Interconnection Despite Limited Connection: Impact of Integrating Asynchronous, Social Constructivist Activities to Grade 10 Public School Students’ Learning Experience in the Time of Covid-19

  • Claudia Danille Valondo-Ramos University of the Philippines
  • Kezia Garcia University of Philippines
  • Micaela Delos Santos University of Philippines
  • Robert Tabije University of the Philippines
  • Maria Ana Rae Tambaoan University of the Philippines
  • Lizamarie Campoamor-Olegario University of the Philippines
Keywords: modular distance learning, remote learning, asynchronous tasks

Abstract

In a public high school in San Rafael, Bulacan, where this action research was conducted, it was identified through the Department of Education survey that the majority of students relied only on mobile phones and data to connect to the internet. Due to the students’ varying situations, the school decided to adopt the Modular Distance Learning approach, where learning was done by answering self-learning modules (SLMs). Some synchronous classes were still conducted but observed to have low attendance. The current setup also limited peer-peer and student-teacher interaction and opportunities for collaborative work. This prompted the researchers to explore the opportunities and see the impact of integrating asynchronous, social constructivist activities with the SLMs. Specifically, the research aimed to find out if these activities can 1) aid in ensuring that the important knowledge, skills, attitudes are learned and applied, and 2) foster students’ collaboration and active class participation. Influenced by backwards lesson planning, social constructivism, and the 70:20:10 frameworks, which all give emphasis to learner-centeredness, hands-on practice, and collaboration, the researchers planned asynchronous activities using the class’ existing Facebook group. Students’ learning artifacts, scores, and answers to reflection activities support that these asynchronous activities were useful in fostering better learning, participation, and interaction in modular teaching. The research findings also substantiate the remote learning best practices found in literature. By applying the recommended improvements to the approach, schools can benefit from the proposed activity planning strategy for remote learning during the pandemic.

Published
2021-07-26
How to Cite
Valondo-Ramos, C. D., Garcia , K., Delos Santos, M., Tabije, R., Tambaoan, M. A. R., & Campoamor-Olegario, L. (2021). Interconnection Despite Limited Connection: Impact of Integrating Asynchronous, Social Constructivist Activities to Grade 10 Public School Students’ Learning Experience in the Time of Covid-19. International Journal of Global Community, 4(2 - July), 123 - 152. Retrieved from https://www.riksawan.com/IJGC-RI/index.php/IJGC-RI/article/view/87