Teachers need assistance to use flexible learning options - survey
Published Apr 29, 2020 12:00 am
By Merlina Hernando-Malipot
While flexible learning options (FLOs) are being eyed in response to the challenges brought about by the COVID-19 crisis in education, teachers in both private and public schools believe that they need help or assistance when it comes to using these learning methods.
(Photo courtesy of DepEd / MANILA BULLETIN)
In a survey entitled, “Kamusta Ka, Teacher?” conducted by The Asia Foundation-Philippines, teachers said they need some help in addressing various concerns should their respective schools make use of various FLOs when classes resume.
The respondents to the survey pointed out some components FLOs that they may need assistance with. FLOs provide a menu of learning interventions and pathways that are responsive to the needs, context, circumstances, and diversity of learners which include Distance Learning, Homeschooling, Online Learning, Alternative Delivery Mode (ADM), and Alternative Learning System (ALS).
As of April 21, there were 1,821 respondents in the survey: 1,544 (85 percent ) from public and 277 (15 percent) from private schools wherein 81 percent of respondents are teachers, 15 percent have coordinator duties, and 4% have administrator duties in schools. Some respondents also indicated holding multiple roles in their schools.
Components that teachers need help with
Asked what are components of Distance Learning that they need help and/or training in, 65.349 percent of the respondents noted that they need help in teaching strategies for distance learning while 61.889 percent said that they need assistance in designing suitable assessments and evaluation for distance learning. A total of 56.947 percent also said that they need help in preparing lessons and materials for distance learning, 54.860 percent said that they need assistance in reproduction of materials for distance learning, 53.652 percent also need help in collecting student works and monitoring submissions, and 42.175 percent need assistance in looking for teacher resources.
When it comes to Homeschooling, the respondents said they need help and/or training in preparing modules, lessons and materials for schooling (64.141 percent, designing suitable assessments and evaluation for home schooling (64.086 percent), sending or distribution of materials for homeschooling (58.484 percent), providing support and remediation (53.267 percent), reproduction of materials for schooling (52.663 percent), collecting student work and monitoring submissions (50.961 percent), scheduling and setting deadlines for assignments (45.470 percent), and looking for teacher resources (42.230 percent).
For Online Learning, the respondents said they need help and/or training in setting up or access to online connections or signals (65.019 percent), strategies for online teaching (63.482 percent), designing suitable assessments and evaluation for online learning (61.834 percent), holding/ conducting online classes (61.120 percent); preparing lessons and materials for online instruction (57.496 percent); looking for teacher resources online (44.811 percent); collecting student work and monitoring submissions (44.646 percent) and setting up your computer (33.278 percent).
In ALS, the respondents said they need help and/or training in preparing modules, lessons and materials for ALS (64.250 percent), strategies in teaching ALS (64.086 percent), designing suitable assessments and evaluation for ALS+4 (63.701 percent), reproduction of materials for ALS (53.322 percent), remediation strategies (50.796 percent), and class scheduling (49.039 percent).
The “Kamusta Ka, Teacher?” survey is being conducted to “understand teachers' knowledge and confidence” in using FLOs amid the COVID-19 crisis. The survey runs from April 2 to April 30. The Asia Foundation-Philippines released an initial result of the survey on April 27 and was submitted to the Department of Education (DepEd) to help in the development of its Learning Continuity Plan (LCP) as a response to the COVID-19 crisis.
A full paper will also be released based on the final results of the survey to help education agencies and learning institutions craft possible options to ensure continuity of learning amid the pandemic.
(Photo courtesy of DepEd / MANILA BULLETIN)
In a survey entitled, “Kamusta Ka, Teacher?” conducted by The Asia Foundation-Philippines, teachers said they need some help in addressing various concerns should their respective schools make use of various FLOs when classes resume.
The respondents to the survey pointed out some components FLOs that they may need assistance with. FLOs provide a menu of learning interventions and pathways that are responsive to the needs, context, circumstances, and diversity of learners which include Distance Learning, Homeschooling, Online Learning, Alternative Delivery Mode (ADM), and Alternative Learning System (ALS).
As of April 21, there were 1,821 respondents in the survey: 1,544 (85 percent ) from public and 277 (15 percent) from private schools wherein 81 percent of respondents are teachers, 15 percent have coordinator duties, and 4% have administrator duties in schools. Some respondents also indicated holding multiple roles in their schools.
Components that teachers need help with
Asked what are components of Distance Learning that they need help and/or training in, 65.349 percent of the respondents noted that they need help in teaching strategies for distance learning while 61.889 percent said that they need assistance in designing suitable assessments and evaluation for distance learning. A total of 56.947 percent also said that they need help in preparing lessons and materials for distance learning, 54.860 percent said that they need assistance in reproduction of materials for distance learning, 53.652 percent also need help in collecting student works and monitoring submissions, and 42.175 percent need assistance in looking for teacher resources.
When it comes to Homeschooling, the respondents said they need help and/or training in preparing modules, lessons and materials for schooling (64.141 percent, designing suitable assessments and evaluation for home schooling (64.086 percent), sending or distribution of materials for homeschooling (58.484 percent), providing support and remediation (53.267 percent), reproduction of materials for schooling (52.663 percent), collecting student work and monitoring submissions (50.961 percent), scheduling and setting deadlines for assignments (45.470 percent), and looking for teacher resources (42.230 percent).
For Online Learning, the respondents said they need help and/or training in setting up or access to online connections or signals (65.019 percent), strategies for online teaching (63.482 percent), designing suitable assessments and evaluation for online learning (61.834 percent), holding/ conducting online classes (61.120 percent); preparing lessons and materials for online instruction (57.496 percent); looking for teacher resources online (44.811 percent); collecting student work and monitoring submissions (44.646 percent) and setting up your computer (33.278 percent).
In ALS, the respondents said they need help and/or training in preparing modules, lessons and materials for ALS (64.250 percent), strategies in teaching ALS (64.086 percent), designing suitable assessments and evaluation for ALS+4 (63.701 percent), reproduction of materials for ALS (53.322 percent), remediation strategies (50.796 percent), and class scheduling (49.039 percent).
The “Kamusta Ka, Teacher?” survey is being conducted to “understand teachers' knowledge and confidence” in using FLOs amid the COVID-19 crisis. The survey runs from April 2 to April 30. The Asia Foundation-Philippines released an initial result of the survey on April 27 and was submitted to the Department of Education (DepEd) to help in the development of its Learning Continuity Plan (LCP) as a response to the COVID-19 crisis.
A full paper will also be released based on the final results of the survey to help education agencies and learning institutions craft possible options to ensure continuity of learning amid the pandemic.