Theory of Adaptation of Educators Teaching Technology-Based Courses
DOI:
https://doi.org/10.32871/rmrj2311.01.08Keywords:
adaptation, higher education, technology-based, grounded theoryAbstract
The need for resilience among educators has become a critical demand during the COVID-19 pandemic when in-person classes were restricted and were converted into distance learning and eventually shifted to blended learning as governments opened borders and health safety protocols eased down. Hence, this study focuses on understanding how educators of technology-based courses in public higher education across academic landscapes have navigated for continuous instructional delivery. This study utilizes the Straussian approach of Grounded Theory. This design uses a three-stage coding methodology: open, axial, and selective coding. The study generates the Theory of Educators Teaching Technology-Based Courses across academic landscapes, which postulates that educators in technology-based courses undergo phases of metamorphosis that include visioning, learning, rationalizing and doing, and modernizing, ultimately allowing them to become resilient and adaptive to the shifting landscapes of the academe caused by the COVID-19 pandemic.
References
Alaidi, A. H., Yahya, O., & Alrikabi, H. T. (2020). Using Modern Education Technique in Wasit University. International Journal of Interactive Mobile Technologies (iJIM), 14(06), 82–94. https://doi.org/10.3991/ijim.v14i06.11539
Alam, M. T., & Farid, S. (2011). Factors affecting teachers’ motivation. International Journal of Business and social science, 2(1), 298-304. http://doi.org/10.1108/IJEM-04-2014-0057
Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 Pandemic. Higher education studies, 10(3), 16-25. Retrieved from https://doi.org/10.5539/hes.v10n3p16
Ancho, I. V., & Arrieta, G. S. (2021). Filipino teacher professional development in the new normal. Education & Self Development, 16, 25-43. https://doi.org/10.26907/esd.16.3.04
Andales, G., Sarile, T., Elladora, S., Kintanar, F., & Ramos, A. (2022). Navigating learning through catastrophic calamities: A phenomenological study. Journal of Science and Education (JSE), 3(1), 23-99. https://doi.org/10.56003/jse.v3i1.134
Austin, J. E. (2000). Principles for partnership. Leader to Leader, 18(2), 44-50. Retrieved from https://www.hbs.edu/faculty/Pages/item.aspx?num=6363
Beane, J. A. (1990). Affect in the curriculum: Toward democracy, dignity, and diversity. New York, NY: Teachers College Press. Retrieved from https://www.amazon.com/dp/080772999X
Buabeng-Andoh, C. (2012). Factors Influencing Teachers’ Adoption and Integration of Information and Communication Technology into Teaching: A Review of the Literature. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 8, 136-155. Retrieved from https://files.eric.ed.gov/fulltext/EJ1084227.pdf
Carson, R. L., & Chase, M. A. (2009). An examination of physical education teacher motivation from a self-determination theoretical framework. Physical Education and Sport Pedagogy, 14(4), 335-353. https://doi.org/10.1080/17408980802301866
Cervantes, F.M. (2020). CHED Pushes for Flexible Learning for HEIs in August. Philippine News Agency. Retrieved from https://www.pna.gov.ph/articles/1101519
Chandra, R. (2015). Collaborative learning for educational achievement. IOSR Journal of Research & Method in Education (IOSR-JRME), 5(2), 4-7. https://www.iosrjournals.org/iosr-jrme/papers/Vol-5%20Issue-3/Version-1/B05310407.pdf
Chen, S. (2017). Higher education development path based on practical education pattern. Eurasia Journal of Mathematics, Science and Technology Education, 13(12), 7921-7927.https://doi.org/10.12973/ejmste/80764
Cluver, L., Lachman, J.M., Sherr, L., Wessels, I., Krug, E., Rakotomalala, S., et al. (2020). Parenting in a Time of COVID-19. Correspondence. 395 (10231), 64. https://doi.org/10.1016/S0140-6736(20)30736-4
Collier, M. D. (2005). An ethic of caring: The fuel for high teacher efficacy. The Urban Review, 37(4), 351-359. https://doi.org/10.1007/s11256-005-0012-4
