Teaching from the Remote: Investigating Teachers’ Educational Presence and Instructional Experiences in Using Alternative Learning Modalities

  • Kayla Aira Villalon Estipona Western Mindanao State University
  • Mary Gail C. Gonzales Western Mindanao State University, Zamboanga City, Philippines
  • Jaliha S. Jumaarin Western Mindanao State University, Zamboanga City, Philippines
  • Shareen P. Castro Western Mindanao State University, Zamboanga City, Philippines
  • Sher-Aini S. Hadjirul Western Mindanao State University, Zamboanga City, Philippines
  • Russel P. Alam Western Mindanao State University, Zamboanga City, Philippines
  • Arayana F. Kunting Western Mindanao State University, Zamboanga City, Philippines
Keywords: Educational Presence, Alternative Learning Modalities, Social Presence, Cognitive Presence, Teaching Presence

Abstract

The COVID-19 pandemic in the Philippines brought about a significant challenge to the traditional learning mode among AP teachers due to their reliance on conventional teaching methods, necessitating a rapid shift and implementation of alternative learning modalities. This study, conducted through a qualitative approach, investigates teachers' educational presence and instructional experiences using alternative learning modalities in remote learning. It employed a thematic analysis of data gathered from nine semi-structured interviews, exploring understanding of teachers' educational presence and instructional experiences. The finding highlights two key sections: educational presence when using alternative learning modalities and instructional experiences in using alternative learning modalities. The analysis revealed the emergence of several key themes: (1) meaningful social presence and (2) essential teaching presence in online learning, (3) changing conception of teaching presence, (4) establishing connections in online learning, (5) implementing interactive online activities, (6) integrating educational multimedia materials, (7) employing strategies to promote student interaction, and (8) lastly utilizing diverse assessment strategies. With that, teacher training programs should prioritize the development of essential teaching presence skills, which includes establishing meaningful social connections, promoting active student engagements, and diverse interactive activities and assessment strategies to ensure effective and engaging online learning experiences.

Author Biographies

Mary Gail C. Gonzales, Western Mindanao State University, Zamboanga City, Philippines

College of Teacher Education

Jaliha S. Jumaarin, Western Mindanao State University, Zamboanga City, Philippines

College of Teacher Education

Shareen P. Castro, Western Mindanao State University, Zamboanga City, Philippines

College of Teacher Education

Sher-Aini S. Hadjirul, Western Mindanao State University, Zamboanga City, Philippines

College of Teacher Education

Russel P. Alam, Western Mindanao State University, Zamboanga City, Philippines

College of Teacher Education

Arayana F. Kunting, Western Mindanao State University, Zamboanga City, Philippines

College of Teacher Education

Published
2025-05-28