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Chapter 1

THE PROBLEM AND ITS BACK

Introduction

Transition learning from face to face to be online learning spawns a

lot barriers for teachers, given this happened suddenly without prior

preparation. Educators have used online platforms to reach out to

students, webinars have become temporary classrooms, parents have

been asked to monitor home, and students have been deprived of social

interaction between peers (Rosalina, et. al. 2020).

Challenges of teachers in digital teaching and learning process has a

big revolution since Corona Virus Disease 19 (COVID19) has spread out

to the world. Education is one of the sectors that have a mostly big impact

on its condition. The teaching and learning process which do face to face

must be changed to an online system (Lapada et al., 2020).

Ministries of education in different countries have recommended or

made it mandatory to implement online learning at all school levels in

various countries. This decision has also been supported by UNESCO

(2020), which has declared that online learning can help stop the spread

of the virus by avoiding direct interactions between people. UNESCO

(2020) has additionally provided a list of free educational platforms and

resources that can be used for online learning according to the needs of

each educational institution, providing social care and interaction during

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school closures. The solutions proposed by the researcher to such

problems and challenges are the sharing of the learning exemplars for

both teachers and learners, both before and during the digital instruction

(Winke, Goertker, & Amuzie, 2011).

The utilization of guidance for students to be motivated in digital

instruction depends on practical orientation on cognitive, emotional, and

behavioral engagement (Hartnett and Louwrens, 2015). The transition to a

new environment of education, learners need special social care to

improve their concentration and motivation to online learning in such a

crucial crisis.

Nowadays, the challenges to access digital instruction are becoming

more difficult to both learners and teachers such as mobile-based learning,

computer-based learning, and web-based learning (Pellegrini, Mirella,

Vladimir Uskov, & Casalino, 2020; Byun, Sooyeon, & Slavin, 2020) due to

various shortcomings. Though, today’s learners are entirely different from

their predecessors because they are native speakers of the technological

language. Their interaction with the virtual and digital world is more. The

interactions of today’s’ learners with different sorts of technology for

various purposes enabled them to be active recipients of e-learning (Vai,

Marjorie & Sosulski, 2015; Mohalikand & Sahoo, 2020; Ko & Rossen,

2017) which teachers must be at pace with.

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Background of the Study

After the “no vaccine, no face-to-face classes” declaration by

President Rodrigo Duterte in the Philippines, the Department of Education

issued directives to public and private basic education to start preparing

for distance learning. Thus, schools across the country are forced to close

indefinitely.

Moreover, there is a memorandum dated March 2016 on Kaguruang

Makabayan: National Training on Culture-Based Basic Education

Curriculum and Lesson Exemplar Competition, seeking to provide public

school teachers with comprehensive training in developing lesson

exemplars and applied classrooms teaching methodologies that explore

multiple intelligences and Mother Tongue-Based Multilingual Education

(MTB-MLE) through culture-based, integrative, and interactive teaching

approaches and strategies across K12 Curriculum. Also, since the

inception of distance education in the department of education since

March 2020 there has been a call in the need of the teachers to be trained

in creating learning exemplars across learning areas, however, there was

no study conducted to identify the process, the evaluation, and the

effectiveness of it in the public-school context.

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When, classes in many public elementary school opened remote

learning are faced with multiple challenges which later became difficult to

be handled by us. Complicating this picture even is the fact that, not every

one of my pupils and my co-teachers can provide and adapt to the rapid

advances of technology in today’s digital age especially in which our

school is plagued by problems even before the pandemic. Remote

learning reveals a digital divide among my pupils. This current situation in

remote learning most possibly exacerbate existing inequalities and

translate to barriers in digital instruction.

Therefore, to cope with the digital age, teachers should understand

that 21st century learners have different ways of thinking and different

practices which are closely connected to technology. Teachers may not be

comfortable with the digital tools, which would create a gap between them

(digital immigrants) and the students who are more comfortable with digital

tools (digital natives).

That is, if teachers are to be convinced of the value of using ICT in

their teaching, their training should focus on pedagogical issues. Teachers

should be equipped with skills for evaluating ICT materials, so they can

adapt or develop suitable material for their own contexts.

Hence, this paper examines the profile of the early grade teachers

and their challenges in using digital instruction. Also, it raises questions on

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the relationship of the teacher’s level of competence on how they undergo

digital-instructed classes to find out the best learning exemplar in the

selected elementary schools in Caloocan City, Philippines in the wake of

the

COVID-19 crisis.

Statement of the Problem

This study aims to determine the early grade teachers’ competence

and their challenges in digital-instructed classes in order to develop a

learning exemplar for Grades 1-3 during the Academic Year 2021 – 2022.

Specifically, the study seeks to answer the following questions:

1. What is the profile of the teacher-respondent in terms of:

1.1 age;

1.2 gender;

1.3 civil status;

1.4 highest educational attainment;

1.5 current position;

1.6 years in service; and

1.7 relevant seminars attended?

2. What is the level of competence of early grade teachers in digital

instruction as assessed by the Master Teachers and the teachers

themselves in terms of:

2.1 learners’ motivation;

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2.2 digital interaction;

2.3 active participation; and

2.4 assessment of learning?

3. Is there a significant difference in the assessment of the two groups of

respondents on the level of teacher’s competence in digital

instruction?

4. Is there a significant relationship on the level of competence in digital

instruction and the profile of the teacher-respondents?

5. What are the challenges encountered by the teachers in utilization of

digital instruction in teaching?

6. Based from the findings of the study, what learning exemplars using

digital instruction may be proposed?

Hypotheses

The following hypotheses are formulated by the researcher for this

study:

1. That there is no significant difference in the assessment of the two

groups of respondents on the level of teacher’s competence in terms of

the aforementioned variables.

2. That there is no a significant relationship on the level of competence in

digital instruction and the profile of the teacher-respondents.

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Scope and Delimitation

This study will investigate their experiences and/or challenges in

digital-instructed classes in order to showcase learning exemplars in

Grades 1-3.

The respondents of the study will be limited to the teachers who are

conducting online classes at Camarin D Elementary School and Camarin

Elementary School located at Area D, Camarin, Caloocan City, Metro

Manila respectively. The number of teacher-respondents are in two

selected elementary schools in the Division of Caloocan City North I

School Year 2021 – 2022. Moreover, the researcher recognizes that the

learning exemplar of this study may not be ideal and did not include the

validation of the output.

Significance of the Study

The findings of the study will be deemed significant to the following:

Learner. For they will learn independently and effectively when their

teachers are highly competent in conducting excellent digital-instructed

classes and developing outstanding learning exemplars.

