This study examined the students’ perception on the collaborative-constructivist learning experience in the online education of the Laguna State Polytechnic University (LSPU) during the ‘new normal’ learning modality due to COVID-19 pandemic. The study utilized the descriptive-survey research using the Online Learning Environment Survey (OLLES) questionnaire comprising the seven (7) components namely: student collaboration, computer competence, active learning, teacher support, information design and appeal, material environment, and reflective thinking and the Community of Inquiry (COI) survey on the online learning experiences on social, teaching, and cognitive presence. The data were gathered from the 106 fourth year students of the College of Teacher Education (CTE) through Google Form. The findings proved that the respondents have a favorable perception on their online learning environment in terms of collaboration, computer competence, active learning, teacher support, information design and appeal, material environment, and reflective thinking. The outcomes exhibited a positive perception of learners towards social presence, teaching presence, and cognitive presence in their learning experiences. The findings of the current investigation also pointed that there is a significant relationship between learners' online learning environment and their learning experiences in the new normal education. Through this, educators will be able to deliver a collaborative-constructivist learning experience among learners.
online education, active learning environment, collaborative-constructivist learning experience, community of inquiry, new normal
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Agripina F. Banayo. Corresponding Author. Associate Professor III, Laguna State Polytechnic University-San Pablo City Campus
Chris Jezrel B. Barleta. Part-time Instructor, Laguna State Polytechnic University-San Pablo City Campus
Cite this article:
Banayo, A.F. & Barleta, C.B. (2021). Online education as an active learning environment in the new normal. International Journal of Educational Management and Development Studies, 2(4), 90-113. https://doi.org/10.53378/352078
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