Derasin, L. M. C., Canque, M. S., Horteza, A. D., & Jungoy, E. E. (2021). Virtual Learning In A State University In The Philippines: Perspectives From The Education Students. Multicultural Education, 7(10). https://doi.org/10.5281/zenodo.5565139
Douglas, A.S. (2019). Learning to Teach: A Focus on the Personal Rather Than The Technical Aspects of Teacher Education. Teacher Education Advancement Network Journal. 11 (1) 71-83. Retrieved from https://files.eric.ed.gov/fulltext/EJ1268223.pdf
Dunlap, J. C., & Grabinger, S. (2003). Preparing students for lifelong learning: A review of instructional features and teaching methodologies. Performance Improvement Quarterly, 16(2), 6-25. Retrieved from https://eric.ed.gov/?id=EJ677274
Flick, U. (2009). An introduction to qualitative research (4th ed.). Sage Publications Ltd. Retrieved from https://psycnet.apa.org/record/2009-06059-000
Foughty, M. Bensig, R. & Ramos, A. (2023). Paralanguage Influences in Intercultural Communication of Foreign Nationals in Cebu, Philippines. Journal of World Englishes and Educational Practices, 5 (1), 57-64. https://doi.org/10.32996/jweep.2023.5.1.6
Freeman, C. (2008). Teacher Efficacy and its Impact on Student Achievement. All Regis University Theses. 16. https://epublications.regis.edu/theses/16
Gecolea, C. M., & Gecolea, P. G. (2021). Strengthening Parent’s Engagement Amidst Pandemic: A Grounded Theory. International Journal of Theory and Application in Elementary and Secondary School Education, 3(2), 39-50. https://doi.org/10.31098/ijtaese.v3i2.621
Glaser, R. (1991). The maturing of the relationship between the science of learning and cognition and educational practice. Learning and instruction, 1(2), 129-144. https://doi.org/10.1016/0959-4752(91)90023-2
Godfrey, N. S. (2006). Making our students smart about money. The Education Digest, 71(7), 21. Retrieved from https://eric.ed.gov/?id=EJ741038
Gopinathan, S., Kaur, A. H., Veeraya, S., & Raman, M. (2022). The role of digital collaboration in student engagement towards enhancing student participation during COVID-19. Sustainability, 14(11), 6844. https://doi.org/10.3390/su14116844
Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evaluation. Sage Publications, Inc. Retrieved from https://psycnet.apa.org/record/1989-98594-000
Hayhoe, C. R., Leach, L. J., Turner, P. R., Bruin, M. J., & Lawrence, F. C. (2000). Differences in spending habits and credit use of college students. Journal of Consumer Affairs, 34(1), 113-133. https://doi.org/10.1111/j.1745-6606.2000.tb00087.x
Helmi, N., Nor, H. A., Nordin, N., Ally, M., & Tsinakos, A. (2022). The educational digital divide for vulnerable students in the pandemic: Towards the new agenda 2030. Sustainability, 14(16), 10332. https://doi.org/10.3390/su141610332
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational technology research and development, 55, 223-252. https://doi.org/10.1007/s11423-006-9022-5
Hrastinski, S. (2019). What do we mean by blended learning? TechTrends, 63(5), 564-569. https://doi.org/10.1007/s11528-019-00375-5
Joo, S. (2008). Personal financial wellness. Handbook of consumer finance research, 21-33. https://doi.org/10.1007/978-0-387-75734-6_2
Kasyadi, S., Lapasau, M., & Virgana, V. (2020). Enhancing learning outcome in integral through online teaching based during COVID-19 pandemic. Journal of Physics: Conference Series, 1663(1). https://doi.org/10.1088/1742-6596/1663/1/012059
Keengwe, J., Onchwari, G., & Wachira, P. (2008). Computer technology integration and student learning: Barriers and promise. Journal of science education and technology, 17, 560-565. Retrieved from https://www.jstor.org/stable/41219452
Khatser, G., Khatser, M., Bukharina, L., Dybchinska, Y., & Lysenko, M. (2021). Transformation of the educational process within online technologies implementation in the period of the global crisis. International Journal of Emerging Technologies in Learning (Online), 16(11), 245-260. https://doi.org/10.3991/ijet.v16i11.21265
Kivunja, C. (2013). Embedding digital pedagogy in pre-service higher education to better prepare teachers for the digital generation. International Journal of Higher Education, 2(4), 131-142. https://doi.org/10.5430/ijhe.v2n4p131