Teachers. For knowing the importance of their role as the starting

point in giving excellent digital-instructed classes and developing learning

exemplars using varied and diverse educational technology.

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Master Teachers. For serving as models in conducting excellent

digital-instructed classes and for coaching and mentoring teachers in

developing excellent learning exemplars in order to solve challenges faced

by teachers under their supervision.

Parents. For the importance of their involvement as partners in their

child’s learning through the use of educational technology and learning

exemplars that complements the training of their children.

School Administrators. For investing in partnering with various

people in the industry who are involved with educational technology and

learning resource construction to enhance the competence of their

teachers in conducting online classes and developing learning exemplars.

Future Researchers. May provide a new research direction on the

merits of using digital instruction in distance learning to other grade level in

other public schools and even in the private schools in the Philippine

context.

Researcher. For conducting a timely study that benefits her skill in

searching for information, attention to detail, time management, problem

solving, and communicating in order to contribute knowledge in the field of

education.
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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the reviewed related literature and studies both

local and foreign which provide a clearer view on the the early grade

teachers’ competence and their challenges in digital-instructed classes in

order to develop a learning exemplar for Grades 1-3. The concepts in the

different literatures are based on the established theories and in their

interconnectedness which led to the formulation of the Theoretical and

Conceptual Framework. The words and phrases used in this study are

operationally defined in this chapter.

Related Literature and Studies

Zurn and Zu (2011) described teachers’ fear of change in the digital

age as a nonacceptance of some teachers that the digital age represents

a new era. The first mindset, called Mindset 1, assumes the digital

revolution is just an extension of the industrial revolution. On the other

hand, Mindset 2 assumes the world is now totally different from the way it

was 30 years ago in terms of thinking and doing. Teachers with Mindset 1

believe there is no urgent need for a change of the educational model and

they resist change. Teachers might think they do not need to change, as

they succeeded without the digital tools. Change might be more difficult for
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teachers living or teaching where the digital development has just started

to emerge, such as developing countries.

As Gumede, Sechaba, & Bouzid (2012) explain, e-Educators in

developing countries are frustrated with two types of digital divide: the

digital divide between developed and developing countries, and the digital

divide between students and teachers. The fear of not being able to

change because of the digital divides is not related to tools or students,

but is connected to teachers themselves (Prensky, 2012). Not all teachers

are digital immigrants, and not all students are digital natives (Zu and Sur,

2011).

According to Grand-Clement (2017), it is clear that digital

technologies are disrupting the role of the educator. There was general

agreement that educators need to be familiar and comfortable with using

new learning tools and technologies in their teaching in order to effectively

make use of them. It was felt that educators are not keeping up with the

fast-paced changes in technology and are not ‘riding the wave that is

disrupting education’. This is particularly seen to be the case for teachers

who have been in the profession longer, with the group highlighting the

following barriers to change: Lack of skills development: Technology skills

are not part of teachers’ continuing professional development (CPD), and

training to upskill educators is not always mandatory. Teachers are not

systematically well prepared to deal with the increased use of

technologies. Systemic institutional barriers: Some institutions remain

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closed to digital learning, as do accreditation bodies with education

accessed through digital technologies. Silos between groups: Not enough

is being done by education technology providers to explore the pedagogy

behind the use of the technology. In turn, the use of technology in

education is not fed back to the educators.

Computers should serve language teaching and learning which

means that teachers should know how to use computers to foster teaching

and learning (Darley, 2012). The success of ICT integration into the

curriculum will vary from one place to another and from one class to

another depending on the ways it is applied. It is important to train

teachers with methods to use technology for instruction (Manovich, 2011).

Also, it is very important for teachers to have a clear idea about when,

what and where to use ICT materials. Teachers should strike a balance

between teacher time and computer time, teacher role and computer role.

They ought to determine how they want software programs to support their

teaching (Holmes, 2020).

Technology without teachers cannot create a good environment for

language teaching and learning. Teacher and technology have important

roles to play in education (Cole & Morgan, 2014). Together, good teachers

and good technology are essential to provide educational improvement. A

number of studies have examined the impact of the teacher on ICT

integration (Lakoff & Johnson, 2014). These studies concluded that

teachers have a crucial impact on the integration of ICT into language

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teaching and learning. Many factors related to teachers affect the

integration of ICT. These studies have found that human factors are

essential in ICT integration (Clark, 2016). They also think that their positive

attitude and continuous attempt to introduce new technologies and

teaching materials to the class will improve instruction. Findings from

these studies suggest that the roles of teachers are critical in structuring

the learning process, organizing activities, and evaluating materials

equipped with digital instruction (Halpern and Moses, 2017).

Yoon et al. (2012) stated that digital instruction was first proposed by

Jay Cross in 1999. With the advance and development of technology

tools, it appeared different explanations and terminology, such as Internet-

based training, web-based training, or on-line learning, network learning,

distance learning. Doris Herzberger et al. (2013) regarded digital

instruction as delivery with digital forms of media (e.g., texts or pictures)

through the Internet; and, the provided learning contents and teaching

methods were to enhance learners’ learning and aimed to improve

teaching effectiveness or promote personal knowledge and skills.

Basically, computers and network technology media were applied to

learning situations, including synchronous and asynchronous network

learning, to break through the restrictions on time, location, and schedule,

and to achieve the learner-centered individualized learning (Kalamanov et

al., 2012).
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In the era when knowledge and information flow rapidly, the

application of digital instruction covers different fields and industries.

Based on distinct positions or points of view, the definitions are different.

The most representative one is the definition proposed by American

Society of Training and Education (ASTD). It defines digital instruction as

the process learners applying digital media to learning.

Digital media contain the Internet, corporate network, computers,

satellite broadcasting, audiotapes, videotapes, interactive TV, and

compact disks. The application includes network-based learning,

computer-based learning, virtual classrooms, and digital cooperation.

Digital instruction is delivered via technology, such as video and

smart software that offers students a personalized sequence of learning

experiences, and does not include live interaction with a teacher. Digital

instruction must be combined with an excellent in-person or remotely

located teacher, who is personally accountable for students’ learning

outcomes. It is “boundless” because, once recorded, great digital

instruction can help a limitless number of students located anywhere. It

may be imported from outside the school or developed internally, such as

by video recordings of instructional units by the best instructors within

each subject or sub-subject in a school, district, or school network

(Schusterman, 2012).

