Title:
Teachers’ Challenges and Coping Strategies With Hybrid Online Learning Delivery Amidst the Covid-19 Pandemic

Authors:
Hana Lynn A. Valencia, Krisha Jan R. Abalo, *Gengen G. Padillo, Philippines

Abstract:

The COVID-19 pandemic produced the first nationwide extended educational disruption, posing many challenges for teachers obliged to use a distant teaching and learning paradigm. Educators adjusted curricular material, delivery, and assessment methods to accommodate and engage learners while maintaining academic objectives and reducing unnecessary stress for learners. Few teachers had prior experience with distance instruction; thus, they had little to no adaptive knowledge on which to depend. Constructivist Theory guided this qualitative study exploring teachers’ experiences in distance learning through a lens of adaptive expertise. A phenomenological qualitative design was applied to data acquired through interviews with teachers. The data was analyzed by identifying emerging themes. Thematic analysis was used for the collection of data. The findings indicate that during the implementation of HOLD, teachers modified their strategies and approach to cater to the needs of the learners and not overwhelm them. These changes had an impact on academic quality and consistency, as well as student learning assessment. Furthermore, teachers’ priorities shifted from academic achievement to learners’ well-being. Other teacher takeaways include ideas for future practice in traditional and distance learning settings and observations on how their distant learning experiences might affect their future as educators.

DOI: https://doi.org/10.51505/IJEBMR.2024.81112