From Face-to-Face to Teaching at a Distance: Lessons Learned from Emergency Remote Teaching

Autor/inn/en	Corcuera, Lovely C.; Alvarez, Abel V., Jr.
Titel	From Face-to-Face to Teaching at a Distance: Lessons Learned from Emergency Remote Teaching
Quelle	In: Asian Journal of Distance Education, 16 (2021) 2, S.166-179 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Corcuera, Lovely C.) ORCID (Alvarez, Abel V., Jr.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1347-9008
Schlagwörter	COVID-19; Pandemics; Distance Education; School Closing; Educational Technology; Technology Uses in Education; Online Courses; Teacher Competencies; High School Teachers; Teaching Methods; Foreign Countries; Barriers; Teacher Role; Philippines + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; School closings; Schule; Schließung; Schließung (von Schulen); Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Online course; Online-Kurs; Lehrkunst; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Lehrerrolle; Philippinen
Abstract	The COVID-19 disrupts not only the health, economic, and tourism sectors but it paralyzed the education sector as well. Since face-to-face teaching and learning environment is still not possible in the Philippine context, this phenomenon leaves the teachers to use various alternative ways of instructional delivery. The sudden shift of teaching and learning delivery continuously challenges not only the students but also the teachers who are serving as educational front liners at the time of the pandemic crisis. The lack of proper training and experiences of teachers in online teaching and distance education served as educational loopholes in the context of emergency remote education. Hence, this case study attempts to explore the experiences of K-12 senior high school teachers who have been immersed in emergency remote teaching. In analyzing the data gathered, the descriptive coding process was used. Interestingly, there were three themes reported in this study: getting the right mix of instructional methods, engaging in different open educational resources and information, and highlighting the need for the pedagogy of care and understanding. Although this study does not aim to make any generalities, however, the researchers saw the need to understand and investigate the journey of the K-12 senior high school teachers, which are essential in providing lending ears about their transitioning experiences from the traditional classroom environment to emergency remote education. This study concludes with the implications of the findings that emerged and the direction for further research. (As Provided).
Anmerkungen	Asian Society of Open and Distance Education. 80-4 Minou Yamamoto Machi, Kurume City, Fukuoka, 839-0826, Japan. e-mail: editor@asianjde.org; Web site: http://asianjde.com/ojs/index.php/AsianJDE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01