PERTANIKA JOURNAL OF SCIENCE AND TECHNOLOGY

 

e-ISSN 2231-8526
ISSN 0128-7680

Home / Regular Issue / JST Vol. 29 (2) Jun. 2021 / JSSH-7179-2020

 

Webinar-Based Capacity Building for Teachers: “Lifeblood in Facing the New Normal of Education”

Jem Cloyd M. Tanucan and Baby Jane Uytico

Pertanika Journal of Science & Technology, Volume 29, Issue 2, June 2021

DOI: https://doi.org/10.47836/pjssh.29.2.16

Keywords: Capacity-building, COVID-19, new normal, phenomenology, teachers, webinar

Published on: 28 June 2021

Webinars as an avenue for professional development training remain to be scarcely explored, impeding the innovations in human resource development, which, if left unresolved, could have detrimental consequences to the professionals and ultimately, the economy. This study responded to this gap by exploring and examining the meanings around webinars as capacity-building for professionals from the point of view of the teachers. Guided by the post-modern, constructivist philosophical stance, interpretive hermeneutic phenomenology research design, and the interpretive analysis of qualitative data, the virtual face-to-face interview of the purposively selected 35 teachers revealed four overarching themes: (1) Webinars as vital space for formal professional deliberations; (2) Webinars as matters of personal, environmental, technical, and financial tolls; (3) Webinars as prevue of what lies ahead in the new normal of education; and (4) Webinars as the lifeblood in facing the new normal of education. Overall, the themes purport that despite the different issues that teachers encountered in the navigation of webinar complexities, their learning and discovery, cultivated connections, and developed hope for the newer education system and continued professional growth in the future, are what makes webinars their lifeblood in facing the new normal of education. These findings can help human resource development personnel craft webinar training plans and protocols that are congruous to the present situations, common interests, and nature of professional teachers.

  • Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher Education Studies, 10(3), 16-25. https://doi.org/10.5539/hes.v10n3p16.

  • Amhag, L. (2015). Learner centered experiences with flipped classroom and mobile online webinars in distance higher education programs [Paper presentation]. The 11th. International Conference on Mobile Learning, Madeira, Portugal.

  • Angus, L. E., & McLeod, J. (2004). Preface. In L. E. Angus & J. McLeod (Eds.), The handbook of narrative and psychotherapy: Practice, theory and research (p. ixxi). Sage.

  • Barbour, M. K., & Reeves, T. C. (2009). The reality of virtual schools: A review of the literature. Computers and Education, 52(2), 402-416. https://doi.org/10.1016/j.compedu.2008.09.009.

  • Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113-115. https://doi.org/10.1002/hbe2.191

  • Belet, M. (2018). The importance of relevance to student lives: The impact of content and media in introduction to sociology. Teaching Sociology, 46(3), 208-224. https://doi.org/10.1177/0092055X17730113

  • Bean, M. V., Aldredge, T., Chow, K., Fowler, L., Guaracha, A., McGinnis, T., Parker, L., & Saez-Kleriga, G. (2019). Effective practices for online tutoring. Academic Senate for California Community Colleges.

  • Benson, D. E., Haney, W., Ore, T. E., Persell, C. H., Schulte, A., Steele, J., & Winfield, I. (2002). Digital technologies and the scholarship of teaching and learning in sociology. Teaching Sociology, 30(2), 140-157. 

  • Carrick, F. R., Abdulrahman, M., Hankir, A., Zayaruzny, M., Najem, K., Lungchukiet, P., & Edwards, R. A. (2017). Randomized controlled study of a remote flipped classroom neuro-otology curriculum. Frontiers in Human Neuroscience, 8, 349. https://doi.org/10.3389/fneur.2017.00349

  • Clare, A. (2020, June 11). COVID-19 in the region: A quick guide. Parliament of Australia. https://www.aph.gov.au/About_Parliament/Parliamentary_Departments/Parliamentary_Library/pubs/rp/rp1920/Quick_Guides/COVID-19Region.

