The Lived Online Education Experiences and the E-Competencies of the Teacher Education Institutions


The sudden shift into online education has greatly affected the Teacher Education Institutions (TEIs) since they were forced to move to the virtual classroom without preparations. Thus, using concurrent nested mixed-method research, this study investigated the lived experiences of 59 teachers of the 4 TEIs in their conduct of online learning. An open-ended questionnaire was used to gather data on the respondents’ lived experiences. Also empirically studied was the level of knowledge and extent of competence of 64 teachers on professional responsibility, digital pedagogy, community building, learner engagement, digital citizenship, diverse instruction, and assessment and measurement. Correlation between level of knowledge and extent of competence on the e-competencies was also determined using Pearson’s correlation coefficient. The status of the TEIs, the support they provided to their teachers, and their solutions to the problems were also investigated using an open-ended questionnaire. The teachers' lived experiences were of diverse themes, mostly positive, showing that they were eventually able to cope with. They also had good level of knowledge and moderately high extent of competence. However, their level of knowledge and the extent of their competence were not significantly correlated. In addition, the four TEIs adjusted to the needs of the time, showed support to their faculty, and created contextualized solutions to the challenges of online learning.

Author Information
Sabrina A. Ramos, University of Baguio, Philippines

Paper Information
Conference: IICE2023
Stream: Teaching Experiences

This paper is part of the IICE2023 Conference Proceedings (View)
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To cite this article:
Ramos S. (2023) The Lived Online Education Experiences and the E-Competencies of the Teacher Education Institutions ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2023 Official Conference Proceedings
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Posted by James Alexander Gordon