sChapter 1

Introduction

E-learning has been in existence since 1999 when the word was first utilized at a
CBT systems seminar. Other words also began to spring up in search of an accurate
description such as "online learning" and "virtual learning. With the introduction of the
computer and internet in the late 20th century, e-learning tools and delivery methods
expanded. The application for technology currently is expanding at a rapid rate, and
later, it found itself in the area of learning. By the early 90s, several schools had been
set up that delivered courses online only, making the most of the internet and bringing
education to people who wouldn't previously have been able to attend a college due to
geographical or time constraints.

E-learning is often regarded as a ‘new’ form of learning that uses the affordances of the Internet
to deliver customized, often interactive, learning materials and programs to diverse local and
distant communities of practice. The spread of the Internet triggered the development of eLearning.
From the invention of the first emails, pioneers used the medium to exchange knowledge.

The good pedagogical practice has a theory of learning at its core. However, no single best-practice
e-learning standard has emerged. This may be unlikely given the range of learning and teaching
styles, the potential ways technology can be implemented and how educational technology itself
is changing.

The first higher education institute to offer an online curriculum was CAL Campus, created in
1994. Shortly after, the University of Virginia Beach issued its first Ph.D. through courses
delivered entirely via email. Webcam, another technical innovation of the decade, profoundly
changed the nature of the relationship between teachers and students. Enabling courses to be
followed in real-time, its gradual democratization facilitated dialogue and interactivity.
Technological advancements also helped educational establishments reduce the costs of distance
learning, a saving that would also be passed on to the students -helping bring education to a wider
audience.

In this research, the researchers aim to understand what E-learning is in the

UPHSD junior high school environment. This idea came to be when the UPHSD junior high school
department implemented the use of "eBooks" to its grade 7 students in 2019 to further
comply with the continual progression. Additionally, the junior high school department
made use of a screen in the whiteboard in the same year that eBook was implemented.
It is accessible for the teachers to use in the class as a mode of teaching. The screen is
only available in selected classrooms, therefore, other students are not getting equal
experiences compared to those who were provided with the said screen in the white
board.

This research is a way to get to know if the use of the still newly established
"eBook" and other forms of eLearning materials are the ideal strategy to further improve
the experiences of both students and teachers. The researchers will tackle how well do
teachers use e-learning materials and if they are using it to the full potential. The
researchers will assess the satisfaction level of the 21st-century teachers with the use
of an interview process. The questions will tackle more on the eLearning materials that
are used in class and how effective it is for the 21st-century teachers.

Statement of the Problem

The researchers want to know what are the E-learning materials that teachers use in
Perpetual Junior High School for their everyday lectures and if it shows valuable significance and
change for the learning experience for the students. The researchers also want to know the live
experiences teachers encounter in using E-learning Materials, whether it has a good impact on the
attitudes of the students for their subject. In addition, the researchers want to know the significance
of the utilization/utilizing E-learning Materials to teachers. This study will answer the
following questions :

1.What E-Learning materials do teachers use?

2.What unexpected lived experiences do teachers encounter in using E-Learning materials?
3. How significant is the utilization of E-Learning materials to teachers?

Significance

This research aims to understand what E-learning is, to provide better insight for those
students who did not experience the same level of e-learning that is provided by the Junior High
School. The research assessed the satisfaction of the teachers experience towards e-learning in the
Junior High School. This research can improve the quality of teaching for better learning by
knowing the pros and cons of e-learning. By knowing the pros and cons, teachers can choose
specific decisions for the cons that they experience and therefore, improving the quality of how
the teacher in their class.

Academe- The study will serve as a learning tool for the students , parents and teachers. The
output of the system can be used as a supplement to reinforce classroom instruction.

Students -Will learn their lessons with the use of new technology. They can be guided by their
parents at home and their teachers at school while studying the lesson

Parents-After conducting this study their questions, opinions and impressions about having and
using ELM(e-Learning materials ) in 21st century will be clarified.
 Teachers-Serve as a supplementary tool for tradition instruction which will help in motivating
students in learning

A researcher-the researcher has developed self-confidence and became more responsible. And
also gained knowledge and gathered concepts and ideas while doing the research.

Future Researcher/s-Future researchers will benefit much from the research study in the sense
that this can be used as reference material as they conduct parallel undertakings.

Scope and limitations

This research is only limited to the teachers with experience with E-learning and
Teachers are equipped with e-learning materials because these first hand experiences can provide
a better insight into what is happening in situations where e-learning is being used.

The researchers will use the process of an interview to be conducted during free time at the
junior high school faculty office.