Digital instruction allowed learners not being restricted on time and

space as traditional learning so that learners could select the time and
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location for online learning and had no pressure and obstacle of time and

space through the instructors’ online interaction mechanism (Jude et al.,

2014). Since the Internet covers rich and diverse information that learners

could acquire data simply by searching key words. When a digital learning

platform was able to organize relevant resources for the use or connection

of learners, network resources would be effectively applied through digital

learning, and instructors or learners could acquire richer information

beyond teaching materials in the curriculum to enhance the learning effect

(Mi et al., 2011).

The curriculum design and the production of teaching materials for

digital instruction were digital contents that learners could freely select

different courses and teaching materials, according to the level and

preference, to achieve the tailored learning outcome (Sun et al., 2012). A

good digital instruction platform should be able to completely record

learners’ learning history so that instructors could understand learners’

learning conditions and learners could clearly realize the level or learning

outcome for adjustment and improvement.

Digital learning was self-learning that the production of teaching

materials should cover more media pictures, sound, or images than

traditional ones to generate more attractive and lively teaching materials.

Moreover, digital teaching platforms would provide interactive functions

like chat room and discussion for more two-way communication between

learners and instructors and among learners (Hockley, 2012).

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The teaching material contents utilized in a digital instruction platform

were kept as digital files that the completed teaching materials could be

repeatedly utilized. In other words, the teaching material contents made by

instructors before lessons allowed learners using for several times and

learning repeatedly. The digital instruction mode could systematically and

completely record all online teaching materials and learners’ learning

history. For learners, it could efficiently and step by step accumulated

personal knowledge. For instructors, the teaching material contents could

be effectively organized and accumulated through a digital learning

platform and rapidly delivered to learners for effectively implementing

knowledge management (Jude et al., 2014).

Instruction could be more vivid and lively through information

technology and the presentation of various media to enhance learners’

interests, make learning more efficient, and promote learners’ learning

persistence (Kalamanov et al., 2012). Digital instruction stressed on

learners learning distinct knowledge and new technologies of computers

and network with digital tools to promote the ability of using information

technology (Shin et al., 2011).

In this current situation, most of the teachers all over the world are

struggling for conducting their teaching and learning process. In this

respect, teachers must integrate ICT in the way of their teaching and

learning activities. It looks simple but hard to reach. Beggs (2020) as cited

in Ghavifekr et al. (2016) found that the lack of instruction was one of the
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top three obstacles to the use of ICT by teachers in teaching. It is also one

of the big reasons why using ICT suddenly in education is hard to reach.

The incorporation of ICT into the curriculum is not simple nor quick

(Coutinho & Lisbôa, 2013). The difficulties that teachers have for

conducting their process are called a challenge. Ghavifekr et al. (2016)

stated that integrating ICT into teaching and learning is a dynamic process

that may face a variety of difficulties.

Internet access and bandwidth, technological breakdowns, individual

student schedules (work vs. study), are all real problems facing online

teachers and learners. Even if an instructor manages to get all students to

come to virtual classrooms at the same moment, basic things like lack of

lip coordination and verbal clues, time lags, bad sound and pictures, turn-

around, etc., become major challenges (Hampel & Stickler, 2015).

Teachers play a vital role in creating an environment that supports

students’ learning. They often do this through their support for students’

autonomy (Schusterman et al., 2016). Teachers enable students to identify

with self, personal interests, and values by supporting their freedom of

choice (Carazo, 2015). By supporting students’ choices and interests,

teachers help students develop personal interest, involvement, and

ownership of their work, which aid in motivation (Huitema et al.; Stearns,

2013).
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Teachers who help their students to become authors of their lives,

take ownership and develop personal interest in their own work stimulate

students’ motivation, and increase their drive to learn (Johnson, 2017).

Connecting to the personal world of students is another way that

teachers support their students’ learning (Shonen et al., 2011). Teachers

connect learning to the personal world of their students by making learning

tasks more relevant through relating instructions to students’ experiences

(Arylazo, 2015; Thonon et al., 2011).

Teachers who build positive relationships with their students are

more likely to influence their drive to learn (Berlitz, 2015). Building trust in

a relationship takes time. Teachers should take time to know their students

and their interests. Satisfaction of individuals’ basic need for relationship

promotes intrinsic behavior that can lead to students’ motivation to learn

(Scheltema et al., 2016). Building relationship with students can be

difficult; however, being positive and encouraging can contribute to

students’ intrinsic motivation (Terrazzo, 2015).

The early establishment of a willingness to work with students one on

one can build the nature of the teacher-student relationship (Stearns,

2013). Teachers’ positive, caring, and trusting relationships with their

students can instigate students to learn.

Teachers motivate their students to learn by providing them with

positive feedback, in order to develop competence. Providing feedback

enables students to gain control over their own learning and a sense of
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belief about their abilities (Delano, 2015). Teachers who provide feedback

to students about their efforts give them the idea that through hard work,

they can achieve tasks and do well.

Teachers who are energetic and enthusiastic about their subject or

task generally attach positive feelings and importance to how they teach

(Scheifele & Schaffner, 2015; Zhang, 2014). Students observe what their

teachers do in class and how they act. Students’ motivation to learn

maybe affected by the teachers’ outlook, interests, and enthusiasm in their

subject (Zhang, 2014).

Block et al. (2013) mentioned that the beginning and bottleneck

stages of learning could be guided by extrinsic motivation. Once it became

autonomous, extrinsic incentives would be unnecessary, but turned to

autonomous learning. Both intrinsic and extrinsic motivation would

complement one another. On the other hand, learning also requires some

driving force and extrinsic motivation as it is common to learn for parent

expectation, added objectives, and acquisition of some incentives.

Learning motivation is a mediator between stimulation and reaction. In

other words, learning motivation is a learner’s individual opinions about

affairs, and learners would present different knowledge acquisition needs

because of distinct opinions.

Karim (2012) regarded learning motivation as the inherent belief to

guide individual learning goal, induce learning behaviors to make

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continuous efforts, reinforce cognition history, and strengthen and improve

the learning outcome.

Grus et al. (2012) argued that students would expect to receive

incentives from others for the behaviors; in this case, learning was

purposive, but could possibly be transformed from extrinsic into intrinsic

motivation. Although students might not be autonomous, the acquisition of

some achievement motivation or the transformation into the needs for self-

growth in the learning process would be a good motivation internalization

process. Ones with intrinsic learning motivation did not need incentives,

could independently make decisions, and acquired fun and sense of

achievement in the process. Extrinsic motivation, on the other hand, was

the learning motivation induced by others’ rewards or punishment and

identity to certain behavioral value. Intrinsic motivation might be more

autonomous and persistent with high value, but environmental factors

could also influence motivation that incentives and external support were

necessary (Mi et al., 2011). Korf & Mullis (2011) regarded learning

motivation as student intention or desire to participate in and make efforts

on learning, which was performed on student choice of specific learning

activity and the efforts on such activity. Learning motivation therefore is

defined, in this study, as guiding students continued learning and efforts on

the learning goal set by teachers in the learning process.

