Practices of Secondary Science Teachers on Collaborative Learning Instruction in an Online Setting

Abstract

The study aimed to identify the Practices of Secondary Science Teachers on Collaborative
Learning Instruction in an Online Setting. The study used a Husserlian method of
phenomenological research. Recorded interviews were conducted virtually with five secondary
science teachers as participants who were teaching online from different private schools.
Researchers of the study served as the research instrument. After analyzing the transcripts
individually and as a whole, five themes were identified: (1) Recorded Asynchronous Activity
(2) Asynchronous Experiments (3) Multimedia as aid for experiments (4) Group Research (5)
Application of practices from face to face set up. Some of the findings from this study included
the need to use both synchronous and asynchronous activities for the students to have an
engaging collaborative learning. The five themes revealed the overall structure of awareness of
what were the practices used by teachers to teach secondary science online.