s10758-021-09518-1
Dicdiquin, J. B., Mobo, F. D., & Cutillas, A. L. (2023). Evaluating the Effectiveness of Professional Development Programs for Junior High School Mathematics Teachers in Improving Mathematics Instruction in the K to 12 Curriculum in the Philip-pines. International Journal of Multidisci-plinary: Applied Business and Education Research, 4(4), 1143-153. 10.11594/ijmaber.04.04.12
Dillenbourg, P. (1999). Collaborative learning: Cognitive and computational approaches. advances in learning and instruction se-ries. Elsevier Science, Inc., PO Box 945, Madison Square Station, New York, NY 10160-0757.
Dwivedi, Y. K., Hughes, L., Coombs, C., Con-stantiou, I., Duan, Y., Edwards, J. S., ... & Upadhyay, N. (2021). Impact of COVID-19 pandemic on information management research and practice: Transforming edu-cation, work and life. International Jour-nal of Information Management, 102211.
Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergen-cy situations. Societies, 10(4), 86.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education, 7(2), 95-105.
Graham, C. R. (2006). Blended learning sys-tems. The handbook of blended learning: Global perspectives, local designs, 1, 3-21.
Hew, K. F., & Cheung, W. S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational research re-view, 12, 45-58.
Kahu, E. R. (2013). Framing student engage-ment in higher education. Studies in high-er education, 38(5), 758-773.
Kendra, C. (2020). When to Use Surveys in Psychological Research. VeryWell Mind Journal, https://www.verywellmind.com/what-is-a-survey-2795787
Kumar, J. A., Bervell, B., & Osman, S. (2020). Google classroom: insights from Malaysi-an higher education students’ andinstruc-tors’ experiences. Education and infor-mation technologies, 25, 4175-4195.
Liu, Z. Y., Lomovtseva, N., & Korobeynikova, E. (2020). Online learning platforms: Recon-structing modern higher educa-tion. International Journal of Emerging Technologies in Learning (iJET), 15(13), 4-21. https://doi.org/10.1016/B978-0-12-813467-2.00063-8
Mayer, R. E. (2017). Using multimedia for e‐learning. Journal of computer assisted learning, 33(5), 403-423.
McGee, P. (2013). Supporting academic hones-ty in online courses. Journal of Educators Online, 10(1), 1-31.
Mobo, F. (2021). The Role of Emerging Trends in Education. International Journal of Mul-tidisciplinary: Applied Business and Edu-cation Research, 2(10), 909-913.
Moustakas, C. (1994). Phenomenological re-search methods. Sage publications.
Ocampo, E. N., Siahaan, K. W. A., Sinaga, S. J., & Cutillas, A. L. (2023). Pedagogical Exem-plars for Mathematics Across Learning Styles. Edunesia: Jurnal Ilmiah Pendidi-kan, 4(2), 644-658. DOI: https://doi.org/10.51276/edu.v4i2.415
Ocampo, E. N., Mobo, F. D., & Cutillas, A. L. (2023). Exploring the Relationship Be-tween Mathematics Performance and Learn-ing Style Among Grade 8 Stu-dents. International Journal of Multidisci-plinary: Applied Business and Education Research, 4(4), 1165-1172. 10.11594/ijmaber.04.04.14
Palaigeorgiou, G., & Papadopoulou, A. (2019). Promoting self-paced learning in the ele-mentary classroom with interactive video, an online course platform and tab-lets. Education and Information Technol-ogies, 24, 805-823. https://doi.org/10.1007/s10639-018-9804-5
Pimmer, C., Brysiewicz, P., Linxen, S., Walters, F., Chipps, J., & Gröhbiel, U. (2014). Infor-mal mobile learning in nurse education and practice in remote areas—A case study from rural South Africa. Nurse edu-cation today, 34(11), 1398-1404.
Romero-Rodríguez, J. M., Aznar-Díaz, I., Hino-jo-Lucena, F. J., & Cáceres-Reche, M. P. (2020). Models of good teaching practices for mobile learning in higher educa-tion. Palgrave Communications, 6(1), 1-7.
Salmon, G. (2013). E-tivities: The key to active-online learning. Routledge.
Siemens, G., & Long, P. (2011). Penetrating the fog: Analytics in learning and educa-tion. EDUCAUSE review, 46(5), 30.
Tuma, F., Kamel, M. K., Shebrain, S., Ghanem, M., & Blebea, J. (2021). Alternative surgi-cal training approaches during COVID-19 pandemic. Annals of Medicine and Sur-gery, 62, 253-257. https://doi.org/10.1016/j.amsu.2021.01.057
Wallace, R. M. (2003). Online learning in high-er education: A review of research on in-teractions among teachers and stu-dents. Education, Communication & In-formation, 3(2), 241-280.
Wong, K. M., & Moorhouse, B. L. (2021). Digital competence and online language teach-ing: Hong Kong language teacher practic-es in primary and secondary class-rooms. System, 103, 102653.