PowerPoint Presentation

. E-LEARNING READINESS AND LEARNING ENGAGEMENT OF SAGUT SCHOLARS DURING COVID-19 PANDEMIC.

CONTENTS. Chapter I Chapter II Chapter III References Research Instrument.

CHAPTER I INTRODUCTION.

Introduction to Research Problem. REASON FOR THE STUDY.

Introduction to Research Problem. What is the socio-demographic profile of the respondents in terms of: Course Year Batch.

Introduction to Research Problem. 2. How ready the respondents are in coping up for online learning in terms of: Ownership and access to digital tools Confidence in using ICT tools Access of ICT software Access of internet.

Introduction to Research Problem. 3. How do the respondents engage to their learning in terms of: Self-direction Learning preferences Self-study habits.

Introduction to Research Problem. SIGNIFICANCE OF THE STUDY.

Introduction to Research Problem. SIGNIFICANCE OF THE STUDY.

Introduction to Research Problem. SCOPE AND DELIMITATION.

Introduction to Research Problem. CONCEPTUAL FRAMEWORK.

Introduction to Research Problem. DEFINITION OF TERMS.

Introduction to Research Problem. DEFINITION OF TERMS.

CHAPTER II RESEARCHING RRL FOR INTRODUCTION.

Researching RRL for Introduction. Other study revealed that determinants of students’ e-learning readiness reflected variedly. To ensure sustainability, the study concludes: student support in adoption of e-learning is key to smooth transition. Other results indicated that computer self-efficacy, management support, relative advantage, compatibility, and complexity are significant factors that influence students’ e-learning readiness..

Researching RRL for Introduction. The scale Watkins et al. (2004) developed consisted of six dimensions: access to technology, online skills and relationships, motivation, online audio/video, Internet discussion and importance to your success. New computers with an Internet connection and new and up-to-date software are included in access to technology. The dimension of online skills and relationships includes the ability to communicate in online learning environments, educational usage of online tools and basic Internet usage like sending an email and using search engines. Online audio/video comprises the acquisition of delivered information in case of audio and video usage in education..

Researching RRL for Introduction. Valtonen et al. (2009) pointed out two general dimensions: beliefs about learning online and ICT skills. The dimension of beliefs about learning online incorporates how students perceive e-learning, and it fits the way students are accustomed to study. The ICT skills dimension incorporates skills related to technology use. While the general dimension of beliefs about learning online consists of the sub-dimensions of self-efficacy online learning, online learning as an intentional activity, online learning as an isolated way to learn, online learning as a collaborative activity, and importance of online learning in itself, the general dimension of ICT skills consists of the sub-dimensions of basic and advanced tools.

Researching RRL for Introduction. An interactive web-based application prototype called the Alaws Educational Network (AEN) which was developed providing a variety of methods for a student-centered learning process including virtual classrooms, a discussion forum and e-training courses was evaluated by students and teachers in terms of usefulness, self-efficacy, willingness and challenges as indications of their ability and readiness to embrace e-learning. The results show that both students and teachers have positive attitudes towards the usefulness of e-learning methods but that they might not yet be ready to adopt them..

Researching RRL for Introduction. Davis’s (1989) technology acceptance model (TAM) was adopted in a study concerning adult distance learning students proposed by Asari et al. (2005) . According to this model, home computer and Internet connection have an impact on perceived ease of use and usefulness, which in turn have an impact on readiness for e-learning..

Researching RRL for Introduction. Another model is proposed which includes eight technological factors, specifically: Software; Hardware; Connectivity; Security; Flexibility of the system; Technical Skills and Support; cloud computing; and Data center. The empirical study confirmed that seven of the technological factors have a significant effect on e-learning readiness, while one factor (cloud computing) has not yet had a significant impact on e-learning readiness..

Researching RRL for Introduction. A descriptive results of a study indicated that students’ motivation for online learning was higher than both their computer/Internet self-efficacy and their orientations to self-directed learning. The inferential results revealed that the students’ end-of-course grades had significantly positive relationships with their computer/Internet self-efficacy and self-directed learning orientations. Finally, the students’ self-direction towards online learning appeared to be the strongest predictor of their achievements within the course; whereas computer/Internet self-efficacy and motivation for learning did not predict the learner achievement significantly..

