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| Teachers' Experiences on the Basic Education Distance Learning Delivery (BE-DLD) in the New Normal: A Transcendental Phenomenology
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Dindo M. Gabales, PhD Susan S. Olana, PhD & Riches L. Tortola, PhD
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Abstract:
Coronavirus (COVID-19) pandemic has brought abrupt transitions in the educational system, adjustment in the management of instructional resources, and impacted teachers' classroom management practices and their delivery of instructions. It has transformed the conventional teaching-learning (TL) process into a new normal self-directed learning process integrating the basic education distance learning delivery modalities (BE-DLDM). Thus, a transcendental phenomenological study explored the structured lived-experiences of teachers in the implementation of Basic Education Distance Learning Delivery Modalities in the New Normal patterned on the Learning Continuity Plan dimensions (DO 12 s. 2020): Learning Management and Resources, Continuing Professional Development, Risk Management, and Stakeholders' Involvement. Furthermore, examining concerns of teachers has been considered in this study to be critical in understanding their experience (Fuller's theory of concerns and development, 1969) supported with the theory of transaction (Moore 1898). Written interviews (Creswell, 2007; Ulanovsky, 2012), and document analysis (Bowen, 2009; O'Leary (2014) were utilized as data collection methods to gather data from 10 teacher-participants and 7 departments who were purposively selected (Polkinghorne,1989; Miles and Huberman, 1994). The study employed the phenomenological data analysis steps developed by Moustakas (1994) and modified by Creswell (2007). This study utilized several validation procedures Creswell (2013), including triangulation of interviews (Denzin,1978), thick-rich description (Denzin, 1989; Creswell, 2007), member checking (Neuman, 2006), and peer review validation. The findings revealed that in terms of learning management and resources teachers practiced: (1) Parental Involvement in Modular Distance Learning, (2) Social Media Utilization, (3) Teacher-Led DepEd Programs, (4) Advocacy on Radio Based Instructions, (5) Monitoring and Communicating Learning Progress, (6) Asynchronous and Synchronous Online Distance Teaching, (7) Video Based Teaching as Supplemental Tool, (8) Promotion of Active and collaborative Learning Environment, (9) Design and Develop Self-Paced Modules. Moreover, in terms of Continuing Professional Development of teachers, they have engaged into: (1) Continuous Professional Development Training, (2) School Learning Action Cells & (3) Graduate Education Engagement. Furthermore, teachers experienced practicing these risk management: (1) Comprehensive Health and Safety Protocols, (2) Learning Environment Ergonomics, & (3) Systematic Scheduling of Module Distribution. They also linked with stakeholders such as parents through: (1) Teacher-Parent Communication, (2) Learning Drive Thru. However, teachers also revealed that they had challenges encountered in the delivery of BE-DLDM. These challenges are: (1) Parental Involvement, (2) Learners' Disengagement, (3) Delayed Submission of Outputs, (4) Availability of Learning Resources (5) Lack of Internet Connectivity. Nonetheless, they coped with these challenges through: (1) Lessons Digest, (2) Provision of Technical Assistance (Coaching and Mentoring), (3) Teachers' Personal and Professional Values, (5) Communication and Collaboration.
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