Using open-educational resources for hyflex learning in limited face-to-face science instruction
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ID: 287588
2023
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Abstract
The COVID-19 pandemic has altered how schools deliver education to students, and these modifications could endure for an extended duration. One of the government’s responsibilities is to devise plans for securely reopening schools. This study emphasized the need for adherence to school encouraging the utilization of Open Educational Resources (OERs) within educational institutions in the provision of limited face-to-face classes By global and national guidelines aimed at mitigating the impacts of the COVID-19 pandemic as a public health crisis, Open Educational Resources (OERs) are digital materials provided freely and openly for educators, students, and independent learners to access and reuse for educational, learning, and research purposes (Hilton, J., Wiley, D., Stein, J., & Johnson, A., 2010). This action research aimed to promote and evaluate the use of OERs for Hyflex learning in a limited face-to-face set-up to 160 grade 11 students. Pre-test and post-test on science instruction; alternative assessment at the end of the quarter student, survey questionnaire served as the sources of data. Hyflex learning may become a viable delivery model in the future if it combines the advantages of tradition all in-class and online teaching with educational digitized materials such as OERs.
The results indicated that the incorporation OERs in Hyflex modality has a significant difference on the student’s knowledge and inquiry towards learning science. Conversely, the results of pretest and posttest’s mean and standard deviation suggested that incorporating Open Educational Resources (OERs) into science education has a significant and beneficial impact on students' scientific learning outcomes. inquiry, skills, and knowledge. However, the HyFlex modality was observed to have a notable adverse effect on students’ scientific inquiry, skills, and knowledge. These results suggest that the use of OERs have the potential to enhance students’ engagement with students’ science inquiry, skills, and knowledge towards learning science. Furthermore, there is a clear requirement for refining the execution and implementation of the HyFlex modality to better cater to learners’ needs.
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| Authors | Marcelo, Audrey Joyce E. |
| Journal | Malay Journal |
| Year | 2023 |
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| Keywords | Keywords not found |
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