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The emergence of Corona Virus Disease 2019 pandemic required educational institutions to shift to new instructional paradigm to ensure learning continuity. With the restrictions on mass gathering, online distance learning has emerged as one of the alternative modalities. This descriptive study primarily aimed to assess the faculty readiness of St....
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... faculty members have the highest level of internet skill in terms of having e-mail address, and opening and sending emails with file attachments, with weighted mean of 4.75 which is interpreted as "highly ready" (Table 2). They are also "highly ready" in terms of surfing the internet and navigating web pages with 4.50 weighted mean. ...Citations
... Fostering interactive learning environments is essential for effective outcomes, promoting active engagement among students [7]. The COVID-19 pandemic further accelerated the adoption of these technologies to maintain educational continuity [8,9]. ...
This study explores the critical role of STEM education in equipping students for the challenges of the 21st century and examines the effectiveness of Online Learning Environments (OLEs) in delivering such education. The purpose of this research is to identify the essential characteristics of effective OLEs and provide a comprehensive blueprint for their development. Utilizing a systematic review and qualitative synthesis of 228 peer-reviewed articles published between 2000 and 2023, the study adopts a rigorous methodological approach following PRISMA guidelines to analyze key trends, themes, and actionable insights. Findings reveal 46 essential features of optimal OLEs, categorized into ten themes: future-proofing, brain-based approaches, diverse learning mechanisms, high-fidelity implementation, instructional design perspectives, advanced technologies, online learning objects, pedagogical approaches, psychological considerations, and usability factors. These findings emphasize the integration of innovative technologies and pedagogical strategies to create engaging, inclusive, and adaptive learning environments tailored to diverse learner needs. The study concludes with a comprehensive blueprint designed to guide educators, policymakers, and technology developers in creating OLEs that enhance engagement and learning outcomes in STEM education. Practical implications include actionable recommendations for integrating emerging technologies, fostering professional development, and addressing accessibility challenges to democratize STEM education and prepare learners for the digital economy.
... While it has expanded educational opportunities, challenges persist, such as the digital divide affecting homework completion (Lynch, 2020). Despite the impact of COVID-19, Internet access remains a significant challenge for teachers in the Philippines, leading to a prevalence of non-online education modes (Medalla, 2021). The pandemic has particularly impacted music programs, where online training falls short in conveying technical and emotional aspects of performance (Hew et al., 2020). ...
... Likewise, a study conducted in a private school in Sorsogon discovered that teachers are sufficiently prepared for online learning in terms of technology access, given the school administration's efforts. They are also prepared to use an online learning management system, as well as online, productivity, and other tools for developing learning materials and resources [17]. ...
The rapid and unprecedented transition from face-to-face to online teaching at the onslaught of CoViD-19 was very challenging due to a very short timeframe for teachers to refresh and to acquire advanced technical skills and know-how in going online. This study is designed to determine the readiness of teachers in going online from select localities in the Philippines. A total of 120 teacher-respondents were used as subjects of the study. The descriptive-inferential method was employed in the study in gathering the needed data vis-à-vis the research problems. It is discovered that teachers in private schools can perform Basic Technical Skills better than those who are in the public schools. It was also found out that teachers aged 21-30 can perform better in technical skills and can use LMS efficiently. Moreover, the respondents were found to be highly skilled on course planning, time-management and communication: both teacher-respondents from public and private institutions are equipped with vast knowledge on course design. However, it is noticeable that older teachers are less comfortable in designing online learning activities that would allow students to interact with their peers and teachers. Therefore, it is concluded that the teacher-respondents are ready to go online. Appositely, teachers from the private sector are better in managing online learning than their counterparts in the public schools from the parameters of the study.
