Asynchronous Online Teaching Strategies of Elementary Teachers

This study aimed to determine the online strategies of elementary teachers in Casiguran District. The qualitative method of research was used in the conduct of the study. The main instrument that was used to gather the data are open ended questions. The selected teachers in Casiguran District were considered as the respondents or informants. The presentations and interpretation of the findings were based on the responses of the respondents using thematic analysis. The following conclusions are: There were basic social media applications that were identified by the informants as their asynchronous online teaching strategies. The top most identified strength of the identified social apps is it easy to use. Inaccessible internet connectivity is the most identified weakness among the strategies. Most of the informants considered academic performance and engagement of the learners that was affected in using the intervention. The guidebook in the utilization of the social media platforms may be use as reference to gain significant information and insights to better the asynchronous online teaching strategies of the teachers. Contents and other information in the intervention maybe subjected for critiquing and analysis that would serve as basis for a more improved, acceptable and usable one. The following recommendations are: Other online teaching strategies that were not often used maybe employed to address other needs of the teachers and learners. Teachers, parents and the school heads may collaborate through conferences and meetings to address the weaknesses identified by the teachers in an asynchronous online teaching.