BEYOND THE SCREEN: THE ROLE OF TECHNOLOGY IN FLEXIBLE LEARNING FOR MODERN EDUCATION
Article Sidebar
Main Article Content
Abstract
This study examines the role of technology in enabling flexible learning and its transformative impact on modern education. With the rapid evolution of digital tools and platforms, technology offers unprecedented opportunities for personalized, accessible, and self-paced learning experiences. Flexible learning models supported by technology can address diverse learning needs and schedules, yet there is limited research exploring how various technological tools specifically contribute to flexible learning environments. The objective of this study is to analyze the effectiveness of technology-enhanced flexible learning in improving student engagement, autonomy, and academic outcomes. Through a mixed-methods approach, data were collected from student performance metrics, surveys, and educator interviews across multiple institutions. Key findings reveal that technology fosters learner-centered approaches, enhancing motivation and academic success by allowing students to control the pace, place, and mode of their learning. The implications highlight the potential of technology to shape adaptable and inclusive educational models, meeting the needs of a dynamic and diverse student population.
Article Details
Section
How to Cite
References
Bonk, C. J., & Cunningham, D. J. (2012). Searching for learner-centered, constructivist, and sociocultural components of collaborative educational learning tools. InElectronic collaborators(pp. 25-50). Routledge.
Busse, V., & Walter, C. (2013). Foreign language learning motivation in higher education: A longitudinal study of motivational changes and their causes.The modern language journal,97(2), 435-456.
Chavis, G. G. (2011).Poetry and story therapy: The healing power of creative expression. Jessica Kingsley Publishers.
Gönen, S. İ. K. (2018). Implementing Poetry in the Language Class: A Poetry-Teaching Framework for Prospective English Language Teachers.Advances in Language and Literary Studies,9(5), 28-42.
Kilag, O. K. T., Angtud, R. M. A., Uy, F. T., Gay, G., Alvez, M. B., Canoy, C. B., & Sasan, J. M. V. (2023). Exploring the Relationships among Work Motivation, Job Satisfaction, Administrative Support, and Performance of Teachers: A Comprehensive Study.
Kilag, O. K. T., Evangelista, T. P., Sasan, J. M., Librea, A. M., Zamora, R. M. C., Ymas, S. B., & Alestre, N. A. P. (2023). Promising Practices for a Better Tomorrow: A Qualitative Study of Successful Practices in Senior High School Education.Journal of Elementary and Secondary School,1(1).
Kilag, O. K. T., Largo, J. M., Rabillas, A. R., Kilag, F. E., Angtud, M. K. A., Book, J. F. P., & Sasan, J. M. (2023). Administrators’ Conflict Management and Strategies.European Journal of Higher Education and Academic Advancement,1(2), 22-31.
Kilag, O. K. T., Malbas, M. H., Miñoza, J. R., Ledesma, M. M. R., Vestal, A. B. E., & Sasan, J. M. V. (2023). The Views of the Faculty on the Effectiveness of Teacher Education Programsin Developing Lifelong Learning Competence.European Journal of Higher Education and Academic Advancement,1(2), 92-102.
Kilag, O. K. T., Pasigui, R. E., Malbas, M. H., Manire, E. A., Piala, M. C., Araña, A. M. M., & Sasan, J. M. (2023). Preferred Educational Leaders: Character and Skills.European Journal of Higher Education and Academic Advancement,1(2), 50-56.
McLeod, S., & Dulsky, S. (2021). Resilience, reorientation, and reinvention: School leadership during the early months of the COVID-19 pandemic.InFrontiers in Education(p. 70). Frontiers. https://doi.org/10.3389/feduc.2021.637075
Kilag, O. K. T., Abendan, C. F. K., Uy, F. T., Calledo, M. F. S., Diano Jr, F. M., & Morales Jr, N. M. (2023). Assessing the impact of principal’s instructional leadership, school level, and effectiveness in educational institutions.Science and Education,4(5), 902-917.
Kilag, Osias Kit T., Felix M. Diano Jr, Marsha H. Malbas, Debra P. Mansueto, Se P. Villar, and Mervin T. Arcillo. "The role of servant leadership in creating a positive school climate."Science and Education4, no. 5 (2023): 933-942.
Kilag, O. K. T., Heyrosa-Malbas, M., Villar, S. P., & Arong, S. L. (2023). Maria Montessori's Pedagogy and its Potential to Promote Peace Education in the Philippines.
Kilag, O. K. T., Aniel, M. T. B., Engbino, V. A., Bubuli, A. L. B., Macapobre, M. D., & Fajardo, J. M. L. (2023). Collaborative-Constructivism Approach Reading Remediation.International Journal of Social Service and Research,3(2), 376-384.
Kilag, O. K. T., Padilla, K. S., Yorong, F. S., & Merabedes, J. G. A. (2023). Importance of Upskilling and Reskilling in Educational Leadership and Management.European Journal of Learning on History and Social Sciences,1(1), 49-57.
Khajavy, G. H., MacIntyre, P. D., & Barabadi, E. (2018).Role of the emotions and classroom environment in willingness to communicate: Applying doubly latent multilevel analysis in second language acquisition research.Studies in Second Language Acquisition,40(3), 605-624.
Kuddus, K. (2022). Artificial intelligence in language learning: Practices and prospects.Advanced Analytics and Deep Learning Models, 1-17.
Mandarani, V., & Munir, A. (2021). Incorporating Multicultural Literature in EFL Classroom.Indonesian Journal of English Language Teaching and Applied Linguistics,6(1), 1-12.
Parab, V. V. (2020). English as a Foreign Language Teaching in Academic & Creative Writing Level in Universities in India.
Stansell, J. W. (2005). The use of music for learning languages.University of Illinois atUrbana-Champaign.
Uy, F. T., Sasan, J. M., & Kilag, O. K. (2023). School Principal Administrative-Supervisory Leadership During the Pandemic: A Phenomenological Qualitative Study.International Journal of Theory and Application in Elementary and SecondarySchool Education,5(1), 44-62.
Xu, X., & Ke, F. (2014). From psychomotor to ‘motorpsycho’: Learning through gestures with body sensory technologies.Educational Technology Research and Development,62, 711-741.