Aquademia

Flexible Learning as an Instructional Modality in Environmental Science Course during COVID-19
Sylvester Tan Cortes 1 *
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1 Cebu Technological University, PHILIPPINES
* Corresponding Author
Research Article

Aquademia, 2020 - Volume 4 Issue 2, Article No: ep20024
https://doi.org/10.29333/aquademia/8444

Published Online: 31 Jul 2020

Views: 385 | Downloads: 141

How to cite this article
APA 6th edition
In-text citation: (Cortes, 2020)
Reference: Cortes, S. T. (2020). Flexible Learning as an Instructional Modality in Environmental Science Course during COVID-19. Aquademia, 4(2), ep20024. https://doi.org/10.29333/aquademia/8444
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Cortes ST. Flexible Learning as an Instructional Modality in Environmental Science Course during COVID-19. AQUADEMIA. 2020;4(2):ep20024. https://doi.org/10.29333/aquademia/8444
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Cortes ST. Flexible Learning as an Instructional Modality in Environmental Science Course during COVID-19. AQUADEMIA. 2020;4(2), ep20024. https://doi.org/10.29333/aquademia/8444
Chicago
In-text citation: (Cortes, 2020)
Reference: Cortes, Sylvester Tan. "Flexible Learning as an Instructional Modality in Environmental Science Course during COVID-19". Aquademia 2020 4 no. 2 (2020): ep20024. https://doi.org/10.29333/aquademia/8444
Harvard
In-text citation: (Cortes, 2020)
Reference: Cortes, S. T. (2020). Flexible Learning as an Instructional Modality in Environmental Science Course during COVID-19. Aquademia, 4(2), ep20024. https://doi.org/10.29333/aquademia/8444
MLA
In-text citation: (Cortes, 2020)
Reference: Cortes, Sylvester Tan "Flexible Learning as an Instructional Modality in Environmental Science Course during COVID-19". Aquademia, vol. 4, no. 2, 2020, ep20024. https://doi.org/10.29333/aquademia/8444
ABSTRACT
The novel coronavirus has forced the closure of schools and universities among countries with COVID-19 cases. Such move has reshaped the contour of education by shifting from face-to-face instruction to full online learning or flexible learning. Among the latter modalities of instruction, flexible learning (FL) appears to be the most practical because it lacks restriction of time, place, and pace of study. This study then aimed to explore the effectiveness of FL as an instructional modality in environmental science course following the action research method. In particular, perception on FL and environmental attitudes were evaluated at the end of the course. Results revealed that FL promotes authentic learning, active learning, and student autonomy. In terms of environmental attitudes, there maybe contrasting views in environmental issues presented to them but their views were anchored on their readings suggesting that the students read the course materials even without the presence of the teachers.
KEYWORDS
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