  • Chawla, V. (2020, June 19). How and why to host a webinar during Covid-19. Business Line on Campus. https://bloncampus.thehindubusinessline.com/columns/going-digital/how-and-why-to-host-a-webinar-during-covid-19/article31872397.ece.

  • Christensen, R., & Knezek, G. (2008). Self-report measures and findings for information technology attitudes and competencies. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 349-365). Springer US.

  • Clark, C., & Gorski, P. (2002). Multicultural education and the digital divide: Focus on socioeconomic class background. Multicultural Perspectives, 4(3), 25-36. https://doi.org/10.1207/S15327892MCP0403_6.

  • Cornelius, S., & Gordon, C. (2013). Facilitating learning with web conferencing recommendations based on learners’ experiences. Education and Information Technologies, 18, 275-285. https://doi.org/10.1007/s10639-012-9241-9

  • Cook, D. A., Garside, S., Levinson, A. J., Dupras, D. M., & Montori, V. M. (2010). What do we mean by web–based learning? A systematic review of the variability of interventions. Medical Education, 44(8), 765-774. https://doi.org/10.1111/j.1365-2923.2010.03723.x

  • Darling-Hammond, L., & McLaughlin, M. (2011). Policies that support professional development in an era of reform. Phi Delta Kappan, 92(6), 81-92. https://doi.org/10.1177/003172171109200622

  • Department of Labor and Employment. (2020, May 1). Workplace rules set to cut spread of COVID-19 [Press release]. https://www.dole.gov.ph/news/workplace-rules-set-to-cut-spread-of-covid-19/

  • Ebner, C., & Gegenfurtner, A. (2019). Learning and satisfaction in webinar, online, and face-to-face instruction: A meta-analysis. Frontiers in Education, 4, 92. https://doi.org/10.3389/feduc.2019.00092

  • Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47, 47-61. https://doi.org/10.1007/BF02299597

  • European Institute for Training and Development. (n.d.). Importance of webinars: Effective reach out to your potential audience. http://eutd.eu/importance-of-webinars-effectively-reach-out-to-your-potential-audience/

  • Fusch, P. I., & Fusch, G. E. (2015). Leadership and conflict resolution on the production line. International Journal of Applied Management and Technology, 14(1), 21-39. https://doi.org/10.5590/IJAMT.2015.14.1.02

  • Fusch, P. I., & Ness, L. (2015). Are we there yet? Data saturation in qualitative research. The Quality Report, 20(9), 1408-1416.

  • Gegenfurtner, A., & Ebner, C. (2019). Webinars in higher education and professional training: A meta-analysis and systematic review of randomized controlled trials. Educational Research Review, 28, 100293. https://doi.org/10.1016/j.edurev.2019.100293

  • Gegenfurtner, A., Schwab, N., & Ebner, C. (2018). “There’s no need to drive from A to B”: Exploring the lived experience of students and lecturers with digital learning in higher education. Bavarian Journal Applied Sciences, 4, 310-322. https://doi.org/10.25929/bjas.v4i1.50

  • Gegenfurtner, A., Zitt, A., & Ebner, C. (2019). Evaluating webinar-based training: A mixed methods study of trainee reactions toward digital web conferencing. International Journal of Training and Development, 24(1), 5-21. https://doi.org/10.1111/ijtd.12167

  • Gergen, K. J. (2009). An invitation to social construction (2nd ed.). Sage.

  • Goe, R., Ipsen, C., & Bliss, S. (2018). Pilot testing a digital career literacy training for vocational rehabilitation professionals. Rehabilitation Counseling Bulletin, 61(4), 236-243. https://doi.org/10.1177/0034355217724341

  • Händel, M., Stephan, M., Gläser-Zikuda, M., Kopp, B., Bedenlier, S., & Ziegler, A. (2020). Digital readiness and its effects on higher education students’ socio-emotional perceptions in the context of the COVID-19 pandemic. https://doi.org/10.31234/osf.io/b9pg7

  • Hargittai, E. (2003). The digital divide and what to do about it. In D. C. Jones (Ed.), The new economy handbook. Emerald Publishing.