Researching RRL for Introduction. Another data was analyzed using the stepwise multiple regression analysis and findings revealed that students, who set a learning goal, can manage their time in line with this goal, put effort, organize their learning considering their needs, pay attention to learning situations or the learning object, prefer to work with visual elements, enjoy doing research, can remember easily and study with visuals that facilitate retrieval, prefer to work independently, take response..

Researching RRL for Introduction. Available evidence indicates that, there are many factors that could impede the child effective learning at this level. Most of the identified preferences are active, sensing, visual and sequential in which children take in information. The importance of interest in education where highlighted, and how interest can be developed in school. The implication of this study reveals that, learning preference has an influence on pupils learning in school..

Researching RRL for Introduction. Results of another study indicated that students were well aware of the use of social media in teaching and learning process. Skype was most preferred media of students learning engagement. Facebook was the second preferred media for students learning engagement while whatsapp , mobile sms and twitter were the least preferred media for students learning engagement..

Researching RRL for Introduction. Another results suggested that students with low self-efficacy beliefs had higher burnout levels. In addition, students with inadequate study skills and those with low self-efficacy beliefs were at higher risk of losing their beliefs. Another finding was that students with high academic success also had high self-efficacy. Unexpectedly, students with inadequate study skills and low self-efficacy beliefs were found to have high self-efficacy. Students with adequate study skills and high self-efficacy beliefs also had high school engagement levels..

Researching RRL for Introduction. Furthermore, another study explored the mediating role of cognitive engagement in the relationship between emotional intelligence and study habits. The results indicate that self-awareness and self-motivation have direct, significant, and positive connections with study habits..

Researching RRL for Introduction. Similarly, the results indicate that all four dimensions of emotional intelligence (self-awareness, self-motivation, emotion regulation and social skills) had indirect, significant, and positive relationships with study habits using cognitive engagement as a mediator variable. It was concluded that students face higher-than-usual challenges in building study habits in blended learning environments during the COVID-19 pandemic, and that emotional intelligence helps them to develop their study habits to greater effect. Similarly , cognitive engagement strengthens the connection between emotional intelligence and study habits..

CHAPTER III METHODOLOGY.

Data Collection and Modes of Inquiry. RESEARCH DESIGN.

Data Collection and Modes of Inquiry. TIME AND PLACE OF THE STUDY.

Data Collection and Modes of Inquiry. RESEARCH INSTRUMENT.

Data Collection and Modes of Inquiry. DATA GATHERING PROCEDURE.

Data Collection and Modes of Inquiry. TREATMENT OF DATA AND STATISTICAL TOOLS.

REFERENCES.

References. Tang, Y. M., Chen, P. C., Law, K. M., Wu, C. H., Lau, Y. Y., Guan, J., ... & Ho, G. T. (2021). Comparative analysis of Student's live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector. Computers & Education, 168, 104211. Burgess, Simon and Sievertsen , Hans Henrik (2020). Schools, skills, and learning: The impact of COVID-19 on education. Retrieved January 13, 2022 from: https://voxeu.org/article/impact-covid-19-education Neupane , H. C., Sharma, K., & Joshi, A. (2020). Readiness for the online classes during COVID-19 pandemic among students of Chitwan Medical College. Journal of Nepal Health Research Council, 18(2), 316-319..

References. Demir , O. Yurdugul , H. : The Exploration of Models Regarding E-learning Readiness: Reference Model Suggestions Mosa,A ., Mahrin,N ., Ibrrahim,R ., : Technological Aspects of E-Learning Readiness in Higher Education : A Review of Literature Al- araibi,A ., Mahrin , N., Yusoff , R., Chuprat,S ., : A Model for Technological Aspect of E-Learning Readiness in Higher Educatiom Cigdem , H., & Ozturk , M. (2016). Critical components of online learning readiness and their relationships with learner achievement. Turkish Online Journal of Distance Education, 17(2)..

References. Arikpo,O ., Dr. Grace, D., : Pupils Learning Preferences and Interest Development Learning Afzal,M ., Fardous,N ., : Students’ Preferences of Technology Usage for their Learning Engagement Bilge,F . Tuzgol,M ., Cetin,B . : Factors Affecting Burnout and School Engagement among High School Students: Study Habits, Self-Efficacy Beliefs, and Academic Success Iqbal,J ., Asghar,M ., Ashraf,M ., Yi,X .,: The Impacts of Emotional Intelligence on Students’ Study Habits in Blended Learning Environments: The Mediating Role of Cognitive Engagement during COVID-19.