Paris and Turner describe motivation as the ‘engine’ of learning.

Motivation can influence what students learn, how they learn and when
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they choose to learn (Schunk & Usher, 2012). Research shows that

motivated learners are more likely to undertake challenging activities, be

actively engaged, enjoy and adopt a deep approach to learning and exhibit

enhanced performance, persistence and creativity (Ryan & Deci, 2011).

Given the important reciprocal relationship between motivation and

learning (Brophy, 2011), it is not surprising that motivation has been

actively researched across a wide range of traditional educational settings

(Schunk, Merce & Petrich, 2014). Despite this, studies that explore

motivation to learn in online contexts are limited in both number and

scope, as others have noted (Bekele, 2011). Designing motivating learning

environments has received attention (Keller, 2011).

Teaching presence and the effective facilitation of learner-instructor

interactions, particularly via online dialogue, has continued to be an area

of active research (Garrison, 2011). From this, guidelines for facilitating

effective practice have emerged that build on those of Thach and Murphy

(2015). For example, Roves (2017) explicates design and facilitation

guidelines for effective online discussions based on research and

experience. They include ways of encouraging learner motivation,

incorporating opportunities for learner choice, and clarification of

expectations as well as developing and nurturing a strong sense of

community. Mishra and Juwan (2016) highlight the importance of

establishing a purpose and context for discussions, clarifying the

relevance of discussions by making links to learning outcomes and the

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importance of encouraging learners to participate through the provision of

appropriate support.

Judah (2016) argues that for learners to participate and have positive

peer interactions, they need know how to effectively use the digital tools

and must understand how to learn. This includes having the necessary

prerequisite, prior knowledge and an understanding that successful

learning requires self-regulation. Even with the necessary skills, peer

interactions in technology-mediated environments are complex and cover

a range of intellectual (e.g., reviewing, conceptualizing), social/ emotional

and instructional interactions (e.g., critiquing).

Garrison et al. (2011) developed the community of inquiry model that

posited that interactions must consist of three core elements for effective

peer learning to occur. They are: cognitive presence – the degree to which

the participants can construct meaning through ongoing communication;

social presence – the ability of participants to present themselves as ‘real’

to other community members; and teaching presence – the design and

facilitation of the learning experience.

Learners’ active participation in online courses is associated with

high levels of learner performance and higher retention rates (Ettinger et

al., 2016; Goggin & Xing, 2016; Stossel et al., 2015). Pettinger et al.

(2016) also examined the effects of learners’ participation on their online

course performance and persistence. More active participation in

discussion forums was associated with higher performance in the courses

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and lower dropout rates in the following academic term. Learners’ active

participation can therefore be considered a key factor in learning success

in online courses.

With respect to the issue of learner participation, note that

participation is intertwined with interaction. Generally, learner participation

refers to “a process of taking part and also to the relations with others that

reflect this process” (Wenger, 2018). This broad definition includes two

types of learner behavior (i.e., “a process of taking part,” such as

submitting an assignment or reading an assigned article) and interaction

(i.e., “the relations with others,” such as chatting with peers or having a

discussion with peers). The concept of learner behavior as a “process of

taking part” has been employed as a narrower definition of learner

participation rather than the concept of learner participation includes

interaction. For example, the following studies showed that encouraging

learners’ active participation by providing more interaction opportunities is

one effective approach that promotes success in online courses (Crofton,

2014; Hawkins et al., 2013; Josipovic et al., 2015; Wu, Yen, & Marek,

2011). It seems that interaction is a factor that contributes to participation.

New protocols for distance learning, online or otherwise, require

teachers to rapidly change their practices, including daily tasks,

responsibilities and accountabilities. Teachers may be asked to develop

new alternative and varied approaches to monitor children's learning (from

assessing to remediating learning losses) during the COVID crisis,

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including both formative and summative methods (Chaney, 2011).

Different methods may be required per grade and subject area for both

individual and collective feedback and support. Teachers may lack relevant

resources at home, training and experience, particularly on digital learning

platforms. Some programs may largely reduce the amount of time

allocated to teacher-directed learning processes by focusing on children’s

self-learning (Setzer & Lewis, 2015). Upon return to school, teachers may

also struggle to assess students’ learning levels to identify whether

students are on track, and any learning gaps or losses resulting from the

school closure and for remedial actions. Such assessments may be critical

in informing learning process and/or students’ promotion, certification and

access to higher levels of education (Babson, 2019).

Most of the online learning systems and learner management

systems are automated and linked between them, this gives to the

instructors/assessors the way to perceive the benefits to include a

documented and consistent assessment process where the technology

allows ease of monitoring the learner process and the provision of

immediate feedback. All those features improve the quality of assessment

process (Booth & Berwyn, 2013).

Technology enhanced assessment is often simply associated with

on-screen testing or automated marking and responses to student tests

(often known as 'computer-assisted assessment' or CAA). Indeed, the

most commonly used and technically developed form is onscreen testing,

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most of which uses multiple choice questions (MCQ's) and automated

marking. Seen as efficient and increasingly reliable, on-screen testing has

existed in professional environments for many years and has begun to

appear in the education sector over the last decade (Winkley, 2011).

In digital instruction, where there is no face-to-face (F2F) interaction,

instructors are particularly challenged to convey their intentions accurately

and provide appropriate feedback to help students achieve the targeted

learning objectives. Hannifin, Oliver, Hill, Glazer, and Sharma (2013) note

that "the distant nature of Web-based approaches renders difficult many

observational and participatory assessments". Oncor and Cahir (2011)

observe similarly that informal assessment may be especially difficult for

online instructors because of the absence of F2F contact.

Other issues mentioned in the literature on assessment in online

learning include the importance of authentic assessment activities (e.g.,

Kim, Smith, & Meng, 2018; Robles & Braathen, 2012), the use of

assessments that promote academic self-regulation (Booth et al., 2013;

Kim et al., 2018; Robles & Braathen, 2012), concerns about academic

integrity (Kennedy, Nowak, Raghuram an, Thomas, & Davis, 2011;

Simonson, Salfino, Albright, & Vanek, 2016), and the challenges involved

in assessing online discussion and collaboration (Meyer, 2016; Naismith,

Lee, & Pilkington, 2011; Dowdeswell, Liang, & Alderman, 2017).

