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Osias Kit T. Kilag
School Principal, Pau Excellencia Global Academy Foundation, Inc., Toledo City, Philippines
Education Social Sciences

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Journal : EJLHSS

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Integrating Lev Vygotsky’s Sociocultural Theory into Online Instruction: A Case Study Osias Kit T. Kilag; Desiree Ann F. Maghanoy; Kristie Rose D. Dela Calzada-Seraña; Ruby B. Ponte
Journal of Learning on History and Social Sciences Vol. 1 No. 1 (2024): European Journal of Learning on History and Social Sciences
Publisher : PT ANTIS INTERNATIONAL PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejlhss.v1i1.6

Abstract

This case study examines the integration of Sociocultural Theory (SCT) into an online course and its impact on learning outcomes and sense of community among senior high school students. Data were collected through pre- and post-course surveys, semi-structured interviews with the instructor and a subset of five students, and observations of the course discussions. Thematic analysis revealed four major themes: increased engagement and participation, improved learning outcomes, enhanced sense of community, and challenges and limitations. The findings suggest that integrating SCT principles into online instruction can lead to increased engagement and participation, improved learning outcomes, and enhanced sense of community among learners. The study also highlights some challenges and limitations, such as the need for clear guidelines and support for both instructors and students, and the importance of addressing the digital divide and ensuring access to technology and resources. This study contributes to the growing body of research on the application of SCT to online instruction and provides insights that can inform the development of effective online instructional practices that support learners' social and cultural experiences. The implications of this study are relevant for educators and instructional designers who seek to enhance the quality of online instruction and promote effective and inclusive learning environments. Future research in this area may further explore the impact of SCT on other aspects of online learning, such as motivation, self-regulated learning, and intercultural communication. Additionally, research can investigate the potential of integrating SCT into other educational contexts, such as blended or hybrid learning environments.
Importance of Upskilling and Reskilling in Educational Leadership and Management Osias Kit T. Kilag; Katrine S. Padilla; Fedelyn S. Yorong; July Grace A. Merabedes
Journal of Learning on History and Social Sciences Vol. 1 No. 1 (2024): European Journal of Learning on History and Social Sciences
Publisher : PT ANTIS INTERNATIONAL PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejlhss.v1i1.12

Abstract

This research study investigates the impact of upskilling and reskilling initiatives for educational leadership and management on student learning outcomes, teacher retention, and school culture. The study involves a mixed-methods approach, which includes surveys, interviews, and document analysis, to gather data from educational leaders and teachers from various schools in the Philippines. The findings of the study reveal that upskilling and reskilling initiatives for educational leadership and management can have a positive impact on student learning outcomes, teacher retention, and school culture. The study identifies key competencies and skills necessary for effective educational leadership and management and highlights effective pedagogical approaches and training methods for upskilling and reskilling initiatives. Comparing the findings to previous studies, the research supports the idea that investing in upskilling and reskilling initiatives for educational leaders and teachers is crucial for improving student learning outcomes and school culture. Furthermore, the study suggests that a holistic approach that focuses on both technical and soft skills development is necessary for the success of upskilling and reskilling initiatives. In conclusion, this study provides valuable insights into the impact of upskilling and reskilling initiatives for educational leadership and management. The findings highlight the importance of investing in professional development for educational leaders and teachers to improve student learning outcomes, teacher retention, and school culture. The study provides practical recommendations for the design and implementation of upskilling and reskilling initiatives and suggests methods for measuring their impact. Ultimately, this research contributes to the growing body of literature on effective educational leadership and management and offers guidance for educational policymakers, administrators, and teachers seeking to improve their professional development programs.
Co-Authors Andre Mari M. Araña Desiree Ann F. Maghanoy Ezekiel A. Manire Fedelyn S. Yorong Jeraldine M. Mayol John Michael Sasan July Grace A. Merabedes Katrine S. Padilla Kristie Rose D. Dela Calzada-Seraña Leonora C. Celin Lifejeana Jesusa H. Longakit Ma. Kenneth S. Nengasca Maria Ashley Vannesa N. Valenzona Marivic U. Sebial Marsha H. Malbas Marsha Heyrosa-Malbas Mercenisa C. Piala Ronnie E. Pasigui Ronnie Pasigui Ruby B. Ponte