Abstract
COVID-9 pandemic caused suspensions of face-to-face classes and moved the teaching of science from physical to online. However, some high school students experienced unconducive home learning environment, economic issues, and internet connectivity limitations, thus making real time synchronous classes unfavorable and frustrating. This study aimed to address this issue by using the SERVE model to create and implement a self-directed earth science module anchored upon 4 stages – present, supplement, inquire, engage. It was found that the module promoted self-directed learning, learning in low connectivity situations, and science inquiry and reflective skills. Public schools undergoing remote learning modality may benefit from the SERVE model, however, the model should also be tested in a more massive scale.
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Gumalal, J., Vilbar, A. (2023). SERVE as Instructional Design for Low-Connectivity Online Self-directed Modules. In: Krouska, A., Troussas, C., Caro, J. (eds) Novel & Intelligent Digital Systems: Proceedings of the 2nd International Conference (NiDS 2022). NiDS 2022. Lecture Notes in Networks and Systems, vol 556. Springer, Cham. https://doi.org/10.1007/978-3-031-17601-2_5
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