Very few studies have reported on the types and distribution of

assessments that are used by instructors to contribute to students' overall

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grades in an online course. Among those that exist, Swan (2011)

examined 73 online courses and identified methods that include

discussion, papers, other written assignments, projects, quizzes and tests,

and groupwork. In her study, almost three quarters of the courses used

online discussion as a graded activity. About half of the courses used

written assignments and tests or quizzes. Arendt (2017) made similar

findings in a study that examined 60 courses. She identified methods that

included online discussion, exams, written assignments, experimental

assignments, problem assignments, quizzes, journals, projects, and

presentations. Like Swan, she found a large percentage of the courses

were using online discussion as a graded activity. Quizzes and tests were

used in 83% of the courses and written assignments in 63%.

Gaytan and McEwen (2017) asked online instructors to identify

assessment methods they found to be particularly effective in the online

environment. These included projects, portfolios, self-assessments, peer

evaluations, peer evaluations with feedback, timed tests and quizzes, and

asynchronous discussion. Based on the data they collected, they

recommended administering a wide variety of regularly paced

assignments and providing timely, meaningful feedback. They highlighted

the value of examining the written record of student discussion postings

and e-mails in order to keep abreast of evolving student understanding.

Exemplar can simply mean a model, ideal or pattern to be copied or

imitated or something typical or representative of an example. Writing

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extensively in the field of exemplars, Sadler (2015) proffers that exemplar

are "key examples of products or processes chosen so as to be typical of

designated levels of quality or competence."

Handley, Price and Miller (2011) suggest that exemplars are

examples of skills and content that need to be provided in future

assessment items as models from previous students work. Whilst

Scholes, Husham and McArthur (2012) define exemplars as simply as

"examples of real students' work, generally of different qualities.”

Exemplars and model answers are similar. Exemplars are usually

samples of past work completed by former students who have undertaken

work of a specified quality. Model answers are usually specific examples of

a 'perfect' answer as constructed by the educator. As such, model answers

may not be realistic in their portrayal of what students at that particular

level of achievement are capable of and can represent unrealistic and

potentially unachievable expectations for current students. Exemplars may

indicate a grade range, as it typical at most institutions, such as fail, pass,

credit, distinction and high distinction, and they may be annotated so as to

indicate how the exemplar satisfies the stated criteria for assessment or

they may simply be presented as they were submitted for assessment by

the former student (Newlyn, 2013). It is therefore stated that exemplars

should be thought of in the broadest possible context and are

representative of examples of indicative standards of work as previously

completed by students or produced by educators.

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The concrete nature of exemplars means that they are able to

convey messages in a way that nothing else can (Sadler, 2011). Carefully

selected examples can not only help students to ‘see’ what the teacher

expects with regard to the task in hand (Scholes, Husham, & MacArthur,

2013) they can enable students to: gain a feel for what the final product

looks like in terms of layout, structure and language; develop their insights

into the nature of academic writing; raise awareness of the diverse ways a

task might fruitfully (or erroneously) be tackled; and hone students’

evaluative skills.

Used skillfully, exemplars have the potential to act as powerful

learning tools (Sadler, 2011), helping student gain insight into the nature of

quality and standards, ideally through close analysis and discussion

(Hendry, White, & Herbert, 2016). In terms of supporting their assignment

preparation and enhancing their learning students typically find exemplars

to be more useful than standalone lists of criteria, grids and rubrics (Howe,

Lightfoot, & Dixon, 2017).

According to the New Zealand Ministry of Education (MOE), “An

exemplar is an authentic example of student work annotated to illustrate

learning, achievement, and quality in relation to the levels described in the

relevant national curriculum statement. Each exemplar highlights

significant features of that work and important aspects of students’

learning” (MOE, February 2012, p. 1).

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According to the Ministry of Education (2012, p. 1) exemplars will:

“Signal important features of student work to watch for, collect information

about, and act on to support growth in learning; Provide students, teachers

and parents with a basis for discussing important qualities, aspects of

indicators of learning; Provide reference points that will support teachers’

professional judgements about the quality of their students’ work.”

Synthesis of the Review

The studies of digital instruction is demanding. Faculty members

might feel uncomfortable using it due to the multiple roles and

responsibilities of teaching online. Online teaching skills and competencies

have to be determined in order to help design professional development

programs for online instructors.

For teachers involved in the development and trial of learning

exemplars there has been excitement about the potential impact of

exemplars on teaching and learning since it provides authentic samples of

student work that are illustrative of key learning and progression of

learning. They provide examples for teachers to make the links between

key concepts and rich learning experiences. As such, exemplars can

enable teachers to make connections between the curriculum, matrix and

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student work samples to more accurately assess students’ current learning

processes and provide direction for subsequent learning.

Digital instruction provides a platform for continued learning

opportunities to reach an expansive portion of the population and its best

practices in online learning continue to be explored and expanded.

Engaging online learners and gathering informative feedback requires

interaction beyond cumulative scores and marking of right and wrong

answers. Assessment of learning opens the avenues of feedback from

teacher to student, student to teacher, student to student, and even within

an individual. Such interaction leads to faster learning and higher student

satisfaction, improving academic performance and student

connectedness. Digital instruction benefits from the clarification of shared

learning intentions and criteria, effective discussions and learning tasks,

timely and constructive feedback, and activation of students as owners of

their learning and resources for each other.

Overall, the reviewed literature touched upon several aspects of

education in the digital age: the required skills now and in the future;

improvement of formal education mechanisms for school education and

lifelong learning; and the wider role for individuals in society, alongside

government, businesses and education providers. In order to affect

change in the era of digital education, government, businesses and

industry need to work together to ensure that digital education, in the

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greater sense, facilitates accessibility and wider societal inclusion, so that

every individual learner, of whatever age and background, has access to

the opportunity for digital learning and the benefits which digital technology

can offer in this sector.

Theoretical Framework

Terry Anderson, PhD of Athabasca University, Canada is a Professor

& Canada Research Chair in Distance Education. As a Canadian

Research Chair, he is involved in a variety of research, teaching and

service activities. His activities include research carried out at Technology

Enhanced Learning Research Institute of the Athabasca University, the

Canadian Institute for Distance Education Research (CIDER). All

references and/or full text of most of his research and professional

publications are available from AUSpace the Athabasca University archive.

