What It Takes to Teach in a Fully Online Learning Environment: Provisional Views from a Developing Country
DOI:
https://doi.org/10.24059/olj.v28i1.3921Keywords:
Online Learning, higher education, educational technology, teaching practices, teacher agencyAbstract
Teachers and teaching play a critical role in the success of the online learning space. However, information about the specific strategies they employ in navigating this alternative learning space and the challenges they face remains limited. Thus, the present study was undertaken to obtain a clearer picture of teachers’ online instructional delivery and dig deeper into their difficulties for possible intervention. This study involved 17 teachers from nine higher education institutions in the Philippines. Using a descriptive case approach, overall data indicated that they promoted flexibility and interaction, facilitated learning processes, and fostered an affective learning climate as much as they could. However, these teachers faced several challenges related to technological sufficiency, learner-related factors, teaching delivery and assessment, technological complexity, and self-regulation, among others. Their varying experience was linked to their unique context brought about by several factors, namely available tools, institutional policies, pedagogical goals, and learner-related factors. Implications for classroom practices, policy-making, teacher training, and future research are discussed.
References
Al-Samarraie, H., & Saeed, N. (2018). A systematic review of cloud computing tools for collaborative learning: Opportunities and challenges to the blended-learning environment. Computers & Education, 124, 77–91. https://doi.org/10.1016/j.compedu.2018.05.016
Al Shorbaji, N., Atun, R., Car, J., Majeed, A., & Wheeler, E. L. (2015). eLearning for undergraduate health professional education: A systematic review informing a radical transformation of health workforce development. World Health Organization. https://whoeducationguidelines.org/sites/default/files/uploads/eLearning-healthprof-report.pdf
Andersson, A. (2008). Seven major challenges for e-learning in developing countries: Case study eBIT, Sri Lanka. International Journal of Education and Development Using ICT, 4(3), 45–62.
Aung, T. N., & Khaing, S. S. (2015, August). Challenges of implementing e-learning in developing countries: A review. In T. Zin, J. Lin, J. S. Pan, P. Tin, & M. Yokota (Eds.), International conference on genetic and evolutionary computing (pp. 405–411). Springer, Cham. https://doi.org/10.1007/978-3-319-23207-2_41
Aversa, E., & MacCall, S. (2013). Profiles in retention part 1: Design characteristics of a graduate synchronous online program. Journal of Education for Library, 54(2), 147–161.
Barrot, J. S., & Acomular, D. R. (2022). How university teachers navigate social networking sites in a fully online space: Provisional views from a developing nation. International Journal of Educational Technology in Higher Education, 19(1), 51. https://doi.org/10.1186/s41239-022-00357-3
Barrot, J. S., & Fernando, A. R. R. (2023). Unpacking engineering students’ challenges and strategies in a fully online learning space: The mediating role of teachers. Education and Information Technologies, 28, 9803–9825. https://doi.org/10.1007/s10639-023-11598-8
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. Education and Information Technologies, 26(6), 7321–7338. https://doi.org/10.1007/s10639-021-10589-x
Barteit, S., Guzek, D., Jahn, A., Bärnighausen, T., Jorge, M. M., & Neuhann, F. (2020). Evaluation of e-learning for medical education in low-and middle-income countries: A systematic review. Computers & Education, 145, 103726. https://doi.org/10.1016/j.compedu.2019.103726
Bergen, N., & Labonté, R. (2020). “Everything is perfect, and we have no problems”: Detecting and limiting social desirability bias in qualitative research. Qualitative Health Research, 30(5), 783–792. https://doi.org/10.1177/1049732319889354
Birks, M., & Mills, J. (2011). Grounded theory: A practical guide. Sage.
Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, 1–18. https://doi.org/10.1016/j.edurev.2017.06.001
Brinkley-Etzkorn, K. E. (2018). Learning to teach online: Measuring the influence of faculty development training on teaching effectiveness through a TPACK lens. The Internet and Higher Education, 38, 28–35. https://doi.org/10.1016/j.iheduc.2018.04.004
Borup, J., & Evmenova, A. S. (2019). The effectiveness of professional development in overcoming obstacles to effective online instruction in a college of Education. Online Learning, 23(2), 1–20. https://doi.org/10.24059/olj.v23i2.1468
Çakıroğlu, Ü., Saylan, E., Çevik, İ., Mollamehmetoğlu, M. Z., & Timuçin, E. (2022). Faculty adoption of online teaching during the COVID-19 pandemic: A lens of diffusion of innovation theory. Australasian Journal of Educational Technology, 38(3), 87–103. https://doi.org/10.14742/ajet.7307
Cochran, J. D., Campbell, S. M., Baker, H. M., & Leeds, E. M. (2014). The role of student characteristics in predicting retention in online courses. Research in Higher Education, 55(1), 27–48. https://doi.org/10.1007/s11162-013-9305-8
Comas-Quinn, A. (2011). Learning to teach online or learning to become an online teacher: An exploration of teachers’ experiences in a blended learning course. ReCALL, 23(3), 218–232. https://doi.org/10.1017/S0958344011000152
DeJonckheere, M., & Vaughn, L. M. (2019). Semistructured interviewing in primary care research: a balance of relationship and rigour. Family Medicine and Community Health, 7(2), 1–8. https://doi.org/10.1136/fmch-2018-000057
Donitsa-Schmidt, S., & Ramot, R. (2020). Opportunities and challenges: Teacher education in Israel in the COVID-19 pandemic. Journal of Education for Teaching, 46(4), 586–595. https://doi.org/10.1080/02607476.2020.1799708
Elaish, M., Shuib, L., Ghani, N, & Yadegaridehkordi, E. (2019). Mobile English language learning (MELL): A literature review. Educational Review, 71(2), 257–276. https://doi.org/10.1080/00131911.2017.1382445
Gil-Jaurena, I., & Domínguez, D. (2018). Teachers’ roles in light of massive open online courses (MOOCs): Evolution and challenges in higher distance education. International Review of Education, 64(2), 197–219. https://doi.org/10.1007/s11159-018-9715-0
Gomez, D. (2013). Leadership behavior and its impact on student success and retention in online graduate education. Academy of Educational Leadership Journal, 17(2), 13–37.
González, C., Ponce, D., & Fernández, V. (2023). Teachers’ experiences of teaching online during COVID-19: Implications for postpandemic professional development. Educational Technology Research and Development, 71(1), 55–78. https://doi.org/10.1007/s11423-023-10200-9
Horn, M. B., & Staker, H. (2014). Blended: Using disruptive innovation to improve schools. John Wiley & Sons.
Johnson, N., Veletsianos, G., & Seaman, J. (2020). US faculty and administrators’ experiences and approaches in the early weeks of the COVID-19 pandemic. Online Learning, 24(2), 6–21. https://doi.org/10.24059/olj.v24i2.2285
Kapasia, N., Paul, P., Roy, A., Saha, J., Zaveri, A., Mallick, R., ... & Chouhan, P. (2020). Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India. Children and Youth Services Review, 116, 105194. https://doi.org/10.1016/j.childyouth.2020.105194
Lee, Y., Choi, J., & Kim, T. (2013). Discriminating factors between completers of and dropouts from online learning courses. British Journal of Educational Technology, 44(2), 328–337. https://doi.org/10.1111/j.1467-8535.2012.01306.x
Lindqvist, M. H. (2019). School leaders’ practices for innovative use of digital technologies in schools. British Journal of Educational Technology, 50(3), 1226–1240. https://doi.org/10.1111/bjet.12782
Martin, F., Kumar, S., & She, L. (2021). Examining higher education instructor perceptions of roles and competencies in online teaching. Online Learning, 25(4), 267–295. https://doi.org/10.24059/olj.v25i4.2570
Martin, F., Sun, T., & Westine, C. (2020). A systematic review of research on online teaching and learning from 2009 to 2018. Computers & Education, 159, 104009. https://doi.org/10.1016/j.compedu.2020.104009
Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2007). I'll see you on “Facebook”: The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication Education, 56(1), 1–17. https://doi.org/10.1080/03634520601009710
Moore, M. G. (1993). Theory of transactional distance. In D. Keegan (ed.), Theoretical principles of distance education (pp. 22–38). Routledge.
Moorhouse, B. L., & Wong, K. M. (2021). The COVID-19 Pandemic as a catalyst for teacher pedagogical and technological innovation and development: Teachers’ perspectives. Asia Pacific Journal of Education. Advance online publication. https://doi.org/10.1080/02188791.2021.1988511
Muljana, P. S., & Luo, T. (2019). Factors contributing to student retention in online learning and recommended strategies for improvement: A systematic literature review. Journal of Information Technology Education: Research, 18, 19–57. https://doi.org/10.28945/4182
Nevin, A. I., Cramer, E., Voigt, J., & Salazar, L. (2008). Instructional modifications, adaptations, and accommodations of coteachers who loop: A descriptive case study. Teacher Education and Special Education, 31(4), 283–297. https://doi.org/10.1177/0888406408330648
Noor, S., Isa, F. M., & Mazhar, F. F. (2020). Online teaching practices during the COVID-19 pandemic. Educational Process: International Journal, 9(3), 169–184. https://dx.doi.org/10.22521/edupij.2020.93.4
Orr, R., Williams, M. R., & Pennington, K. (2009). Institutional efforts to support faculty in online teaching. Innovative Higher Education, 34(4), 257–268. https://doi.org/10.1007/s10755-009-9111-6
Panigrahi, R., Srivastava, P. R., & Sharma, D. (2018). Online learning: Adoption, continuance, and learning outcome—A review of literature. International Journal of Information Management, 43, 1–14. https://doi.org/10.1016/j.ijinfomgt.2018.05.005
Parkes, M., Gregory, S., Fletcher, P., Adlington, R., & Gromik, N. (2015). Bringing people together while learning apart: Creating online learning environments to support the needs of rural and remote students. Australian and International Journal of Rural Education, 25(1), 65–78. https://doi.org/10.47381/aijre.v25i1.96
Pedro, N. S., & Kumar, S. (2020). Institutional support for online teaching in quality assurance frameworks. Online Learning, 24(3), 50–66.
