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All Journal International Journal of Educational Innovation and Research Edukasiana: Jurnal Inovasi Pendidikan
San Jose, Ariel
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Improving Speaking Communication Skills in English through Self-Directed Strategy Alaon, Cejay Lou; Delos Santos, Jesly; San Jose, Ariel
International Journal of Educational Innovation and Research Vol. 2 No. 1 (2023)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v2i1.2920

Abstract

The purpose of this study was to explore the importance of Self-Directed Learning technique in improving the communication skills in English of students. Sixteen sophomore BS Education majors in English were chosen on purpose. Focus groups were conducted to obtain the necessary information. The analysis of information yielded five themes: increasing language competency, encouraging independent learning, learning through the internet, and becoming more reading focused. Each theme were discussed. It was concluded that regardless of the good implications that Self-Directed Learning brings to learners, the truth remains that students who use Self-Directed Learning requires the guidance and monitoring of teachers in order for students to completely appreciate the significant effects and benefits of the technique. Giving students complete control over their learning can lead to inaccuracy and danger. The results implicate the current situation of COVID 19 where academic institutions are adapting the blended and flexible modalities.
Rewards and Drawbacks of Flexible Learning: The Case of Students in Public Higher Education Institution Carillo, Franklin John; Maganding, Monnien; San Jose, Ariel
Edukasiana: Jurnal Inovasi Pendidikan Vol. 2 No. 4 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v2i4.479

Abstract

College students in rural areas in the Philippines were used to the traditional learning approach. The Flexible Learning (FL) though sounds enticing and inviting, was new and foreign to them.  This qualitative-phenomenological study explored the individual experiences, perspectives, and views of college students on Flexible Learning (FL) during the COVID 19. Using the non-probability sampling, the researchers purposely chosen 24 college students. The researchers used a validated and structured interview guide to obtain the data. Findings revealed that Flexible Learning offered autonomy, more family time, and entrepreneurial opportunities. However, the transition from traditional to Flexible Learning (FL) triggered much anxiety especially to those who experienced low internet access, no gadgets, unresponsive mentors, and living in far flung areas. Despite the drawbacks, students remained resilient, positive, and developed adaptive behaviors. The results imply that Higher Educational Institutions (HEIs) may look into the institution’s technological capacity, students’ needs, and academic readiness before deciding to implementing Flexible Learning (FL) so that it can serve better the students.    
Co-Authors Alaon, Cejay Lou Carillo, Franklin John Delos Santos, Jesly Maganding, Monnien