Responses of Teacher Education Faculty of Surigao del Norte on Challenges of Flexible Learning Modalities

Abstract

This study investigated the challenges faced by Teacher Education faculty in Surigao del Norte in transitioning to flexible learning modalities during the post COVID-19 pandemic. Through in-depth focus group discussions, four primary themes emerged: academic preparations, social adjustments, technological skills, and assessment schemes. Additionally, demographic factors such as age, sex, civil status, employment status, length of service, and highest educational attainment were examined to understand their potential influence on faculty responses.
The findings revealed that faculty successfully adapted to the new learning environment by implementing a combination of modular and digital instruction, developing technological proficiency, and employing both synchronous and asynchronous assessment methods. Despite these adaptations, the study found no significant correlation between demographic factors and the extent to which faculty addressed the challenges of flexible learning. These results suggest that while faculty may possess varying levels of experience and expertise, their ability to navigate the complexities of remote teaching is largely influenced by their willingness to adapt and embrace new technologies.
This study provided valuable insights for educational institutions seeking to support faculty in navigating the challenges and opportunities of remote teaching. By understanding the key challenges faced by faculty and the strategies they employed to overcome them, institutions can develop targeted support programs and resources to enhance the effectiveness of remote teaching and learning.