Abstract
As Covid-19 pandemic led to abrupt transformation from face-to-face classes to online learning, questions arise as to which among the lists of teaching strategies can be considered as the best practice for online learning. Hence, this study assessed the best practice approach for online teaching from the three-domain strategy theories: behaviorism; cognitivism; and social constructivism from the lived experience of professors in the Asian Institute of Maritime Studies in the Philippines. The relationship between the teaching strategies and the demographic profiles (age, years of teaching experience, and highest educational attainment) was included to identify factors that could affect the teaching strategies. Using descriptive-correlation design, the study endeavored to describe the teaching strategies of the thirty non-laboratory maritime professors who were selected using complete enumeration sampling. The online platform researcher-made questionnaire was made through Google forms to gather data and distributed to the professors after ensuring the permit, via Microsoft Teams Software, Facebook messenger, or Google mails. To treat the data, percentage, weighted mean, and chi-square were used. Results indicated that the respondents highly utilized the direct instruction strategy under the behaviorism theory followed by flipped instruction strategy under the social constructivism theory and chunking instruction strategy under the cognitivism theory. The chi-square result indicated no significant difference between the teaching strategies and demographic profiles of the professors.
Keywords: online teaching, teaching strategies, three-domain theories, AIMS Maritime Professors
References
Alawamleh, M., Al-Twait, L.M. and Al-Saht, G.R. (2022), “The effect of online learning on communication between instructors and students during Covid-19 pandemic”, Asian Education and Development Studies, Vol. 11 No. 2, pp. 380-400. https://doi.org/10.1108/AEDS-06-2020-0131
Albright, D. (2021, April 8). The Top 5 Online Teaching Strategies To Engage Your Students. Retrieved May 20, 2021, https://www.uscreen.tv/blog/list-of-online-teaching-strategies/
Almahasees Z, Mohsen K and Amin MO (2021). Faculty’s and Students’ Perceptions of Online Learning During COVID-19. Front. Educ. 6:638470. doi: 10.3389/feduc.2021.638470
Amer H, Ouhida A (2022). Online Learning on Students during the COVID-19 Pandemic. Clin Med Rev Case Rep 9:412. https://doi.org/10.23937/2378-3656/1410412
An, Y., Kaplan-Rakowski, R., Yang, J. (2021). Examining K-12 teachers’ feelings, experiences, and perspectives regarding online teaching during the early stage of the COVID-19 pandemic. Education Tech Research Dev 69, 2589–2613 (2021). https://doi.org/10.1007/s11423-021-10008-5
Arinto, P. (2016, February). Issues and Challenges in Open and Distance e-Learning: Perspectives from the Philippines. The International Review of Research in Open and Distributed Learning. 17(2).
Bao, W. (2020). COVID −19 and online teaching in higher education: A case study of Peking University. Human Behaviour and Emerging Technologies, 2(2), 113– 115. https://doi.org/10.1002/hbe2.191
Barrot, J.S., Llenares, I.I. & del Rosario, L.S. (2021). Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Educ Inf Technol 26, 7321–7338 (2021). https://doi.org/10.1007/s10639-021-10589-x
Brau, B., Brau, & Kimmons, R. (1970, January 1). Constructivism. The Students’ Guide to Learning Design and Research. Retrieved July 22, 2021 from https://edtechbooks.org/studentguide/constructivism#:~:text=Dewey%20emphasizes%20inquiry%20and%20the,to%20serve%20as%20a%20facilitator.
Cabual, R.A. and Cabual, Ma.M.A. (2022) The Extent of the Challenges in Online Learning during the COVID-19 Pandemic. Open Access Library Journal, 9, 1-13. doi: 10.4236/oalib.1108233.
Castelo, M. (2020, November 12). The State of Educational Technology in a Post-Pandemic World Technology Solutions That Drive Education. Retrieved May 20, 2021, from https://edtechmagazine.com/k12/article/2020/11/state-educationaltechnology-post-pandemic-world
CHED Memorandum Order No. 67. (2017). Revised Policies, Standards and Guidelines for the Bachelor of Science in Marine Transportation (BSMT) and Bachelor of Science in Marine Engineering (BSMarE) Programs. Retrieved May 27, 2021, from https://ched.gov.ph/wp-content/uploads/2017/10/CMO-67-s.-2017.pdf
Cooper, S. (2016, December 22). 5 Strategies to Improve Your Online Teaching. eLearning Industry. Retrieved May 20, 2021, from https://elearningindustry.com/5-strategies-improve-your-online-teaching.
Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. California, USA: SAGE Publications, Inc.
Drew, C. (2019, October 21). A List of 107 Effective Classroom Teaching Strategies. HelpfulProfessor.com. Retrieved on July 22, 2021 from https://helpfulprofessor.com/teaching-strategies/
Fageeh, A. (2011). EFL student’s readiness for e-learning: Factors influencing e-learners acceptance of the blackboard in a Saudi university. Jalt Call Journal, 7(1), 19– 42.