He serves on advisory committees with the Alberta and Canadian

governments. He is currently the Editor of the International Review of

Research in Open and Distance Learning. He currently serves on the

editorial boards of the Journal of Distance Education, the American

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Journal of Distance Education, Internet in Higher Education, the Canadian

Journal of Educational Communication, the Journal of Interactive Media in

Education and the Journal of eLearning and Knowledge Society.

Distance education implies non-contiguous teaching and learning as

students and teachers need not, and for the most part do not, meet face to

face. Classes are either asynchronous and synchronous. It involves the

learner, the teacher, and the technology.

Figure 1 illustrates that the two major human actors, learners and

teachers, and their interactions with each other and with content. Learners

can of course interact directly with content that they find in multiple

formats, and especially on the Web; however, many choose to have their

learning sequenced, directed, and evaluated with the assistance of a

teacher. This interaction can take place within a community of inquiry,

using a variety of Net-based synchronous and asynchronous activities.

These environments are particularly rich, and allow for the learning of

social skills, the collaborative learning of content, and the development of

personal relationships among participants. However, the community binds

learners in time, forcing regular sessions or at least group-paced learning.

The second model of learning illustrates the structured learning tools

associated with independent learning. Common tools used in this mode

include computer-assisted tutorials, drills, and simulations.

It demonstrates the instructional flow within the two sides and

represents the beginnings of a theory or model from the distance

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education perspective. Anderson concluded that his model “will help us to

deepen our understanding of this complex educational context”, which he

noted needs to measure more fully the direction and magnitude of each

input variable on relevant outcome variables.

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Figure 1 – Anderson’s Online Learning Model (2011)

Conceptual Framework

Figure 2 shows the Conceptual Framework. Teachers’ Profile

includes: age; gender; civil status; highest educational attainment current

position; years in service; and relevant seminars attended. Teacher’s level

of competence in terms of: learners’ motivation; digital interaction; active

participation; and assessment of learning. Teacher’s experiences in using

digital instruction in the early grades. These factors will be explored on its

significant difference and significant relationships in each other in order to

identify the learning exemplar to be created.

To answer the statement of the problem, the researcher made use of

a survey questionnaire which will be given to the teacher-respondents on

how they utilize digital instruction via google forms. All gathered data will

be interpreted, analysed, and tabulated using SPSS version 21.

Based on the findings of the study, the researcher will propose a

learning exemplar in the early grades which will be used by the students

and teachers to develop student self-monitoring, to build student self-

efficacy, to encourage ownership over learning. The aim of the

development is to improve academic performance. It can be used as

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means of experiential learning in which the participants experience

exemplars as learners gaining understanding and applying knowledge in

future contexts.

-Teachers’ Profile
-Level of Teachers’ competence
learners’ motivation
digital interaction
active participation
assessment of learning

assessment of learning

-Survey Questionnaire
-Interview via video call
-Interpretation and Data
Analysis thru SPSS v.21

Proposed Learning
Exemplar
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Figure 2 – Factors in Delivering Effective Digital Instruction in

the Early Grades

Definition of Terms

Active Participation. A digital participant in the context of making

informed use of digital technology and media in online classes equipped

with the capacities to be active in interpreting and discussing lessons

presented (Hague & Williamson, 2009).

Assessment of Learning. Involves looking at assessment

information at the end of the teaching and learning process to rank

students’ achievement levels against a standard. It is summative in nature

and typically involves standardized tests. It is used to rate teachers’ or

schools’ ability to move student achievement based on the results

(Siedlecki, 2012).

Bottleneck Stages of Learning. Refers to a moment when

students

may face barriers to understanding content in the process of learning. As

instructors identify “bottlenecks” within their courses, they are faced with

the challenge of how to best assist students in overcoming them.

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Digital Instruction. Emphasizes that learners’ learning activity could

be delivered via internet and/or technology, such as video and smart

software that offers students a personalized sequence of learning

experiences, and may or may not include a live interaction with a teacher.

Digital Interaction. Focuses on learners engaging in a digital

instruction. It includes the physical, social, and cognitive environments

shared by the learners in communicating with co-learners and teachers

(Roda & Thomas, 2003).

Extrinsic Motivation. Involves completing a task or exhibiting a

behavior because of outside causes such as avoiding punishment or

receiving a reward.

Intrinsic Motivation. Defined as the doing of an activity for its

inherent satisfaction rather than for some separable consequence. When

intrinsically motivated, a person is moved to act for the fun or challenge

entailed rather than because of external products, pressures, or rewards.

Learning Exemplar. A key example of lessons or processes chosen

so as to be typical of designated levels of quality or competence.

Teacher’s Competence. Includes knowledge, skills, attitudes, and

experiences, to perform or carry out defined tasks- motivate learners,

interact digitally, participate actively, and assess learning.

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Chapter 3

Research Design and Methodology

This chapter deals with the procedure in gathering data or information to

complete the study. It includes research design, respondents, sampling

techniques, instrument used, construction of instrument, validation of the

instrument, administration and retrieval of the instrument and statistical

treatment of the study.

Research Design

The descriptive design will be used in this study. According to Polit and

Hungles (1999), survey and correlation research are classified as descriptive

design. Hence, these will be used in this study to seek data on the problem.

The Teacher-respondent will be surveyed by rating themselves and with their

respective Master Teacher in Charge on their level of competence in digital

instruction. Also, their profiles and experiences in using digital instruction will

be surveyed and will be correlated descriptively.

Respondents of the Study

The teacher-respondent who are conducting online classes early grades

will be selected in two selected elementary public school in Caloocan North I

and a supervising Master Teacher in each grade level. The total respondents
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will be 60 from Camarin and Camarin D Elementary School during the

Academic Year 2020-2021. The town in which the schools is located is an

urban municipality and its population is a mix of a middle class to working

class families for the teachers are able to provide own computers and internet

connections for their work.

School Grade Teacher Master Total

Level Teacher
Camarin 1 15 2 17
2 15 2 17
Elementary 3 15 2 17

School
Total 45 6 51
Camarin D 1 15 2 17
2 15 2 17
Elementary 3 15 2 17

School
Total 45 6 51
Grand Total 90 12 102

Sampling Technique

The researcher will utilize the Simple Random Sampling technique which

is considered an objective way of selecting a sample from a given population

since every member will be given equal opportunities of being selected. From

the list of teachers per grade level who are conducting online classes the
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respondents will be randomly selected. While. the Master Teacher who are

supervising the chosen teachers per grade level will be randomly selected as

well to be part of the study.

