Name: Fhilip Job Belos PRACTICAL RESEARCH 2

ABM – 12
Q2 – W2

Activity 1
1. A
2. D
3. C
4. D
5. B
6. B
7. A
8. A
9. C
10. B

ACTIVITY II
1.(Baraceros, 2016) As Budgen & Brereton said, “reviewing the
literature requires the ability to juggle multiple tasks, from

Finding and evaluating relevant material to synthesizing information

from various sources, from critical thinking to paraphrasing, evaluating,
and citation skills” (p. 31).
2.(Baraceros, 2016) The format of a review of literature may vary from
discipline to discipline and from assignment to assignment.

3.(Baraceros, 2016) it is necessary for you to review information, facts,

data available, or theories that have some relationship with your
hypothesis which you posed in your stated problem or research
question.

4.(Calmorin and Calmorin, 2007) stated, “the investigator should have

the ability to compare between what he should read and include in his
study and what he should not read and does not need to include in his
study.

5.(Write Source 2007) A reliable source should provide information

fairly, covering all sides of a subject. (p. 345)

ACTIVITY III

1. Budgen and Brereton asserted that the ability to handle a variety

of activities is required when studying a literature, from finding
and evaluating relevant material to integrating knowledge from
various sources, through logical reflection to describing, rating,
and citation abilities.
2. The structure of a review article can vary between topic to topic
and program to project.

3. It’s critical to go over any material, statistics, figures, or ideas that

are related to the premise you made in your issue or question of
the study.

4. An researcher has to be capable of distinguishing among what he

might study and include in his inquiry and what he might not read
or be included in his analysis.

5. A credible newspaper should provide correct info across all edges

of a topic.
“The COVID-19 pandemic and its effects on teacher education”

Systematic Review

The COVID-19 epidemic has had a variety of effects on schooling at

all levels. Institutions and teacher educators had to react rapidly to
an unforeseen and ‘forced’ shift from face-to-face to online
education. They also had to create learning environments for
student teachers who were preparing to become teachers, taking
into account the requirements of teacher education programs as
well as the conditions in which both universities and schools had to
operate.

A review of the research on online teaching and learning techniques

in teacher education is presented in this paper. There were a total of
134 empirical research examined. The presence of social, cognitive,
and teaching presence in online teaching and learning practices was
identified.

The findings emphasized the importance of a complete vision of

online education pedagogy that incorporates technology to help
teaching and learning. The findings of this study are examined in
relation to the development of online teaching and learning
techniques. Suggestions for further research will also be considered.
The COVID-19 pandemic has had a variety of effects on education,
particularly teacher education. Teachers and students had to quickly
adapt to remote teaching as a result of the closure of universities
and schools. There is no exception when it comes to teacher
education. The need to design learning settings for student teachers
preparing for teacher education required decisions, choices, and
modifications to fulfill not only student expectations, but also
teacher education requirements and the conditions in which both
universities and schools had to function (Flores and Gago 2020).

The abrupt, unplanned, and ‘forced’ shift from face-to-face to online

teaching has created a variety of obstacles and limits, as well as
opportunities, that must be considered. Existing literature refers to
‘emergency remote teaching’ (Bozkurt and Sharma 2020, I or
‘emergency eLearning’ (Murphy 2020, 492), as well as challenges
such as poor online teaching infrastructure, teacher inexperience,
the information gap (i.e., limited information and resources for all
students), and the complex home environment (Zhang et al. 2020).
In addition, challenges connected to teachers’ competences in the
use of digital instructional forms (Huber and Helm 2020) and a lack
of mentoring and assistance (Judd et al. 2020) have been observed.

In terms of teacher education, descriptions of how institutions and

stakeholders adapted to the new scenario created by the COVID-19
pandemic (Bao 2020; Flores and Gago 2020; Quezada, Talbot, and
Quezada-Parker 2020; Zhang et al. 2020) as well as training
strategies and innovation experiences (Ferdig et al. 2020) have been
published. While stories of how higher education institutions and
teacher educators reacted to the shift from face-to-face to online
instruction are useful, further research is needed. It is critical to gain
a better understanding of the potential and applications of online
teaching and learning in order to be more informed and productive.
As a result, it is critical to build excellent online teaching and learning
that is the outcome of deliberate instructional design and planning,
rather than relying on emergency online methods (Hodges et al.
2020).

