Acquiring business skills: the effects of system expectancy mediated by classroom interactions in online education
Автор: Tanpoco Manuel R., Morales Retchell Rubin L., Alieto Ericson O., Caminong Joliber M.
Журнал: Science, Education and Innovations in the Context of Modern Problems @imcra
Статья в выпуске: 3 vol.5, 2022 года.
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The COVID-19 pandemic forced the educational system to shift from a traditional learning pedagogy to a fully online approach (Cabangcala et al., 2021). The realization of Education in a new format has casted doubts as to whether or not curricula and pedagogies developed for face-to-face teaching and learning remain relevant and effective for online education. Hence, this study aimed to determine if the development of business skills (BS) is still possible during the transition from face-to-face to an online learning environment. It further sought to describe the current online learning scenario and identify relationships among performance and effort expectancies (or system expectancy), teaching presence, and cognitive engagement (considered class interaction), together with the acquisition of BS to draw out implications for the improvement of online business education. This study followed a mixed-method research design that utilized a survey accomplished by 703 respondents from a higher educational institution in the Philippines as its primary source of data. The authors used the Wilcoxon signed-rank tests to determine the difference between face-to-face and online learning in terms of skills acquisition and classroom interaction. Furthermore, to support the study's findings, a structured interview among ten randomly selected business students and a model fit test using partial least squares path modeling (PLS-PM) were completed. The results revealed a significantly lower level of BS acquisition, teaching presence, and cognitive engagement in an online learning environment. The hypothesized network of variables depicted class interaction as a mediator of system expectancy and skills acquisition and was found to be a good fit at the 0.05 level of significance. In terms of originality, the study offered an appreciation of the role of expectancy and teaching presence in developing BS, especially since full online learning was adapted during the COVID-19 pandemic. The authors explored the mediating effects of class interaction in the online learning environment, the combined impact of teaching presence and student engagement, on the relationship between system expectancy and teaching presence.
Performance expectancy, effort expectancy, teaching presence, cognitive engagement, business skills, online learning
Короткий адрес: https://sciup.org/16010183
IDR: 16010183 | DOI: 10.56334/sei/5.3.11
Текст научной статьи Acquiring business skills: the effects of system expectancy mediated by classroom interactions in online education
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Education plays an unquestionable role in community progress and nation building. Al-Shuaiba (2014) has written that education illuminates a person’s mind and thinking, suggesting that education helps individuals plan for their future. Education indeed has been instrumental in positive societal changes. Individual and collective efforts had brought these societal changes as part of education results. Despite these changes, education stabilizes people’s eternal values in their moral and spiritual well-being. Education is the light to people’s minds, it increases knowledge areas, especially in the concepts that need to be explored further or there is only little-known information.
Additionally, education enables a person’s innate talent for leadership roles since society is vulnerable to injustices, crimes, and discrimination. Through education, problems or issues in society may be addressed by good social entities as its product. Furthermore, the United Nations (2020), in their 17 Sustainable Development Goals (SDG), aims to “ensure [the] inclusive and equitable quality of education and promote lifelong learning opportunities for all.” Therefore, education has been an essential need for one’s development, growth, quality of living, and the long-term promotion of one’s well-being.
However, education is vulnerable to challenges as society changes. In 2020, the education system faced one of its most significant challenges. The shift to a fully online learning approach brought about by the novel coronavirus or COVID-19 pandemic raised concerns from parents, students, educators, and even institutions; where situations ask if educators and educational institutions may still pursue the value of developing skills during the classroom or physical interactions via online or the virtual platform. The idea of conducting online classes has been a debatable issue, especially in the Philippines. According to Reuters (2020), distance learning poses a considerable challenge to the nation. Many households have no access to the internet or do not even have devices or computers useful in an online learning approach. Besides that, teachers were also hesitant. Educators face uncertainties with the current situation, fearing not being ready when another school year opens with a different learning approach, something new that they need to adapt readily, or the so-called “new normal” in education. Despite the challenges that the country faces in conducting online learning and the students’ call for an academic freeze, the Commission on Higher Education pushed through with the opening of classes, leaving the decision to the administrations of private schools on how to proceed with online education. With fully online learning being implemented, the big question and challenge now are, “Have the teachers and students adapted to the setting to continue learning the skills necessary to build one’s competencies?”
Two years into online education and halfway through completing their degree, the students majoring in business management and related fields cannot help but wonder if they are getting the same training as they would have if classes were held face-to-face. Business skills, such as leadership, interpersonal, and non-verbal communication, are commonly developed through interaction with peers (Ferreras-Garcia et al., 2021). Thus, stakeholders could not help but ask if students still acquire these skills in the virtual classrooms.
The purpose of this study is to look at the effects of system expectancy on building business skills through online education as mediated by classroom interactions. It seeks to value the teaching profession and teacher collaboration by encouraging conditions and innovations that will promote continuity in learning and acquiring necessary skills despite the pandemic allowing for open exchange of ideas and practices and flexibility (UNESCO, 2020).
System Expectancy - Performance (PE) and Effort Expectancy (EE)]
Classroom Interactions - Teaching Presence (TP) and Cognitive Engagement (CE)
Teaching presence is the heart of the learning process, where educators play a vital and influential role. This includes the professors’ time, energy, and their responsibilities in selecting the appropriate instructional methods
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Business Skills