  • Harned, M. S., Dimeff, L. A., Woodcook, E. A., Kelly, T., Zavertnik, J., Contreras, I., & Danner, S. M. (2014). Exposing clinicians to exposure: A randomized controlled dissemination trial of exposure therapy for anxiety disorders. Behavior Therapy, 45(6), 731-44. https://doi.org/10.1016/j.beth.2014.04.005

  • Harrison, L. M. (2014). Case study on the first-time use of a webinar by a small marketing firm. Professional Projects from the College of Journalism and Mass Communications, 1. http://digitalcommons.unl.edu/journalismprojects/1

  • Hayes, D. N. A. (2007). ICT and learning: Lessons from Australian classrooms. Computers & Education, 49(2), 385-395. https://doi.org/10.1016/j.compedu.2005.09.003

  • Hernando-Malipot, M. (2020, May 28). ‘Education must continue’ — DepEd Sec. Briones. Manila Bulletin. https://mb.com.ph/2020/05/28/education-must-continue-deped-sec-briones/

  • Heidegger, M. (1996). Being and time. State University of New York Press.

  • Hew, K., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252. https://doi.org/10.1007/s11423-006-9022-5

  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, March 27). The difference between emergency remote teaching and online learning. EDUCAUSE Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

  • Hoggan, C., Simpson, S., & Stuckey, H. (2009). Creative expression in transformative learning: Tools and techniques for educators of adults. Krieger Publishing.

  • Iivari, N., Sharma, S., & Ventä-Olkkonen, L. (2020). Digital transformation of everyday life –How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? International Journal of Information Management, 5, 102183. https://doi.org/10.1016/j.ijinfomgt.2020.102183

  • Johnson, C. M., Corazzini, K. N., & Shaw, R. (2011). Assessing the feasibility of using virtual environments in distance education. Knowledge Management & E-Learning, 3(1), 5-16. https://doi.org/10.34105/j.kmel.2011.03.002

  • Johnson, C. L., & Schumacher, J. B. (2016). Does webinar–based financial education affect knowledge and behavior? Journal of Extension, 54(1), 1-10.

  • Kanter, J. W., Tsai, M., Holman, G., & Koerner, K. (2013). Preliminary data from a randomized pilot study of web–based functional analytic psychotherapy therapist training. Psychotherapy, 50(2), 248-55. https://doi.org/10.1037/a0029814

  • Kear, K., Chetwynd, Williams, J., & Donelan, H. (2012). Web conferencing for synchronous online tutorials: Perspectives of tutors using a new medium. Computers & Education, 58(3), 953-963. https://doi.org/10.1016/j.compedu.2011.10.015

  • Kharpal, A. (2020, March 26). Use of surveillance to fight coronavirus raises concerns about government power after pandemic ends. CNBC https://www.cnbc.com/2020/03/27/coronavirus-surveillance-used-by-governments-to-fight-pandemic-privacy-concerns.html

  • Khechine, H., Lakhal, S., Pascot, D., & Bytha, A. (2014). UTAUT model for blended learning: The role of gender and age in the intention to use webinars. Interdisciplinary Journal of E-Learning and Learning Objects, 10, 33-52. https://doi.org/10.28945/1994

  • Kop, R. (2011). The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. The International Review of Research in Open and Distance Learning, 12(3), 19-38. https://doi.org/10.19173/irrodl.v12i3.882

  • Kopcha, T. J. (2012). Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development. Computers & Education, 59(4), 1109-1121. https://doi.org/10.1016/j.compedu.2012.05.014

  • Kvale, S. (1996). Interview: An introduction to qualitative research interviewing. Sage Publication.