Phan, T., Paul, M., & Zhu, M. (2021). The role of teaching goals and instructional technology perceptions in faculty members’ technology use. Contemporary Educational Technology, 13(3), 1–16.
Price, L., & Kirkwood, A. (2014). Using technology for teaching and learning in higher education: A critical review of the role of evidence in informing practice. Higher Education Research & Development, 33(3), 549–564. https://doi.org/10.1080/07294360.2013.841643
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, 103701. https://doi.org/10.1016/j.compedu.2019.103701
Rosenberg, J. M., & Koehler, M. J. (2015). Context and technological pedagogical content knowledge (TPACK): A systematic review. Journal of Research on Technology in Education, 47(3), 186–210. https://doi.org/10.1080/15391523.2015.1052663
Shaw, M., Burrus, S., & Ferguson, K. (2016). Factors that influence student attrition in online courses. Online Journal of Distance Learning Administration, 19(3), 211–231. https://www.tiffanireardon.com/documents/2016-dl-proceedings-updated.pdf#page=211
Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988–2018). American Journal of Distance Education, 33(4), 289–306. https://doi.org/10.1080/08923647.2019.1663082
Sithole, A., Mupinga, D. M., Kibirige, J. S., Manyanga, F., & Bucklein, B. K. (2019). Expectations, challenges and suggestions for faculty teaching online courses in higher education. International Journal of Online Pedagogy and Course Design, 9(1), 62–77. https://doi.org/10.4018/IJOPCD.2019010105
Smith, T. W., & Strahan, D. (2004). Toward a prototype of expertise in teaching: A descriptive case study. Journal of Teacher Education, 55(4), 357–371. https://doi.org/10.1177/0022487104267587
Sun, Y., & Gao, F. (2019). Exploring the roles of school leaders and teachers in a school‐wide adoption of flipped classroom: School dynamics and institutional cultures. British Journal of Educational Technology, 50(3), 1241–1259. https://doi.org/10.1111/bjet.12769
Sword, T. S. (2012). The transition to online teaching as experienced by nurse educators. Nursing Education Perspectives, 33(4), 269–271.
Turugare, M., & Rudhumbu, N. (2020). Integrating technology in teaching and learning in universities in Lesotho: Opportunities and challenges. Education and Information Technologies, 25(5), 3593–3612. https://doi.org/10.1007/s10639-019-10093-3
Varea, V., & González-Calvo, G. (2021). Touchless classes and absent bodies: Teaching physical education in times of COVID-19. Sport, Education and Society, 26(8), 1–15. https://doi.org/10.1080/13573322.2020.1791814
Vermunt, J. D., & Verloop, N. (1999). Congruence and friction between learning and teaching. Learning and Instruction, 9(3), 257–280. https://doi.org/10.1016/S0959-4752(98)00028-0
Wingo, N. P., Peters, G. B., Ivankova, N. V., & Gurley, D. K. (2016). Benefits and challenges of teaching nursing online: Exploring perspectives of different stakeholders. Journal of Nursing Education, 55(8), 433–440.
Xu, D., & Jaggars, S. (2013). Adaptability to online learning: Differences across types of students and academic subject areas. (CCRC Working Paper No. 4). https://ccrc.tc.columbia.edu/media/k2/attachments/adaptability-to-online-learning.pdf
Zamani, B. E., Esfijani, A., & Damaneh, S. M. A. (2016). Major barriers for participating in online teaching in developing countries from Iranian faculty members' perspectives. Australasian Journal of Educational Technology, 32(3), 38–49.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Jessie Barrot, Joan Agdeppa, Brendalyn Manzano
This work is licensed under a Creative Commons Attribution 4.0 International License.
As a condition of publication, the author agrees to apply the Creative Commons – Attribution International 4.0 (CC-BY) License to OLJ articles. See: https://creativecommons.org/licenses/by/4.0/.
This licence allows anyone to reproduce OLJ articles at no cost and without further permission as long as they attribute the author and the journal. This permission includes printing, sharing and other forms of distribution.
Author(s) hold copyright in their work, and retain publishing rights without restrictions
