Andragogy in Distance Teaching: Instructional Implementation, Challenges, and Teaching Strategies Amidst the COVID-19 Pandemic

AUTHOR(S)

EDMUNDO O. SABADO, M.A.Ed. E.M. EVER F. ACOSTA, Ed. D

ABSTRACT

This study is conducted at International Institute in Computer Science and Administration (ICSA) to determine the challenges that the instructors experienced in managing instructions in adult education through distance teaching amidst the COVID-19 Pandemic. The Qualitative Method and Interpretative Phenomenological Approach are employed to identify the challenges encountered by the instructors. The Interpretative Thematic Model on the Andragogy of Distance Teaching was crafted based on the responses which indicate that ICSA instructors applied the andragogy principles in distance teaching through the utilization of technological tools and applications to demonstrate the findings of the study. The findings polished that the instructors have undergone three stages where they transitioned to distance teaching without prior preparation, confronting the obstacles, and finally surviving the adversities. Teaching approaches and strategies they used in face-to-face classes were initially applied in distance, and various challenges have impeded instructors’ teaching process. Efficient adaptations of strategies, techniques and the acquisition of new approaches were implemented in the succeeding semesters. It is recommended that further analyses be needed to review the effectiveness of the model, which may be utilized by other colleges in strengthening their distance education curricula. Keywords — Andragogy, Challenges, COVID-19 Pandemic, Distance Teaching, Instructional Implementation, Teaching Strategies