  • Lakhal, S., Khechine, H., & Pascot, D. (2013). Student behavioural intentions to use desktop video conferencing in a distance course: Integration of autonomy to the UTAUT model. Journal of Computing in Higher Education, 25, 93-121. https://doi.org/10.1007/s12528-013-9069-3

  • Li, C., & Lalani, F. (2020, April 29). The COVID-19 pandemic has changed education forever. This is how. World Economic Forum. https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/

  • Lieberman, M. (2020, June 2). Like it or not, K-12 schools are doing a digital leapfrog during Covid-19. Education Week. https://www.edweek.org/ew/articles/2020/06/03/like-it-or-not-k-12-schools-are.html

  • Lieser, P., Taf, S. D., & Murphy-Hagan, A. (2018). The webinar integration tool: A framework for promoting active learning in blended environments. Journal of Interactive Media in Education, (1), 7. http://doi.org/10.5334/jime.453

  • Liu, Q., Peng, W., Zhang, F., Hu, R., Li, Y., & Yan, W. (2016). The effectiveness of blended learning in health professions: Systematic review and meta–analysis. Journal of Medical Internet Research, 18(1), e2. https://doi.org/10.2196/jmir.4807

  • Luongo, N. (2018). An examination of distance learning faculty satisfaction levels and self-perceived barriers. Journal of Educators Online, 15(2), 1-12.

  • McKinney, W. P. (2017). Assessing the evidence for the educational efficacy of webinars and related internet-based instruction. Pedagogy Health Promotion: The Scholarship of Teaching and Learning, 3(1), 47S-51S. https://doi.org/10.1177/2373379917700876

  • McMahon-Howard, J., & Reimers, B. (2013). An evaluation of a child welfare training program on the commercial sexual exploitation of children (CSEC). Evaluation and Program Planning, 40, 1-9. https://doi.org/10.1016/j.evalprogplan.2013.04.002

  • Olesova, L., Yang, D., & Richardson, J. C. (2011). Cross-cultural differences in undergraduate students’ perceptions of online barriers. Journal of Asynchronous Learning Networks, 15(3), 68-80. http://dx.doi.org/10.24059/olj.v15i3.173

  • Oxley, L. (2016). An examination of interpretative phenomenological analysis (IPA). Educational & Child Psychology, 33(3), 55-62.

  • Paley, J. (2018). Meaning, lived experience, empathy and boredom: Max van Manen on phenomenology and Heidegger. Nursing Philosophy, 19(3), e12211. https://doi.org/10.1111/nup.12211

  • Park, S. H., & Ertmer, P. A. (2008). Examining barriers in technology-enhanced problem-based learning: Using a performance support systems approach. British Journal of Educational Technology, 39(4), 631-643. https://doi.org/10.1111/j.1467-8535.2008.00858.x

  • Patton, M. Q. (2002). Qualitative evaluation research methods (2nd ed.). Sage.

  • Shakya, T., Fasano, S., & Rivas, A. (2020, May 20). For teachers and students, remote learning during COVID-19 poses challenges, stokes creativity. ABC News. https://abcnews.go.com/US/teachers-students-remote-learning-covid-19-poses-challenges/story?id=70770744

  • Sinha, E., & Bagarukayo, K. (2019). Online education in emerging knowledge economies: Exploring factors of motivation, de-motivation and potential facilitators; and studying the effects of demographic variables. International Journal of Education and Development Using Information and Communication Technology, 15(2), 5-30.

  • Smith, J. A., & Osborn, M. (2008). Interpretive phenomenological analysis. In J. A. Smith (Ed.), Qualitative psychology: A practical guide to research methods (2nd ed., pp. 53-80). SAGE Publications.