Research Instrument

The main instrument that will be used in gathering data for this study is

the Survey Questionnaire for both teachers and master teachers.

The Survey Questionnaire is divided into three parts. Part one is the

profile of the teacher-respondent composed of their name, school, grade level,

age, gender, civil status, highest educational attainment, current position,

years in service, and number of relevant seminars attended on online

instruction.

Part two is the level of competence of early grade teachers in digital

instruction divided further into four parts with five descriptive behaviors in each

part with a total of 20 criteria. The parts are learners’ motivation; digital

interaction; active participation; and assessment of learning. It will be rated on

the scale of 4- Always, 3- Often, 2- Rarely, 1- Never and adapted from the

studies of Martin, F., Budhrani, K., & Wang, C. (2019) and Albrahim, F. A.

(2020).

Part three is the last part of the instrument which is the ten-item checklist

of the challenges teachers encounter in digital instruction with an option of

“others” for other problems they faced adapted from Seema Sareen, & Anita
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Nangia (2020) (see appendices). Based from their experience, respondents

will rank the challenges from the most challenging to the least by putting a

number in the box provided.

Data Gathering Procedures

The researcher will secure a permit to conduct study before selecting

randomly the participants of the study. The final list of the participants will be

given an informed consent on their willingness to participate in the study via

email and/or google form. Then, the teacher-respondent will be given a survey

questionnaire to rate themselves on how they utilize digital instruction via

google forms. Next, the master teacher will also rate them using the same tool.

After that they will be interviewed online on their challenges in using digital

instruction. Finally, all data will be tabulated and correlated in order to

showcase the learning exemplar in each level in the early grades.

Statistical Treatment of the Data

The following statistical tools will be used in this study:

To identify the significant difference between the mean scores in the

assessment of the two groups of respondents- the teacher and the master

teacher on the level of teacher’s competence in digital instruction Chi-square

will be used. While, to identify the significant relationship on the level of

competence in digital instruction and the profile of the teacher-respondents

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Spearman-rho will be used. The two statistical formulas will be used as long

as the data are normally distributed. Finally, the interview responses will be

tabulated, coded, and themed for descriptive data analysis. The data analysis

will be done with SPSS version 21 software.

Bibliography

Aarseth, E. (2013). We All Want to Change the World: The Ideology of

Innovation in Digital Media, 415-439, in Listel, Morrison & Rasmussen,
eds.: Digital Media Revisited Cambridge & London: MIT Press.

Assessment of learning vs. Assessment FOR learning — What's the

difference? (2021, February 11). Michael & Susan Dell
Foundation. https://www.dell.org/insight/education-testing-assessment-
of-learning-versus-assessment-for-learning/

Berlingo A., & Garcia, F. (2014) “Towards Semantic Metadata for Learning
Elements”. International Conference on Information Technology Based
Higher Education and Training ITHET pp. 572-577.
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Berlina, A., Garcia, F., (2014). “An Open Model to Define Adaptive Educational
Hypermedia Systems Based on Learning Technology Specifications”.
Applications, DEXA 2004. IEEE Computer Society Press pp. 198-202.
ISBN 0-7695-2195-9.

Booth, R., Berwyn, C. (2013). “The development of quality online assessment in

vocational education and training”. Australian Flexible Learning
Framework, Vol.1, pp. 17.

Cassie Hague and Ben Williamson, Future lab. (2019). Digital participation,
digital literacy, and school subjects A review of the policies, literature and
evidence. National Foundation for Educational Research.
https://www.nfer.ac.uk/publications/FUTL08/FUTL08.pdf

Claudia Rodda Julie Thomas. (2013). DIGITAL INTERACTION. Cite Seer X.

https://citeseerx.ist.psu.edu/viewdoc/download?
doi=10.1.1.212.932&rep=rep1&type=pdf

D. Royce Sadler. (2015). “Interpretations of Criteria-based Assessment and

Grading in Higher Education,” Assessment and Evaluation in Higher
Education 30, (2),75 - 198, 192.

Garcia, F., Balanga, A., Moreno Ma. N., Garcia, J., Coracias, J. (2014). “Hicom
an Authoring Tool to Create Semantic Learning Objects for Web-based
E-Learning Systems”. Vol. LNCS 3140, pp. 344-348. ISBN 3-540-
22511-0. IMS QTI Item overview, Version 2.0 Public Draft, 07 June
2004. http://www.imsglobal.org/question/qti_item_v2p0pd/indes.html

Gigliotti, C. (2011). The Metaphoric Environment of Art and Technology, 277-

281.

Gove, A. and P. Cvelich. (2011). Early Reading: Igniting Education for All. A
report by the Early Grade Learning Community of Practice. Revised
Edition. Research Triangle Park, NC: Research Triangle Institute

Holmes, T. (2011). Rendering the Viewer Conscious: interactivity and dynamic

seeing, 89-94.

Kiousis, S. (2012). Interactivity: a concept explication. New Media & Society, 4,

(3).
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Mahyoob, M. (2020). Challenges of e-Learning during the COVID-19

Pandemic Experienced by EFL Learners. Arab World English Journal,
11 (4) 351-362. DOI: https://dx.doi.org/10.24093/awej/vol11no4.23

Manovich, L. (2011). The Language of New Media (Cambridge & London: MIT.

Ming-Hung Lin Huang-Cheng Chen Kuang-Sheng Liu. (2017). A Study of the

Effects of Digital Learning on Learning Motivation and Learning
Outcome. Eurasia Journal of Mathematics, Science and Technology
Education. https://www.ejmste.com/download/a-study-of-the-effects-of-
digital-learning-on-learning-motivation-and-learning-outcome-4843.pdf
pp.3

Reading, A. (2020) Digital interactivity in public memory institutions: the uses

of new technologies in, 67-85, in Media, Culture & Society.

Thorpe, M., (2014). “Assessment and ‘third generation’ distance education”,

Australian National Training Authority, 25, (1) p 20.

