Doctor of Philosophy in Educational Leadership and Management Program

Major in Educational Management

(PhD - EDMGT)
NAME: NOVELYN L. NARVASA
CLASS: PhD Class 8
SUBJECT WITH CODE: 6 EDMGT 704 - ADVANCED QUALITATIVE RESEARCH
METHODS

THE IMPLICATION OF THE LIMITED FACE TO FACE CLASS, BLENDED

INSTRUCTIONS AND ONLINE TEACHING MODALITY IN THE TEACHING
PHILOSOPHY OF TEACHERS

Purpose –This study aims to compare traditional and online education and has
concluded that online learning can be as successful and effective as traditional
learning.

Design/methodology/approach – Qualitative Research Study

Introduction – Certain learning and communication theories suggest that a third

alternative – blended learning, a combination of distance and face-to-face learning
– has the potential to produce even better results than either alone. The advantage
of blending is that it may combine the strengths of face-to-face (more intimate
interactions, potential for immediate feedback) and online learning (asynchronous
setting, technology, and interactive features). Blended learning, however, is not a
single recipe, there are many ways of combining online and face-to-face learning,
falling anywhere along a spectrum between entirely face-to-face and entirely online
education. The optimum balance can vary depending on the subject matter and the
learning situation. Although many case studies and guidelines have been
 Doctor of Philosophy in Educational Leadership and Management Program
Major in Educational Management

(PhD - EDMGT)
published about blended learning, there are only a limited number of studies that
compare blended instruction with both traditional and online learning. Most of
these comparative studies examine only one course and focus on the relationships
between no more than a couple of variables. In order to gain a better understanding
of what makes blended learning successful and what are the optimal blends of the
synchronous and asynchronous learning events that support learning in various
disciplines, large scale studies of courses of different subject matter are needed.

Initial Problem Statement – Why should a blended class produce different (and
possibly better) results in terms of learning outcomes and student satisfaction than
traditional face-to-face or entirely online classes? Certain learning and
communication theories indicate that interaction is one of the key variables in the
learning process and that it should be the focus of investigation when comparing
the various forms of education. In blended learning, the combination of
synchronous and asynchronous learning events and the opportunities for
collaborative and problem-based learning are likely to increase the quantity and
quality of interactions. The goal of this study was to examine how interactions vary
across face-to-face, blended, and entirely online classes, and how the quantity of
these interactions might impact the effectiveness of these courses in terms of
students’ perceptions of the course success and their satisfaction with the overall
learning experience. Importance of the Problem Blended learning has been gaining
popularity both in academia and the corporate environment. Each has its own
motives in the business world, the most important reasons for developing blended
solutions include the ability to match learning styles; to create individually tailored
solutions; to reduce class time; to improve the learning rate; and to exploit the
investments already made in re-usable training resources. Blended learning is
sometimes preferable because it provides pedagogical richness and access to
 Doctor of Philosophy in Educational Leadership and Management Program
Major in Educational Management

(PhD - EDMGT)
knowledge, social interaction, and personal agency. It also can be cost effective
and facilitate revision.

Another explanation for the increasing popularity of blended learning is that there
has been a somewhat natural movement to add limited components of each
extreme to the other – of adding some online elements to traditional face-to-face
classes and including limited classroom time to online courses. The undeniable
strengths of e-learning have also begun to affect traditional campus-based
education. Although there is still some resistance towards entirely virtual learning
environments, students as well as faculty have started to recognize the advantages
of e-learning. While the traditional lecture method is often preferred as the more
efficient approach, easily controlled by the teacher and conducive to predictable
and manageable student learning, it is often criticized for stifling creative thinking,
occasioning little student involvement in decision making, and lacking intrinsic
sources for student motivation. The traditional pedagogical model is primarily
teacher-centered, and knowledge tends to be abstract and out of context.
Especially in large enrollment classes, students do not have a chance to benefit
from collaborative learning. Traditional classroom discussions, where vocal
students tend to dominate, can frustrate learners with a more introverted
personality.
 Doctor of Philosophy in Educational Leadership and Management Program
Major in Educational Management

(PhD - EDMGT)
NAME: NOVELYN L. NARVASA
CLASS: PhD Class 8
SUBJECT WITH CODE: 2 EDMGT 701 - ADVANCED QUANTITATIVE RESEARCH
METHODS

THE EFFECT OF ONLINE LEARNING ON COMMUNICATION BETWEEN TEACHERS

AND STUDENTS DURING COVID-19 PANDEMIC

Purpose – This study aims to explore whether online learning has an effect on
communication between teachers and students in a negative way, whether online
learning affects students’ productivity levels and to evaluate and suggest ways of
improving effective online communication between teachers and students.

Design/methodology/approach –Quantitative Research Study

Introduction – Communication especially in the education sector needs to be

studied as communication between teachers and students has the ability to
improve the learning experience and to create a positive setup. Communication is
simply the transfer of information from one person to another, or group to another.
Effective communication is a process of exchanging ideas, thoughts, knowledge
and information in such a way as to fulfill the purpose or intent in the best possible
way. In other terms, it is nothing more than the sender’s expression of views in a
way that the recipient understands best. The aim of online communication is the
same as that of face-to-face communications: bonding; exchanging information;
being heard and being understood. Fostering a sense of community in online
 Doctor of Philosophy in Educational Leadership and Management Program
Major in Educational Management

(PhD - EDMGT)
classes will make the students’ learning experience more meaningful and it can
help them stay connected during the course life. When teachers communicate with
students, whether in a face-to-face class or an online class, they communicate for
the purpose of offering knowledge or having information to gain understanding
and develop relationships. Communicating with students in an online environment
requires a little more thought and planning than communicating with students in
the traditional environment because the online environment lacks body language.
Teachers have the advantage of using body language and facial expression in a
face-to-face class to help them connect and get their message across to their
students. When interacting in an online class, teachers do not have the advantage
of using body language to help their students communicate. Knowledge of
communication weaknesses within online environments can help them decide how
to establish timely and appropriate communications, and how to interact effectively
with their online students.

