READINESS OF TEACHERS TO ONLINE TEACHING: A PRECURSOR TO ADOPTING ONLINE EDUCATION MODALITY
DOI:
https://doi.org/10.46827/ejoe.v7i2.4539Schlagwörter:
online teaching, readiness, virtual platform, curriculum, and assessmentAbstract
The gist of this research is the readiness of the teachers of Notre Dame of Midsayap College for online teaching. The participants were full-time and part-time faculty members of the college who were variably apportioned among its three hierarchical units: grade school, college, and graduate school. It made use of the descriptive-survey research design to determine how much ready the participants are for imparting instructions to the learners via a virtual platform as a precursor to the adoption of online teaching-learning modality. The findings of the study revealed that the participants were ready to carry-out online teaching. They were sufficient in terms of basic resources suitable for online teaching including devices, network connections, and familiarity with virtual platforms. They strongly agreed on the relevant values underlying online teachings such as effectiveness, efficiency, responsiveness, flexibility, necessity, and relevance. They agreed on the applicability of online teaching to curriculum and assessment specifically to teaching strategies, learning experiences, meaningful materials, monitoring, assessment, and summary reports. They could perform well the basic skills needed to carry-out online teaching pertaining to technical, communication, interpersonal, academic, and organizational facets. They had evident positive attitudes towards online teaching expressed in terms of their interest, willingness, comfortableness, and confidence. However, they knew just a lot of essential knowledge about online teaching, particularly on its nature, purpose, advantages, and workings.
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