ABSTRACT
The Covid-19 pandemic shut schools worldwide and as a result, new learning modalities such as Home-Based Online Learning (HBOL) were implemented to continuously provide quality education and make learning seamless as possible even without physical interaction among students and teachers. Utilizing a quantitative research design, this study aims to determine the perception of students and faculty regarding the first implementation of a full home-based online learning program of a private school in the Philippines. It also aims to provide an overview on how the students perform in a full online education based on assessment results and report card grades. A total of 169 faculty, 39 administrators and 1600 students from Grade 1 to Grade 12, or N=1808, participated in the study through an online survey. Results show that the overall design and objectives of the HBOL program are clear. The online class schedule is manageable and the combination of synchronous and asynchronous as learning modalities is beneficial. Also, the provided technical support is sufficient. However, the sudden shift from actual traditional face-to-face to full virtual classes caused stress and adjustment difficulties specifically with concerns that involve connectivity, amount of workload, class preparations, delivery and understanding the lessons, classroom management, student engagement and social interactions. Regarding academic achievement, the formative and summative assessment results of select Math, English, and Science classes are all above the passing grade and the final grade average of the students in the first trimester of SY 2020-2021, pilot implementation of HBOL, is highly satisfactory. Results obtained may be used as a basis to further improve the program as these are generally good and favorable to the school considering that the transition to a full online class was the institution's immediate response to the face-to-face restrictions brought about by the global health crisis. © 2022 ACM.
ABSTRACT
The COVID-19 pandemic has led education administrations worldwide to adhere to flexible learning environment and search alternatives to face-to-face instruction or the already manifested blended learning. Full online teaching and learning modalities were utilized by universities, the faculty members and students had to make the adjustment in an exceptional scale. This paper presents how a faculty has prepared and strengthened the content of the modules from the course learning outcomes, key performance indicators, delivery for teaching and learning, assessment methods and tools, and the course's evaluation target. Findings from the course Integrative Programming and Technologies was employed as the module contents for its 18-week duration was presented and the students' performance reflected more than 60% attainment in its course learning outcome (CLO) targets. © 2021 IEEE.