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Available. Open Access. Open Access
Article
Publication date: 2 July 2024

Denis Dyvee Errabo, Alicia Dela Rosa and Luis Jose Mari Gonzales

Our study focuses on providing empirical evidence regarding the optimization of podcasting in asynchronous learning. This action research aimed to innovate the delivery of…

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Abstract

Purpose

Our study focuses on providing empirical evidence regarding the optimization of podcasting in asynchronous learning. This action research aimed to innovate the delivery of asynchronous classes using differentiated podcasts.

Design/methodology/approach

We utilized action research as the research design for the study. Participating in action research entails developing practical knowledge to improve educational practices through specific methods and critical perspectives (Sáez Bondía and Cortés Gracia, 2022). According to Burns (2007), action research involves deliberate interventions usually prompted by identified issues, mysteries or inquiries that individuals in the social setting seek to improve or change. Implementing changes to enhance individuals' actions and understanding within their context is the focus of action research (Kemmis, 2010). The study’s approach is ideal for examining new practices and gaining enhanced theoretical insights (Altrichter et al., 2002). Engaging in action research helps enhance understanding and empowers us to impact and enhance practices through continuous reflection, exploration and action. Through this iterative process, we can continuously enhance our comprehension and make substantial strides toward fostering positive transformation.

Findings

The study findings showed an apparent rise in student regulation and engagement and remarkable enhancements in learning outcomes, as demonstrated by differences in pre-test and final exam scores. These results highlight the actual effect of specialized podcasts on self-paced inducing students' self-efficacy in learning. Our research provides valuable insights on effectively incorporating podcasts into education, offering innovations and improvement of practice among educators and institutions adapting to the ever-changing landscape of the educational environment while catering to the diverse needs of the learners. This research is pioneering research catering to the various learning styles of asynchronous learning environments.

Research limitations/implications

Although our current sample offered valuable insights, upcoming studies could gain from more extensive and more diverse participant groups to strengthen the reliability of our results and guarantee broader applicability across various demographics and contexts. Moreover, the length of our intervention may have been relatively brief, which could have limited our ability to evaluate the long-term impact of customized podcasts on learning results. Continued investigation into the long-term effects of these interventions could provide valuable insights into their effectiveness over time and help shape the creation of more lasting educational approaches.

Practical implications

Innovation in asynchronous learning differentiated teaching attuned to the diverse learning styles of the students.

Social implications

The study promotes equitable education, which eventually promotes learning outcomes of the students.

Originality/value

We created differentiated podcasts tailored to the learning styles of the students. This research is pioneering research catering to the various learning styles of asynchronous learning environments.

Details

Journal of Research in Innovative Teaching & Learning, vol. 17 no. 2
Type: Research Article
ISSN: 2397-7604

Keywords

Available. Open Access. Open Access
Article
Publication date: 4 July 2024

Denis Dyvee Errabo, Alexandra Janine Paguio and Patrick Andrei Enriquez

Design an innovative Flipped classroom’s Delivery through virtual laboratory.

609

Abstract

Purpose

Design an innovative Flipped classroom’s Delivery through virtual laboratory.

Design/methodology/approach

The fundamental framework of the present investigation is a Participatory Action Research (PAR) design. By merging the impetus of “action.” with the inclusiveness of “participation,” PAR establishes a “network” for collaborative teaching or research. PAR is pertinent to our research because it facilitates the participation of infrastructures and individuals in formulating a critical community. This community encourages critical self-reflection, promotes accountability, redistributes authority, and cultivates confidence in research. PAR fosters constructive transformation in educational environments by utilizing participants' combined insights and experiences to establish a structure for substantive dialogue and proactive measures.

Findings

As virtual laboratories are becoming essential in 21st-century science education, we found groundbreaking evidence that can support our novel approach to enhance the quality and equity in education. Our results show that virtual labs engage scientific goals and practices, develop scientific literacy, foster scientific inquiry and problem-solving, and promote metacognition. The effects of the virtual laboratory can develop high self-efficacy and positive attitudes among students. It improves students' laboratory performance, which we noted from laboratory activities, simulations, and long exam results.

Originality/value

The study offers groundbreaking account to depict epistemic fluency aided by virtual laboratory.

Details

Journal of Research in Innovative Teaching & Learning, vol. 17 no. 2
Type: Research Article
ISSN: 2397-7604

Keywords

Available. Open Access. Open Access
Article
Publication date: 5 August 2024

Denis Dyvee Errabo and Areeya Amor Ongoco

The principal aim of the research was to develop Interactive Mobile Learning Modules (IMLM) as an approach to innovative teaching practices in online distance education.

732

Abstract

Purpose

The principal aim of the research was to develop Interactive Mobile Learning Modules (IMLM) as an approach to innovative teaching practices in online distance education.

Design/methodology/approach

The study employed educational action research, using a quasi-experimental design catering to ninth-grade students (N = 104) attending a public high school in Manila.

Findings

Our research indicates that IMLM has a positive effect on student engagement. It provides students with a convenient, easily accessible, and engaging means of understanding Genetics concepts. The execution of this initiative has facilitated the emergence of novel ideas, heightened the ease of use, and advanced more equitable opportunities within the education domain. Thus, IMLM’s utilization has resulted in a favorable shift in conceptual understanding. It has been found to support learners' concept test performance, as evidenced by score gains and statistically significant improvement in understanding.

Research limitations/implications

The study is limited with the development and utilization of mlearning strategy to accommodate learners in the public school system in a developing country.

Practical implications

The study addresses ongoing strategy and discussion to enrich online learning through the mlearning strategy.

Social implications

The study accommodates inclusivity and equitable learning through personalize mlearning strategy.

Originality/value

The study is novel because it utilize mlearning as innovative approach to teaching genetics.

Details

Journal of Research in Innovative Teaching & Learning, vol. 17 no. 2
Type: Research Article
ISSN: 2397-7604

Keywords

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