QUESTIONNAIRE

APPENDIX A

Permit to Conduct Study

Letter and Informed Consent to Teachers/Master Teachers

APPENDIX B
Survey Questionnaire for Teachers
Part 1: Teacher-Respondent Profile
Check the box that applies to your personal background
Name: (Optional) ______________________________
School: ______________________________________
Grade level: __________________________________
1. Age
o 21-25
o 26-30
o 31-35
o 36-40
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o 41-45
o 46-50
o 51-55
o 56-65

2. Gender
o Male
o Female

3. Civil Status
o Single
o Married
o Widowed
o Separated

4. Highest Educational Attainment

o Bachelor’s Degree
o Master’s Degree
o Doctorate Degree
o Unit-Earner: Course: ____: Number of Units:
_______

5. Current Position
o Teacher I-III
o Master Teacher I-IV

6. Years in Service
o below 5 years
o 6-10 years
o 11-15 years
o 16-20 years
o 21-25 years
o 26-30 years
o 31-35 years
o 36- above years

7. Number of Relevant Seminars Attended on Digital

Instruction in the Last Three Years (2017-2021)
o below 5 seminars
o 6-10 seminars
o 11-above seminars
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Part 2: Rate each item by putting a checkmark on the appropriate

column on how you utilize digital instruction in your online classes based
on the given traits and behavior using the scale:
4- Always 3- Often 2- Rarely 1- Never
A. Learner’s Motivation 4 3 2 1

I motivate students by showing enthusiasm and

interest.
I encourage knowledge construction based upon
learners’ prior knowledge and life experience.
I promote group interaction, collaboration, and
teamwork.
I maintain a warm, friendly, and inviting online class
atmosphere.
I provide variety of in-class and outside-class
activities designed to increase social rapport
among students.
B. Digital Interaction
I create and edit videos for online class (e.g.,
iMovie, Movie Maker, Filmora)
I know the technical potential of, and procedures
used to create, e-content, such as e- books and
instructional videos of various online applications.
I am aware of the latest updates and renovations of
educational technology and software.
I can navigate within the course in the learning
management system (e.g., Moodle, Canvas,
Blackboard, etc.)
I use online collaborative tools (e.g., Google Drive,
Dropbox)
C. Active Participation
I facilitate and maintain interactive discussion and
information exchange.
I clarify the purpose and meaning of messages and
feedback.
I personalize messages and feedback and making
them livelier by adding the appropriate sense of
humor when possible.
I show sensitivity and empathy when
communicating online.
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I offer advice, suggestions and clarify doubts and

suspicions.
D. Assessment of Learning
I draft and develop learning and assessment
activities that align with learning goals and
objectives.
I use criterion-based assessment to evaluate
individual and group performance.
I foster learners’ self-assessment and reflection.
I track course and students’ progress on a regular
basis.
I create online quizzes and tests and manage
grades online.

Part 3: Challenges in the Utilization of Digital Instruction Checklist

Direction: Please rate the following challenges you encountered in
the utilization of digital instruction. Put a check in the appropriate
column by using the scale below.
SCALE DESCRIPTIVE RATING RANGE
4 Very Serious (VS) 3.5-4.0
3 Serious (S) 2.7-3.4
2 Moderately Serious (MS) 1.9-2.6
1 Not Serious (NS) 1.0-1.8

Challenges in the Utilization of Digital 4 3 2 1

Instruction
Lack of appropriate materials and resources
Technical problems during online classes
Lack of in-service training or coaching from
superiors
Lack of time to prepare digitized materials
Lack of confidence in using technology and other
related applications
It is difficult to assemble all the students for the
class
Lack of cooperation from the parents
Lack of internet connection and gadget to the
students
It is difficult to follow up the learning of students
It is difficult to manage time with so many students
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Others, Please Specify:

Adapted from:
Gilbert, Brittany, "Online Learning Revealing the Benefits and Challenges"
(2015). Education Masters. Paper 303.
Arinto, P.B. (2013). Teaching at a Distance in a Digital Age: Perspectives from
the Philippines [Unpublished doctoral dissertation]. University of London.
Martin, F., Budhrani, K., & Wang, C. (2019). Examining faculty perception of
their readiness to teach online. Online Learning, 23(3), 97-119.
doi:10.24059/olj. v23i3.1555
Albrahim, F. A. (2020). Online Teaching Skills and Competencies. TOJET: The
Turkish Online Journal of Educational Technology, 19(1), 9-20.
Seema Sareen, & Anita Nangia. (2020). Online Teaching during COVID 19:
Attitude and Challenges faced by School Teachers. Retrieved from
https://sersc.org/journals/index.php/IJDRBC/article/view/29890/16570

APPENDIX C
Survey Questionnaire for Master Teachers

Part 1: Profile
Name: (Optional) ______________________________
School: ______________________________________
Grade level: __________________________________
Position: _____________________________________
Part 1: Rate each item by putting a checkmark on the appropriate column
on how the teacher utilize digital instruction in his/her online classes
based on the given traits and behavior using the scale:
4- Always 3- Often 2- Rarely 1- Never
A. Learner’s Motivation 4 3 2 1

The teacher motivates students by showing

enthusiasm and interest.
The teacher encourages knowledge construction
based upon learners’ prior knowledge and life
experience.
The teacher promotes group interaction,
collaboration, and teamwork.
The teacher maintains a warm, friendly, and
inviting online class atmosphere.
The teacher provides variety of in-class and
outside-class activities designed to increase social
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rapport among students.

B. Digital Interaction
The teacher creates and edit videos for online
class (e.g., iMovie, Movie Maker, Filmora)
The teacher knows the technical potential of, and
procedures used to create, e-content, such as e-
books and instructional videos of various online
applications.
The teacher is aware of the latest updates and
renovations of educational technology and
software.
The teacher can navigate within the course in the
learning management system (e.g., Moodle,
Canvas, Blackboard, etc.)
The teacher uses online collaborative tools (e.g.,
Google Drive,
Dropbox)
C. Active Participation
The teacher facilitates and maintain interactive
discussion and information exchange.
The teacher clarifies the purpose and meaning of
messages and feedback.
The teacher personalizes messages and feedback
and making them livelier by adding the appropriate
sense of
humor when possible.
The teacher shows sensitivity and empathy when
communicating online.
The teacher offers advice, suggestions and clarify
doubts and suspicions.
D. Assessment of Learning
The teacher drafts and develops learning and
assessment activities that align with learning goals
and objectives.
The teacher uses criterion-based assessment to
evaluate individual and group performance.
The teacher fosters learners’ self-assessment and
reflection.
The teacher tracks course and students’ progress
on a regular basis.
The teacher creates online quizzes and tests and
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manage grades online.

Other Comments/Suggestions:

__________________________________________________________

__________________________________________________________

_________________________________.

Adapted from:

Martin, F., Budhrani, K., & Wang, C. (2019). Examining faculty perception of
their readiness to teach online. Online Learning, 23(3), 97-119.
doi:10.24059/olj. v23i3.1555
Albrahim, F. A. (2020). Online Teaching Skills and Competencies. TOJET: The
Turkish Online Journal of Educational Technology, 19(1), 9-20.