Goldberg, M. (2017, October 25). Does eLearning Work in the Maritime Industry – MarineLS. Marine Learning Systems. Retrieved May 20, 2021, from https://www.marinels.com/elearning-work-maritime-industry/
Harasim, L. (2017, May 26). Learning Theory and Online Technologies. New York, NY:Routledge. https://doi.org/10.4324/9781315716831
Hong J-C, Liu Y, Liu Y and Zhao L (2021) High School Students’ Online Learning Ineffectiveness in Experimental Courses During the COVID-19 Pandemic. Front. Psychol. 12:738695. doi: 10.3389/fpsyg.2021.738695
Hubbs, M & Lee, A. (2021, May 05). How COVID-19 Created Opportunities for Teachers and Students. Campus Technology. Retrieved May 20, 2021, from https://campustechnology.com/articles/2021/05/05/how-covid-19-created-opportunities-for-teachers-and-students.aspx
Joaquin, J. J. B., Biana, H. T., & Dacela, M. A. (2020, September 28). The Philippine Higher Education Sector in the Time of COVID- 19. Frontiers. Retrieved May 20, 2021, from https://www.frontiersin.org/articles/10.3389/feduc.2020.576371/full.
Kamal, T. and Illiyan, A. (2021), “School teachers’ perception and challenges towards online teaching during COVID-19 pandemic in India: an econometric analysis”, Asian Association of Open Universities Journal, Vol. 16 No. 3, pp. 311-325. https://doi.org/10.1108/AAOUJ-10-2021-0122
Kaplan, D. (2018, Aprl). Behaviorism in Online Teacher Training. California School of Education, Alliant International University, San Francisco, United States of America. 9(4), 570-577. DOI: 10.4236/psych.2018.94035
Karaca, İ. & Söner, Ö. (2022). The Impact of Covid 19 Pandemic on Maritime Students’ Perceptions of Their Profession. Journal of Maritime Transport and Logistics, 3 (1), 17-24. DOI: 10.52602/mtl.1031851
Lapitan, L. D. S., Tiangco, C. E., Sumalinog, D. A. G., Sabarillo, N. S., & Diaz, J. M. (2021, January 30). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers. https://doi.org/10.1016/j.ece.2021.01.012
Lestari, W., Ichwan, S. J. A., Yaakop, S. Z., Sabaznur, N., Ismail, A., & Sukotjo, C. (2022). Online Learning during the COVID-19 Pandemic: Dental Students’ Perspective and Impact on Academic Performance, One Institution Experience. Dentistry Journal, 10(7), 131. http://dx.doi.org/10.3390/dj10070131
Lokuketagoda, G & Miwa, T. (2022). On-line delivery of marine engineering courses during COVID-19 pandemic. Journal of Advanced Marine Engineering and Technology, vol. 46, no. 1, pp. 40-46, doi: https://doi.org/10.5916/jamet.2022.46.1.40.
Mahmood, S. (2021). Instructional Strategies for Online Teaching in COVID-19 Pandemic. Hum Behav & Emerg Tech. 3: 199– 203. https://doi.org/10.1002/hbe2.218
Marquez, L. P., Olivar, M. V. V., Brijuega, C. E., Ombao, R. P., Cerio, W. C., &Baes, F. D. (2020). Experiences and insights from a developing country. Education and COVID-19, 40, 84–90. https://doi.org/10.46786/ac20.5188
Masuku, Margaret Balungile (2020). “Enhancing maritime education through online distance learning in developing environments”. World Maritime University Dissertations. 1448. https://commons.wmu.se/all_dissertations/1448
Matsouka, M., Valasidou, A. and Dagdilellis, V. (2022). Online Teaching in the Age of Covid-19: A Case Study at the Merchant Marine Academy’s Engineering School of Macedonia, Seated in Nea Michaniona. European Journal of Engineering and Technology Research. 9–13. https://doi.org/10.24018/ejeng.2021.0.CIE.2751.
