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...

Mô tả đầy đủ

Đã lưu trong:

Chi tiết về thư mục
Những tác giả chính:	Funa, Aaron A., Gabay, Renz Alvin E., Esdicul, Kathy Lorraine, Prudente, Maricar S.
Định dạng:	Bài viết
Ngôn ngữ:	English
Được phát hành:	Trường Đại học Đà Lạt 2024
Những chủ đề:	Distance education Education for sustainable development Modular distance learning Online distance learning Science education
Truy cập trực tuyến:	https://scholar.dlu.edu.vn/thuvienso/handle/DLU123456789/256865 https://tckh.dlu.edu.vn/index.php/tckhdhdl/article/view/1108
Các nhãn:	Thêm thẻ Không có thẻ, Là người đầu tiên thẻ bản ghi này!

Thư viện lưu trữ:	Thư viện Trường Đại học Đà Lạt

id	oai:scholar.dlu.edu.vn:DLU123456789-256865
record_format	dspace
spelling	oai:scholar.dlu.edu.vn:DLU123456789-2568652024-12-29T01:13:09Z SECONDARY TEACHERS’ AND STUDENTS’ PERCEPTIONS OF DISTANCE EDUCATION IN SCIENCE: FOCUS ON LEARNER-CENTERED, ACTION-ORIENTED, AND TRANSFORMATIVE LEARNING Funa, Aaron A. Gabay, Renz Alvin E. Esdicul, Kathy Lorraine Prudente, Maricar S. Distance education Education for sustainable development Modular distance learning Online distance learning Science education 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. 2024-12-29T00:38:56Z 2024-12-29T00:38:56Z 2023 Article 0866-787X https://scholar.dlu.edu.vn/thuvienso/handle/DLU123456789/256865 https://tckh.dlu.edu.vn/index.php/tckhdhdl/article/view/1108 10.37569/DalatUniversity.13.3.1108(2023) en Dalat University Journal of Science, Volume 13, Issue 3; p.156-181 application/pdf Trường Đại học Đà Lạt
institution	Thư viện Trường Đại học Đà Lạt
collection	Thư viện số
language	English
topic	Distance education Education for sustainable development Modular distance learning Online distance learning Science education
spellingShingle	Distance education Education for sustainable development Modular distance learning Online distance learning Science education Funa, Aaron A. Gabay, Renz Alvin E. Esdicul, Kathy Lorraine Prudente, Maricar S. SECONDARY TEACHERS’ AND STUDENTS’ PERCEPTIONS OF DISTANCE EDUCATION IN SCIENCE: FOCUS ON LEARNER-CENTERED, ACTION-ORIENTED, AND TRANSFORMATIVE LEARNING
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
author	Funa, Aaron A. Gabay, Renz Alvin E. Esdicul, Kathy Lorraine Prudente, Maricar S.
author_facet	Funa, Aaron A. Gabay, Renz Alvin E. Esdicul, Kathy Lorraine Prudente, Maricar S.
author_sort	Funa, Aaron A.
title	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_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_sort	secondary teachers’ and students’ perceptions of distance education in science: focus on learner-centered, action-oriented, and transformative learning
publisher	Trường Đại học Đà Lạt
publishDate	2024
url	https://scholar.dlu.edu.vn/thuvienso/handle/DLU123456789/256865 https://tckh.dlu.edu.vn/index.php/tckhdhdl/article/view/1108
_version_	1819807061024702464

SECONDARY TEACHERS’ AND STUDENTS’ PERCEPTIONS OF DISTANCE EDUCATION IN SCIENCE: FOCUS ON LEARNER-CENTERED, ACTION-ORIENTED, AND TRANSFORMATIVE LEARNING

Những quyển sách tương tự