Kivunja, C. (2014). Do You Want Your Students to Be Job-Ready with 21st-Century Skills? Change Pedagogies: A Pedagogical Paradigm Shift from Vygotskyian Social Constructivism to Critical Thinking, Problem Solving, and Siemens' Digital Connectivism. International journal of higher education, 3(3), 81-91. http://dx.doi.org/10.5430/ijhe.v3n3p81
Kutay Uzun, E.Z.T. (2018). The Effect of Genre-Based Instruction on Foreign Language Writing Anxiety. Journal of Language and Linguistic Studies. 14(4). 243-258 Retrieved from http://www.jlls.org/index.php/jlls/article/view/1062/433
Kvale, S. and Brinkmann, S. (2015) Interviews: Learning the Craft of Qualitative Research Interviewing. 3rd Edition, Sage Publications, Thousand Oaks, CA. Retrieved from https://us.sagepub.com/en-us/nam/interviews/book239402
Llego, M. A. (2020). DepEd Learning Delivery Modalities for School Year 2020-2021. Retrieved from https://www.teacherph.com/deped-learning-delivery-modalities/
Mayseless, O. (2015). The caring motivation: An integrated theory. Oxford University Press. Retrieved from https://global.oup.com/academic/product/the-caring-motivation-9780199913619?cc=us&lang=en&
Mercado, J. C. (2021). A Phenomenological Study on Students’ Experiences in Learning Physics in an Online Class. Science Education Journal. 32(4).384-389. https://www.icaseonline.net/journal/index.php/sei/article/view/346
Mohalik, R. and Sahoo, S. (2020). E-Readiness and Perception of Student Teachers’ Towards Online Learning in the Midst of COVID-19 Pandemic. https://dx.doi.org/10.2139/ssrn.3666914
Mohamad Nasri, N., Husnin, H., Mahmud, S. N. D., & Halim, L. (2020). Mitigating the COVID-19 Pandemic: a snapshot from Malaysia into the coping strategies for pre-service teachers' education. Journal of Education for Teaching, 46(4), 546-553. https://doi.org/10.1080/02607476.2020.1802582
Mirriahi, N., Alonzo, D., McIntyre, S., Kligyte, G., & Fox, B. (2015). Blended learning innovations: Leadership and change in one Australian institution. International Journal of Education and Development using ICT, 11(1).4-16.Retrieved from https://files.eric.ed.gov/fulltext/EJ1061471.pdf
Muller, C. (2007). The Role of Caring in the Teacher-Student Relationship for At-Risk Students. Sociological Inquiry. 71 (2), 241-255. https://doi.org/10.1111/j.1475-682X.2001.tb01110.x
Nebrida, J. A., Amor, G. B., Mazorca, R. G., Nacional, R. B., & Villas, J. P. (2022). Challenges of a School in Teaching and Learning: A Grounded Theory. Journal of Scientific Research and Reports, 28(7), 50–63. https://doi.org/10.9734/jsrr/2022/v28i730535
Nessipbayeva, O. (2012). The Competencies of the Modern Teacher. Bulgarian Comparative Education Society. Retrieved from https://eric.ed.gov/?id=ED567059
Noddings, N. (1984). Caring: A feminine approach to ethics and moral education. Berkeley, CA: University Press. https://philpapers.org/rec/NODCAF
Noddings, N. (1992). Social studies and feminism. Theory & Research in Social Education, 20(3), 230-241. https://doi.org/10.1080/00933104.1992.10505667
Noddings, N. (2006). Educational leaders as caring teachers. School leadership and management, 26(4), 339-345. https://doi.org/10.1080/13632430600886848
Onyema, E. M., Ogechukwu, U., Anthonia, E. C. D., & Deborah, E. C. (2019). Potentials of mobile technologies in enhancing the effectiveness of inquiry-based learning approach. International Journal of Education (IJE), 2(01), 1-22. https://flyccs.com/jounals/IJSP/paper/ijspNO2.pdf
Pather, N., Blyth, P., Chapman, J. A., Dayal, M. R., Flack, N. A., Fogg, Q. A., ... & Lazarus, M. D. (2020). Forced disruption of anatomy education in Australia and New Zealand: An acute response to the Covid‐19 Pandemic. Anatomical Sciences Education, 13(3), 284-300. https://doi.org/10.1002/ase.1968
Pianta, R. C. (1992). Conceptual and Methodological Issues in Research on Relationships between Children and Nonparental Adults. New Directions for Child Development, 57, 121-29. https://doi.org/10.1002/cd.23219925709
Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association. https://psycnet.apa.org/doi/10.1037/10314-000