Initial Problem Statement – This study aims to explore whether online learning has
an effect on communication between teachers and students in a negative way, if
online learning during Covid-19 pandemic affects students’ productivity levels. As
well as, to evaluate and suggest ways of improving effective communication
between teachers and students in online classes. Since this shift to online learning
is very new to most students and teachers too, there is a great interest in this topic
along the way of experiencing this change especially for students.

Questions of the study This study aims to answer the following research
questions:
 Doctor of Philosophy in Educational Leadership and Management Program
Major in Educational Management

(PhD - EDMGT)
(1) Does online learning have a negative impact on communication between
teachers and students?

(2) How communication between teachers and students in educational Institutions

can be improved?

(3) What are the problems that students face in online learning and does online
learning have a negative effect on students’ participation and their productivity
level as a whole?
 Doctor of Philosophy in Educational Leadership and Management Program
Major in Educational Management

(PhD - EDMGT)

NAME: NOVELYN L. NARVASA

CLASS: PhD Class 8
SUBJECT WITH CODE: 6 EDMGT 705 - CURRICULUM PLANNING, DEVELOPMENT
AND ENRICHMENT

I think Integrated Curriculum is the best one that could probably be implied in our
present curriculum because it is described as one that connects different areas of
study by cutting across subject-matter lines and emphasizing unifying concepts.
It focuses on making connections for students, allowing them to engage in
relevant, meaningful activities that can be connected to real life. The integrated
curriculum aims to connect the theory learned in the classroom with practical, real-
life knowledge and experiences. The practical and experiential learning aspect of
an integrated curriculum is facilitated through service-learning.

It is also used as a tool in each of these paradigms to create engagement with

students, enhance their learning experience and to motivate them to learn. Service-
learning addresses real issues and community needs, which creates more
engagement and makes students more likely to invest their time and effort in their
learning.

Students will understand how systems of nature, economy, wellbeing and society
are interconnected. Awareness of consumption and implementation of innovative,
practical solutions help us uphold our responsibility to live sustainable lifestyles.
Students investigate the concept and through action research methods they are
able to understand the needs and issues. Students select areas of focus that they
are interested in: nature, economy, wellbeing and society- based on the verified
 Doctor of Philosophy in Educational Leadership and Management Program
Major in Educational Management

(PhD - EDMGT)
needs of the community they are able to plan and prepare for action. Students
work collaboratively with peers, partners, teachers, building skills and dispositions
to solve real world problems for effective change together. They reflect before,
during and after meaningful service learning experiences as they continue to learn
and grow. To celebrate with partners and share their service learning with the
community they demonstrate and communicate the service learning for
sustainability.

It enhances the learning experience and facilitates more engagement between the
student and teacher as well as the course work. The concept selected in the Serve
Learn example of sustainability is transdisciplinary, and various conceptual lenses
are applied to sustainability.
 Doctor of Philosophy in Educational Leadership and Management Program
Major in Educational Management

(PhD - EDMGT)
NAME: NOVELYN L. NARVASA
CLASS: PhD Class 8
SUBJECT WITH CODE: 7 EDMGT 706 - ADVANCED EDUCATIONAL PLANNING,
DEVELOPMENT, AND TECHNOLOGY

As the model above illustrates, a sample of school improvement/development plan, a

product of changes both inside and outside the school.

Reflection

School improvement is resource-intensive, requiring clarity of purpose and

coordinated effort, it is often subject to diminishing returns.
 Doctor of Philosophy in Educational Leadership and Management Program
Major in Educational Management

(PhD - EDMGT)
Inside school

In-school changes address the enabling framework and the school environment
where teaching and learning take place. Becoming ‘better’ involves:

● creating and maintaining an ethos of expectation and sense of purpose;

● exercising leadership;
● promoting teacher quality; and
● ensuring effective management.

Outside school

The supporting environment includes the quality of relations with parents and the
community. It also includes the level of support provided by education
management institutions and systems at national and sub-national levels, in
terms of funding, data management, and administrative and pedagogical support.

The idea of developing the “whole school” and its environment of support
networks is a familiar theme that informs most school improvement initiatives
and has encapsulated this in the Child friendly school model.

The School Head must exclude school improvement in their list of policy
objectives. What then, is the solution to improving schools? When considering,
in practical terms, what will make schools better geared to children’s learning and
development, three areas stand out:

● More inspired school management. Schools need competent managers,

but they also need leaders who can energize pupils, teachers and the
community by creating a purposeful ethos and a shared set of values.
 Doctor of Philosophy in Educational Leadership and Management Program
Major in Educational Management

(PhD - EDMGT)
● Higher standards of teacher professionalism. The interaction of teachers
and students is key to determining the efficacy of learning. Structured
lesson plans or highly prescriptive teachers’ guides can only be temporary
fixes, in the absence of additional, long-term support to help teachers
master effective pedagogies on their own.
● Higher expectations from schools, backed by supportive supervision and
better inspection. Setting standards at a national level, making better use
of regional and local school supervisors and developing an inspectorate
capable of driving up school performance are often underdeveloped
aspects of school improvement programmes.

The points above would provide a basis for a programme of school improvement.
However, it is not only about what is done, but also how it is done.