References. Omulando , C., & Osabwa , W. (2021). STUDENTS’READINESS TO ADOPT E-LEARNING: A CASE STUDY OF ALUPE UNIVERSITY COLLEGE, KENYA. Journal of Education and Practices ISSN 2617-5444 (ONLINE) & ISSN 2617-6874 (PRINT), 3(2), 10-25. Mirabolghasemi , M., Choshaly , S. H., & Iahad , N. A. (2019). Using the HOT-fit model to predict the determinants of E-learning readiness in higher education: a developing Country’s perspective. Education and information technologies, 24(6), 3555-3576..

References. Ulanday , M. L., Centeno, Z. J., Bayla , M. C., & Callanta, J. (2021). Flexible Learning Adaptabilities in the New Normal: E-Learning Resources, Digital Meeting Platforms, Online Learning Systems and Learning Engagement. Asian Journal of Distance Education, 16(2). Shraim , K., & Khlaif , Z. (2010). An e-learning approach to secondary education in Palestine: opportunities and challenges. Information Technology for Development, 16(3), 159-173..

RESEARCH INSTRUMENT.

RESEARCH INSTRUMENT 'E-learning Readiness aud Learning Engagement of SAGUT Scholars during the COVID- 19 Respondent, The researchers are presently conducting a study åat is aimed to identifr the E-learning Readiness and Leaming Engagement of SAGUT Scholars during the COVID-19 Pandemic. In this regard, we are asking for your time ud cooperation for your honest and complete response on the items provided. All responses shall be purposely for the conduci of our research and these respnses will remain confidential. Thank you very much. REYVALEN J. CADDAWAN JAMAICA MAE A. PALLAYA BS Mathematics Students.

Ihrectio•s: Please fil_l in the needed for each item. Name: SAGUT BATCH: DIRECTION: Put check on the right side that will determine your choice- CATEGORY OWNERSHIP TOOLS Deskt Srnart Tablet AND ACCESS com uter one TO 1 HAVE ACCES ON.. DIGITAL • • Flash drive/disk Audio recorder Printer Wi-Fi Internet Cable Internet Data Internet ACCESS OF ICT SOFTWARE Goo le classroom Goo le meet MS Teams S ates.

• • Word Process Excel PowerPomt Goo le+ Browser Online forum chats ACCESS OF INTERNET • Free Wi-Fi • C ber café Com ter lalnrato Cable Net Load Data.

DIRECTIONS: your-*Af as you coping up with distance learning- Put a cheek based on your preferred to the staternentfsituat:ion- CATEGORY SELF-DIRECTION STRONGLY AGREE DISAGREE srRONGLY DISAGREE 2. 3. 4. 5. I prefer to take control on my own learning and improve my own way of learning. I am self—confident my skills as a learner. I am good at setting goals and deadlines for myself I can balance schoolwork with other activities. I am good at finding answers on my own for things that the teacher does not explain In class. LEARNING PREFERENCES 1. I enjoy solv;ng problems and feel comfortable studying at home,.

3. 5- alone than in a I can tUnct:ion as a without consulting .rith the assigned on a certain corn-se- I learning as now frorn atxlitory content. such as lectur—, Ixxlc.asts. I keep Of what my assignrn«rts are and they are I prefer doing my activities and assignments xvith tnustc background_ SELF-STUDY HABITS 1- 2- 4. 6- I give much effort now- in doing my activities - I can 7 — 10 hours a day for an online course. I surf answers on the internet whenever I find rny activities dimcult. I can ignore distractions around me when I study. It gives rue much better experience learning from home. I get enough tone to all my activities before deadline..

CONADENCE IN USING rcr TOOLS 1. I am ccxnfortabte with tec.hnology. 2 1 feel motivated to learn comßJter is tn uæ- 3. I am satisfied with the technology software I am usmg for online.

I. 2- 3. 4. 5. SKILLS I find it diffcult to manimdate md handle technology tcx:fls. I am to learn involving digital technology- I can use strategies that combine coma-it, technologies that I have leamed in my coursework Cm use a algine such google to locate sites for I atn åirly at using a computer and sending email. *Are you satisfied with distance learning or do you have any suggestions regarding distance learning?.

THANK YOU ?.