Conceptual/Theoretical Framework

 Have an understanding
 Teacher’s experiences  In-Depth interview about e-learning
on the use of E-learning among teachers who materials.
 Current situation of the experience ELM  Know the satisfaction of
implementation of ELM  Focus Group teachers towards ELM
inside the classroom. Discussions  Improved quality of
teaching for better
learning
Definition of Terms

E-Learning- A form of education system based on formalized teaching but with the help of
electronic resources.

Face-to-Face- learning is an instructional method where course content and learning material are
taught in person to a group of students. This allows for a live interaction between a learner and
an instructor. It is the most traditional type of learning instruction.

Learning Styles- refer to a range of competing and contested theories that aim to account for
differences in individuals' learning.

Millennials- The characteristics of millennials vary by region and by individual, and the group
experiences a variety of social and economic conditions, but they are generally marked by their
coming of age in the Information Age, and are comfortable in their usage of digital technologies
and social media. Millennials are the parents of Generation Alpha.

E-services (electronic services)- are services which use of information and communication
technologies (ICTs).

Peer- is someone at your own level. If you are a 10th grader, other high school students are your
peers.

Web-based technologies- are network applications accessible over the internet (blogs,
discussion boards, conferencing sessions tools, online multimedia and mobile technologies,
online games etc.) that enable individuals to connect to each other.

Flipped classroom- is an instructional strategy and a type of blended learning that reverses the
traditional learning environment by delivering instructional content, often online, outside of the
classroom. It moves activities, including those that may have traditionally been considered
homework, into the classroom.

Blending learning- a style of education in which students learn via electronic and online media
as well as traditional face-to-face teaching.

Digital economy- refers to an economy that is based on digital computing technologies, although
we increasingly perceive this as conducting business through markets based on the internet and
the World Wide Web. The digital economy is also referred to as the Internet Economy, New
Economy, or Web Economy.
 Chapter 2

Review of Related literature

This chapter presents related researches and different literatures gathered by the
researchers. Where the discussion of the existence of currently existing education is presented.

Local literature
Garcia (2017) stated that when combined, education and technology can build dynamic
teaching and learning experiences that are tailored to developing and transforming the educators
and learners needed to power the digital economy. Furthermore, the rapid progression of
information and communications technology (ICT) brought significant changes in the field of
education from empowering new ways of people to learn and work together to transforming
teaching and learning processes” (Reyes, 2017). Lastly, with the advancement of technology, E-
learning has emerged as a new form of learning. Since using technology in the classrooms is
beneficial on behalf of teachers and students in terms of collaborative learning, active teaching,
and learning. Though it has it’s disadvantage in terms of accessibility of the resources and the
students may not be able to keep up in the drastic change in the education system. Nonetheless, E-
learning has led us to a new and dynamic form of the education system.

According to Doculan (2016), the benefits of e-learning can only be experienced if the
organization is deemed prepared. Learning institutions should first asses their readiness to
integrate e-learning. This is if they want to implement and benefit from it. Based on the research
article of Dela Cruz, et al. (2019), in this millennial age where learning style has drifted from
traditional to more student-centered learning, e-learning became widely used. Not only does it
enhance classroom instruction, but it has also helped address the problem with conflicting time
and distant spaces among teachers and students.’’ The use of E-learning helps manage the costs
and effort that a partner must bear in obtaining the training’’(Valero,2015).
In the findings of the study synthesized, highly relevant points to the research were given a light
for us to understand. The researchers are planning on knowing the valuable points that e-learning
provides for the student and teachers. The findings show that with the proper use of e-learning
materials, a better beneficial outcome will occur in the teaching environment.

Foreign literature

Gregory & Lodge (2015) mentioned that as online modes of study to continue to expand,
there is increasing awareness of the need for competent online instructors. Developing institutional
competence for online instruction requires a careful approach to training online instructors and a
workload investment in staff training and development. In the research of (Falana, 2015) it
indicates that e-learning is an alternative to face-to-face teaching method but when e-learning
complements face-to-face method, they both increase collaborative learning and interaction. On
the other hand, some lecturers prefer face-to-face method to e-learning method.

According to Batthala & Busquetts (2015) today’s students are seen as customers of
universities and universities must provide the best e-learning service quality to their students.
Previous studies in the field of e-service quality provide the logical point of departure for future
research in e-learning service quality. In a research article by Hii , et al. (2017) , investigated
students’ e-learning experience in association with e-learning outcomes and satisfaction in
Malaysia. The authors considered three learning experiences – course design, interaction with the
instructor or teacher, and interaction with peer students as determinants of learning outcome and
satisfaction. They indicated that interaction with peer students was the most powerful in predicting
learning outcomes and satisfaction. On the article of (Andrade , 2015) , E-Learning provides access
to higher education for a wide range of learners. E-Learning increase access, which has historically
been denied to many due to elite education systems, and offers choice-choice in providers,
programs, scheduling, cost, and content. Learners may struggle with the discipline needed in
eLearning contexts, which are generally less structured than face-to-face setting, feel intimidated
by the technological expertise required to navigate courses and submit assignments, lack
motivation, or simply be convince that learning is more traditional format in which they can engage
in class with other learners and instructor is preferable.