  • Spence, D. (2001). Hermeneutic notions illuminate cross-cultural nursing experiences. Journal of Advanced Nursing, 35(4), 624-630. https://doi.org/10.1046/j.1365-2648.2001.01879.x

  • Srichanyachon, N. (2014). The barriers and needs of online learners. Turkish Online Journal of Distance Education, 15(3), 50-59. https://doi.org/10.17718/tojde.08799

  • Stadtlander, L., Sickel, A., Civita, L., & Giles, M. (2017). Home as workplace: A qualitative case study of online faculty using Photovoice. Journal of Educational Research and Practice, 7(1), 45-59. https://doi.org/10.5590/JERAP.2017.07.1.04

  • Stadtlander, L., Sickel, A., & Giles, M. (2014, July 11). The online faculty work environment. Poster presented at the Walden University Summer Session, Washington, DC.

  • Stout, J. W., Smith, K., Zhou, C., Solomon, C., Dozor, A. J., Garrison, M. M., & Mangione-Smith, R. (2012). Learning from a distance: Effectiveness of online spirometry training in improving asthma care. Academic Pediatrics, 12(2), 88-95. https://doi.org/10.1016/j.acap.2011.11.006

  • Sugar, W., & Kester, D. (2007). Lessons learned from IMPACTing technology integration practices: Four IMPACT model case studies. Computers in the Schools, 24(1-2), 15-32. https://doi.org/10.1300/J025v24n01_03

  • Paulo, S. (2020, March 27). Brazil’s Bolsonaro: Religious services should continue despite Covid-19. Agencia EFE. https://www.efe.com/efe/english/world/brazil-s-bolsonaro-religious-services-should-continue-despite-covid-19/50000262-4206152

  • Tanucan, J. C. (2019). Pedagogical praxis of millennial teachers in mainstreamed Physical Education. International Journal of Advanced Research, 7(1), 554-562. https://doi.org/10.21474/IJAR01/8361

  • Tanucan, J.C. & Bojos, M. (2021). Filipino Families’ Wellness in Slum Communities: The Tales of Survival in Times of Pandemic. Pertanika Journal of Social Sciences & Humanities, Vol. 29 (1), 311 – 328. https://doi.org/10.47836/pjssh.29.1.18

  • Tanucan, J. C., & Hernani, M. R. (2018). Physical education curriculum in standard-based and competency-based education. International Journal of Health, Physical Education and Computer Science in Sports, 30(1), 26-33. http://www.ijhpecss.org/International_Journal_30.pdf

  • Taveira-Gomes, T., Ferreira, P., Taveira-Gomes, I., Severo, M., & Ferreira, M. A. (2016). What are we looking for in computer-based learning interventions in medical education? A systematic review. Journal of Medical Internet Research, 18(8), e204. https://doi.org/10.2196/jmir.5461

  • Testers, L., Gegenfurtner, A., VanGeel, R., & Brand-Gruwel, S. (2019). From mono contextual to multi contextual transfer: Organizational determinants of the intention to transfer generic information literacy competences to multiple contexts. Frontline Learning Research, 7, 23-42. https://doi.org/10.14786/flr.v7i1.359

  • Toquero, C. M., & Talidong, K. J. (2020). Webinar technology: Developing teacher training programs for emergency remote teaching amid COVID-19. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 11(3), 2-5. https://doi.org/10.30476/ijvlms.2020.86889.1044

  • United Nations. (2020, April 28). COVID-19 could lead to millions of unintended pregnancies, new UN-backed data reveals. United Nations News. https://news.un.org/en/story/2020/04/1062742

  • Verma, G., Campbell, T., Melville, W., & Park, B. (2020). Science teacher education in the times of the COVID-19 pandemic. Journal of Science Teacher Education, 31(5), 483-490. https://doi.org/10.1080/1046560X.2020.1771514

  • Wang, S.-K., & Hsu, H.-Y. (2008). Use of the webinar tool (Elluminate) to support training: The effects of webinar-learning implementation from student-trainers’ perspective. The Journal of Interactive Online Learning, 7(3), 175-194.

ISSN 0128-7680

e-ISSN 2231-8526

Article ID

JSSH-7179-2020

Download Full Article PDF

Share this article

Recent Articles