Plante, T. (2012, July 24). Digital Natives vs. Digital Immigrants? Which are you? Do the Right Thing. Psychology Today. https://www.psychologytoday.com/us/blog/do-the-right-thing/201207/digital-native-vs-digital-immigrant-which-are-you
Ramos, A., & Baldespiñosa, M. (2021). Bridging between Beliefs and Needs of Language Teachers in Philippines: Personal Qualities, Strategies, and Framework during COVID-19 Pandemic. REiLA: Journal of Research and Innovation in Language, 3(3), 194-209. https://doi.org/10.31849/reila.v3i3.7401
Rao, N. J. (2020). Outcome-based Education: An Outline. Higher Education for the Future, 7(1), 5–21. https://doi.org/10.1177/2347631119886418
Reinald Adrian, D. P., Habito, C. D. L., & Figueroa,Roberto B.,,Jr. (2016). Hybrid online/offline mobile solutions for accessing open educational resources in areas with poor internet connectivity. Asian Association of Open Universities Journal, 11(2), 182-196. https://doi.org/10.1108/AAOUJ-09-2016-0030
Reyes-Velázquez, W., & Pacheco-Sepúlveda, C. (2022). Heading for the future after COVID-19: Reflections and recommendations on teaching processes in a rapidly changing learning landscape. Journal of Communication Pedagogy, 6, 20-25. https://doi.org/10.31446/JCP.2022.1.04
Roos, L., Salisbury, M., Penner-Goeke, L., Cameron, E.E., Protudjer, J.L., Giuliano, R., Afifi, T.O., Reynolds, K. (2021). Supporting Families to Protect Child Health: Parenting Quality and Household Needs During the COVID-19 Pandemic. PLoS ONE. 16(5): e0251720. https://doi.org/10.1371/journal.pone.0251720
Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching: how self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99(4), 761. https://doi.org/10.1037/0022-0663.99.4.761
Secuya, C. L., & Abadiano, M. N. (2022). Embracing the New Normal Set-Up from Modular to Face-to-Face Learning: A Grounded Theory. Journal of Positive School Psychology, 6(5), 8250-8264. Retrieved from https://journalppw.com/index.php/jpsp/article/view/9345/6073
Simonova, I., Faltynkova, L., & Kostolanyova, K. (2023). New blended learning enriched after the COVID-19 experience? students’ opinions. Sustainability, 15(6), 5093. https://doi.org/10.3390/su15065093
Sinclair, C. (2008). Initial and changing student-teacher motivation and commitment to teaching. Asia‐Pacific Journal of Teacher Education, 36(2), 79-104. https://doi.org/10.1080/13598660801971658
Son, H. (2021). The effects of simulation problem-based learning on the empathy, attitudes toward caring for the elderly, and team efficacy of undergraduate health profession students. International Journal of Environmental Research and Public Health, 18(18), 9658. https://doi.org/10.3390/ijerph18189658
Soriano, R., Asio, H., Almoite, A., Cruz, K. D., & Aspiras, E. (2022). Teaching in Tumultuous Times: Unraveling Teachers’ Experiences amidst the COVID-19 Pandemic. Journal of Education, Management and Development Studies, 2(1), 128-141. https://doi.org/10.52631/jemds.v2i1.64
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Sage Publications, Inc. https://doi.org/10.4135/9781452230153
Strauss, A., & Corbin, J. M. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Sage Publications, Inc. Retrieved from https://psycnet.apa.org/record/1990-98829-000
Talidong, K.J.B. & Toquero, C.M.D. (2020) Philippine Teachers’ Practices to Deal with Anxiety amid COVID-19. Journal of Loss and Trauma, 25(6-7), 573-579. https://doi.org/10.1080/15325024.2020.1759225
Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89(3), 411–419. https://doi.org/10.1037/0022-0663.89.3.411
Zhang, D., Wang, Y., & Jiao, Y. (2022). The impact of social pension schemes on the mental health of the Chinese elderly: A mediating effect perspective of two-way intergenerational support. International Journal of Environmental Research and Public Health, 19(14), 8721. https://doi.org/10.3390/ijerph19148721
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 University of San Jose-Recoletos
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright of the Journal belongs to the University of San Jose-Recoletos
