International Journal of Research and Scientific Innovation (IJRSI) |Volume IX, Issue VII, July 2022|ISSN 2321-2705
Teacher’s Accomplishment Level of The Components of an E-Learning Module: A Basis for Teacher Training and E-Module Quality Standard Development Jessica E. Ayawan College of Teacher Education, King’s College of the Philippines Abstract: This study determined the extent to which teachers in a private institution in La Trinidad, Benguet, Philippines have accomplished the essential components of an E-learning module, and identified the factors that influenced their level of accomplishment of these components. This study used mixed method explanatory sequential design. Total enumeration was used to determine the population of respondents who were fulltime tertiary teachers. Out of the thirty-six full-time teachers, twenty-eight teachers responded and answered the selfassessment survey questionnaire for the quantitative phase, while seven of them who were selected using purposive sampling were interviewed for the qualitative part. Descriptive statistics using weighted mean was used to analyze quantitative data while descriptive approach using thematic analysis for the qualitative data. Quantitative descriptive analysis revealed that the teachers’ overall accomplishment level of the criteria for a quality Elearning module is partial/moderate (2.68 overall weighted mean/WM). Specifically, the teachers partially accomplished the following components of the E-learning module: instructional design (2.84 WM); communication, interaction, and collaboration (2.85 WM); student evaluation and assessment (2.89 WM); instructional materials and technologies (2.75 WM); and accessibility (2.66 WM) while slightly accomplished the components: learner support and resources (2.21 WM), and course evaluation (2.24 WM). For the qualitative descriptive inquiry, absence of capacity-building training in making Elearning module; lack of awareness of the school services, learner support, and resources sites; lack of time; lack of systemic approach to developing an online module; non-consistency of instructions; and amotivation and lack of enthusiasm emerged as factors that influence the teachers’ level of accomplishment of the parts of an E-learning module. The results show that the Elearning modules have fallen short of strict quality standards attributable to certain dire circumstances. This study thus recommends that the institution may adopt or develop its online module criteria to guide the teachers as well as the institution in writing or designing their online modules, and may conduct training in E-module design for teachers. Keywords: E-learning module, module design, higher education teachers, accomplishment level.
I. INTRODUCTION
T
he novel coronavirus (COVID-19) pandemic has upended day-to-day lives across the globe. It changed how people
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work, learn and interact as quarantine and social distancing guidelines have led to a more cybernetic existence. In the education world, online classes done either synchronous or asynchronous approaches using various learning management systems or course software have become the trend. Although this mode of learning has been used to complement traditional face-to-face teaching in higher education, it remains a challenge to both teachers and students, especially since all lessons, teaching-learning activities, and interactions are made virtual. Gillett-Swan (2017) postulated that the practices in a face-to-face classroom can be adopted and employed in the online learning context, but, the “one size fits all approach” is impossible. Orlando and Attard (2015) similarly opined that using technology in teaching does conform to one size fits all approach as this rests on the type of technology in use and the curriculum content being taught. Also, Bates and Galloway (as cited in Hew et al., 2020) said that online methods perhaps are effective in delivering content but not as efficient in promoting active learning and interest among students. These statements imply that even though online class is pervasive in higher education, it still fetches serious concerns among teachers and students. Specifically, the writing of an E-learning module has become mainstream in today’s online teaching and leaves the teachers with their own unique online course design challenge. Even supposing writing learning modules for faceto-face classes is nothing new to teachers, reproducing these in a digital form incites challenges as they need to be thoughtprovoking, capable of sustaining students’ interest, and comprehensible since students have become more selfdirected or independent learners. This E-learning module is the teaching-learning media that the teachers prepare to teach the students. It refers to the important organizational medium for delivering content that incorporates readings, activities, directions, and other resources within an online course (Hanna, Glowacki-Dudck & Conceicao-Runlee, as cited in Trilestari & Almunawaroh, 2020). In this study’s context, an E-learning module refers to the created material that contains the whole course contents and activities, and all other elements like instructors’ information, course information, course outline, grading system, calendar of activities, Page 131