Preparedness of Elementary School Teachers in the Implementation of Blended Distance Learning: Basis for Technical Assistance
Author: Natividad, Normyn Jane B.
Date: 2021-03-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Distance Education,Online Courses,Educational Technology,Blended Learning,Teacher Student Relationship,Asynchronous Communication,Synchronous Communication,Teacher Competencies,Technological Literacy,Teacher Attitudes,Teaching Skills,Readiness,Correlation,Predictor Variables,Technology Integration,Elementary School Teachers,Internet,Age Differences,Gender Differences,Teaching Experience,Academic Rank (Professional),Educational Attainment,Foreign Countries

The Coronavirus (COVID-19) outbreak became a public health concern which affected normal processes and conduct of almost everything. Education was greatly affected and cannot be conducted on the normal classroom setup. The Department of Education in response to the COVID-19 pandemic developed a system through the Basic Education Learning Continuity Plan (BE-LCP) which ensures that basic education will continue despite the threat imposed by the COVID-19 virus to all school personnel and learners. This ensures that the teachers will safely deliver education and learners will be able to continue learning safely. Distance Learning (DL) was implemented via different modality namely Modular Distance Learning (MDL), Online Distance Learning (ODL), TV Based Instruction (TVBI), Radio Based Instruction (RBI), and Blended Distance Learning (BDL). BDL is a combination of any of the two learning modalities mentioned. At present the District of Sto. Domingo is implementing the MDL. This study was anchored on the Transactional Distance Theory (Moore) which states the separation or the distance between the teacher and the learner. In this study, dialogue represents the means that the teacher uses to deliver education. While teacher and learner dialogue can be facilitated using different communication media such as the internet that can be used to facilitate asynchronous and synchronous or real-time interaction between teacher and learner. The study focuses on factors that affect teacher preparedness in the implementation of blended distance learning such as teacher demographics, technology infrastructure or access to technology, application of technology in teaching, technology literacy, and perception of teachers on blended distance learning. The preparedness of teachers in the implementation of blended distance learning was categorized into delivery and instruction, assessment of learning, learning resources, and learning support. The result of the study found out that teachers in the district of Sto. Domingo was prepared in the implementation of blended distance learning. While factors such as teacher demographic and technology infrastructure have no relationship with teacher preparedness in the implementation of BDL. Factors like the application of technology in teaching, technology literacy, and perception of teachers on blended distance learning were found to be correlated with teacher's preparedness on the implementation of BDL. These factors showed moderate strength of correlation and were found to be predictors of teacher preparedness, which concludes that teachers that possess a higher level of technology literacy, apply technology in teaching more often, and have a positive perception about BDL will most likely be prepared in implementing BDL. The study suggests further technical assistance on aspects of utilizing technology in Distance Learning and studies on learner factors to successfully implement BDL and improve learning outcomes at the elementary level.