The search was limited to articles published between January 2000

and April 2020 that dealt with online teaching and learning in the
context of teacher education. Because online learning developed
after the development of the World Wide Web and the widespread
usage of the Internet in many homes, the search was confined to this
time period (Bates 2005). This date also coincides with the
emergence of virtual learning initiatives as a result of
internationalisation and competition among European higher
education institutions in the context of European higher education
convergence as a direct result of the Bologna Process (1999).

A search of the databases Web of Science (main collection) and

Education Resources Information Centre was used to choose the
literature for the current review (ERIC). Publications with the terms
‘online learning’ (or the terms ‘digital learning’ or ‘e-learning’ or
‘web-based learning’ or’remote learning’ or ‘distance learning’ or
‘virtual learning’) in the title and that responded to the
descriptors/topics ‘teacher education’, ‘teacher training’, or ‘virtual
learning’ were sought. Although the terms online, e-learning, virtual,
digital, web-based, remote, and distance learning are not
interchangeable, they were considered relevant for the purposes of
this study, which looked at any type of practice in which the teaching
and learning process is mediated by the use of technology in a
remote setting.

The two types of analysis were performed on the publications that

were chosen. First, a descriptive analysis was performed, which
included the creation of a summary table for each of the papers that
detailed the study’s focus, sample characteristics, methods, and
main findings.1 Next, a content analysis (Ryan and Bernard 2000)
was performed, which used the CoI framework (Garrison, Anderson,
and Archer 2000) to sort the data into categories. This involved the
creation of a table that incorporated the findings in regard to online
teaching and learning practices connected to social, cognitive, and
teaching presence, as defined by the CoI framework, for each of the
publications.

This investigation has revealed that several areas of research require

further focus. To begin, more emphasis should be placed on practical
learning areas such as learning design (see also Best and MacGregor
2017). Although the characteristics of online learning design that
were likely to contribute to teaching and learning impact were
highlighted in this study, they were not the primary focus of the
studies analyzed. Second, more attention should be paid to the
pedagogical concerns that contribute to cognitive advances. While
some research (e.g., Baran and Cagiltay 2010; Mumford and Dikilitaş
2020) highlighted educational interventions that fostered reflection
and knowledge acquisition, not all of them gave particular data on
the pedagogical challenges associated with them. Third, further
research is needed to determine the impact of an integrated
pedagogy for online teaching and learning. More studies are
recognizing the different pedagogical approaches required for an
effective online learning experience (e.g., Doering et al. 2009; Niess
and Gillow-Wiles 2014), but more research is needed to examine
issues related to teaching and learning in such an environment using
a comprehensive framework. Finally, a greater emphasis should be
placed on procedural and conceptual teaching experiences. Although
studies that focus on the practicum in the context of online teacher
education (e.g., Rideout et al. 2008; Prilop, Weber, and Kleinknecht
2020; So, Hung, and Yip 2008) address these issues, more research
on experiences with the practicum and other procedural areas (e.g.,
Music, Visual Arts, or Physical Education) would be beneficial.

This research looked at the literature on online teaching and learning

in the context of teacher education, as well as the practices that lead
to positive outcomes. However, due to the large number of studies
under consideration and word limits, this paper has focused on the
most recurrent themes or aspects that were deemed to be the most
relevant for the purpose of this paper and has left out other
important issues (e.g., other online tools such as podcasts, MOOCs,
gamification, or virtual worlds, and descriptions of their affordances
and constraints; the ways in which teachers’ and students’
perspectives are shaped by these tools; the ways in which teachers’
and students’.

Furthermore, despite the rapidly changing practices in this area and

the relatively few papers published during the period 2000–2010 (n
= 36), this review included literature published between January
2000 and April 2020, suggesting that these papers do not accurately
reflect the current state of online learning. Furthermore, the
inclusion of papers until April 2020 excludes more recent research
that look at challenges related to online teaching and learning in the
context of the COVID-19 epidemic. Understanding the particularities
of the period and the decisions made in the transition from face-to-
face to online format requires understanding the context and
circumstances in which higher education institutions had to establish
these practices. Because teacher education is an iterative and
complex process that must look “backwards, forwards, inside-out,
and outside-in” to respond to the changing needs of a world that is
“moving, blurring, and shifting” (Ling 2017, 562), acknowledging and
addressing the current and changing exceptional circumstances that
teachers and students are experiencing in these unprecedented
times is necessary and would provide valuable information to
continue informing future online practices.