Mayer, R. (2003). Elements of a Science of E-Learning. 29 (3). https://doi.org/10.2190/YJLG-09F9-XKAX-753D
Mahyoob, M. (2020). Challenges of e-Learning during the COVID-19 Pandemic Experienced by EFL Learners. Arab World English Journal, 11 (4) 351-362. https://dx.doi.org/10.24093/awej/vol11no4.23
McDougall, A., McKee, D. & Orlov, G. (2021, May 5). Lessons Learned from Teaching during the Pandemic. Education Next. Retrieved May 20, 2021, from https://www.educationnext.org/lessons-learned-teaching-during-the-pandemic/
Moralista B. and Oducado, R M. (2020, June 29). Faculty Perception Toward Online Education in a State College in the Philippines during the Coronavirus Disease 19 (COVID-19) Pandemic. Universal Journal of Educational Research 8(10), 4736-4742. DOI: 10.13189/ujer.2020.081044
Moustakas, L., & Robrade, D. (2022). The Challenges and Realities of E-Learning during COVID-19: The Case of University Sport and Physical Education. Challenges, 13(1), 9. http://dx.doi.org/10.3390/challe13010009
Murphy, M. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy, Contemporary Security Policy, 41:3, 492-505, DOI: 10.1080/13523260.2020.1761749
Paneda, M. G. & Leal, G. (2021). PUP-COC on ‘new normal’: How college instructors adapt to distance learning in teaching media-related subjects. The Manila Times. Retrieved May 20, 2021, from https://www.manilatimes.net/2021/02/11/campus-press/pup-coc-on- new-normal-how-college-instructors-adapt-to-distance-learning-inteaching-media-related-subjects/839439/
Petrila, L., Goudenhooft, G., Gyarmati, B.F., Popescu, F.A., Simut, C. & Brihan, A.C. (2022). Effective Teaching during the COVID-19 Pandemic? Distance Learning and Sustainable Communication in Romania. Sustainability 2022, 14, 7269. https://doi.org/10.3390/su14127269
Renganayagalu S.K., Mallam S., Hernes M. (2022). Maritime Education and Training in the COVID-19 Era and Beyond. TransNav, the International Journal on Marine Navigation and Safety of Sea Transportation, Vol. 16, No. 1, pp. 59-69. doi:10.12716/1001.16.01.06
Tria, Jose. (2020). The COVID-19 Pandemic through the Lens of Education in the Philippines: The New Normal. International Journal of Pedagogical Development and Lifelong Learning. 1(1). ep2001. https://doi.org/10.30935/ijpdll/8311
Ralph, M. (2020, April 17). Teaching Strategies of Award-Winning Online Instructors. Edutopia. Retrieved May 20, 2021, from https://www.edutopia.org/article/teaching-strategies-award-winning-online-instructors
Sahito Z, Shah SS and Pelser A-M (2022) Online Teaching During COVID-19: Exploration of Challenges and Their Coping Strategies Faced by University Teachers in Pakistan. Front. Educ. 7:880335. doi: 10.3389/feduc.2022.880335
Schroeder, R. (2020, December 02). Teaching Online in the COVID Crisis: What We Have Learned. Inside Higher Ed. Retrieved May 20, 2021, from https://www.insidehighered.com/digital-learning/blogs/online-trending-now/teaching-online-covid-crisis-what-we-have-learned
Siddiquei, M. I., & Kathpal, S. (2021). Challenges of online teaching during COVID-19: An exploratory factor analysis. Human behavior and emerging technologies, 3(5), 811–822. https://doi.org/10.1002/hbe2.300
Smith, M., & Diaz, A. W. (2004, December). Increasing students’ interactivity in an online course. The Journal of Interactive Online Learning, 2(3), 1– 26.
Szapkiw, A & Szapkiw,M. (2010). Cognitivism Applied to Distance Education. (n.d.). Retrieved July 21, 2021 from http://www.amandaszapkiw.com/artifacts/EDUC633_eXe_Module_2/cognitivism_applied_to_distance_education.html
Turk, M. (2021, April 21). Co Facilitated Discussions to Truly Engage Your Online Students with Course Content: Faculty Focus. Faculty Focus Higher Education Teaching Strategies. Magna Publications. Retrieved May 20, 2021, from https://www.facultyfocus.com/articles/online-education/online-student-engagement/co-facilitated-discussions-to-truly-engage-your-online-students-with-course-content/
Yan, L., Whitelock-Wainwright, A., Guan, Q., Wen, G., Gašević, D., & Chen, G. (2021). Students’ experience of online learning during the COVID-19 pandemic: A province-wide survey study. British journal of educational technology: journal of the Council for Educational Technology, 52(5), 2038–2057. https://doi.org/10.1111/bjet.13102
Zhang J, Ding Y, Yang X, Zhong J, Qiu X, Zou Z (2022). COVID-19’s impacts on the scope, effectiveness, and interaction characteristics of online learning: A social network analysis. PLoS ONE 17(8): e0273016. https://doi.org/10.1371/journal.pone.0273016
Zheng, M., Bender, D. & Lyon, C. Online learning during COVID-19 produced equivalent or better student course performance as compared with pre-pandemic: empirical evidence from a school-wide comparative study. BMC Med Educ 21, 495 (2021). https://doi.org/10.1186/s12909-021-02909-z
Zikmund, W. (2003). Business Research Methods. 7th Edition, Thomson/ South-Western. https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/reference/ReferencesPapers.aspx?ReferenceID=2340019