Following the related literature that has been synthesized, for E-learning to be utilized
beneficially, educators should have the proper training to utilize E-Learning materials in their
lectures. The researchers aim to seek the best possible outcome of the interaction of the educators
and learners in developing new learning and teaching strategies in the 21st-century era. Since E-
Learning is widely implemented in the current education system and has an increase in terms of
availability and accessibility even in higher education or in universities rather; it provides higher
education, the capabilities and potential also increases to better support the learning for the
students. Though there are some disadvantages in this new form of teaching such as lack of
accessibility to training and unavailability of the training of educators may not give the best
learning experience in the users of E-Learning materials, and the situation in every classroom may
vary as for the preference of the educators and learners. Nonetheless, E-Learning is rampant and
relevant to today’s society that would have a great impact on the future of education.

Ryan, et al. (2016) argued that online learning is commonly defined in contradistinction
to Face-to-Face learning. Its most prominent feature is the absence of the physical classroom,
which is replaced using web-based technologies offering opportunities for out of class learning
independent of time, place, and pace. It is the adoption of a flipped classroom model of blended
learning in a general science course that results in higher grades among teacher training students
when compared with those achieved by students following a traditional classroom setting
(Gonzales,2017). Based on the book “Design for How People Learn (2nd Edition) (Voices That
Matter)” by (Dirksen, 2015), any time you learn something from an electronic source, that is e-
learning-electronic learning.
 Elkins & Pinder(2015) indicated that E-learning is any course or structured learning event
that uses an electronic medium to meet its objectives. It can have many of the same elements of
more traditional learning (texts, audio, tests, homework), but a computer is used to meet or
enhance the learning objectives. People have been instructing each other since people have existed.
Showing an infant how to speak; explaining to an apprentice how to ax head is forged; guiding a
daughter’s hands as she attempts to make a clay pot-humans have been teaching each other for a
long time. (Brown & Green,2015)

According to Brown & Green (2015), there are probably as many kinds of specific learning
activities as there are instructors. Every teacher has a few activities that have become his or her
favorite through habit and history of success. Boettcher & Conrad (2016) said that in the past five
to ten years, we’ve seen online modalities become the default on our daily lives, for
communication. commerce, entertainment, and our interactions in many other sectors. Moreover,
education is late to rethinking where students are already in the larger picture. In conclusion,
adapting lifelong teaching habits to a new environment takes time, energy, and patience, and a
willingness to try different teaching strategies using digital tools.

When teachers design and communicate learning goals well, students benefit. They not
only know what they are supposed to be learning but also know where they stand relative to that
targeted content (Marzano, 2017). Bray and McCluskey (2016) stated that personalized learning
helps learners to become intrinsically motivated to learn, so they own and drive their learning to
become self-directed, independent learners. In addition, personalized learning starts with the
learner. The teacher is the guide for the learners on their personal journeys.

Budhai & Skipwwith (2016), said that education is the only vehicle in which doors of
opportunities are opened and lives are changed. Since learning in the 21st century has drastically
changed how learners’ access and process information. To sum it up, adapting and developing
high impact, deeper learning, active and experiential strategies that truly engage learners and
connect them to the course content prepares learners for making meaningful contributions to the
society.
 Chapter 3
Methodology
This chapter presents a description of the research design selection and description of

respondents, research instruments, data collection procedure and statistical treatments used.

3.1 Research Design

This research will be conducted using a narrative design. The narrative design describes

the live experiences and discuss the meaning of the experience of the individual/s. The

researcher becomes the interpreter of the individual/s stories.

3.2 Research Instrument

3.3 Research Locale

This research will be conducted at University of Perpetual Help System DALTA-Las Piñas
campus.

3.4 Research Respondents

3.5 Sampling design

3..6 Data Gathering tool

3.7 Data Gathering procedure

3.8 Data Analysis Plan

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 A STUDY ABOUT THE
LIVED EXPERIENCES OF
21ST CENTURY TEACHERS
ON THE USE OF E-
LEARNING MATERIALS

Group 1:
John Raymond S. Regala
Mico Kenshee C. Samarista
Dennise Abigail Mandi
Samuel Tumala
Allen James Trinidad

Submitted to :
Ms. Ana Leen Subio