SERVANT LEADERSHIP TOWARDS THE 21ST RICH MEDIA TECHNOLOGIES AMIDST COVID-19
Article Sidebar
Published:
Dec 31, 2020
Keywords:
21st-century rich media technologies, COVID-19 pandemic, servant leadership
Main Article Content
Abstract
21st-century innovative learning style necessitates thinking skills to develop a curriculum. This study sought to enhance education in terms of using media technologies. This research investigated the experiences of the participants utilising the case study design. The research was made online with the ten (10) participants who underwent distance learning due to COVID-19. The researcher used the instrument which revealed six themes that formed the individual case description. The servant leadership theory was used as a theoretical framework in the analysis. In the context of the curriculum, this study employed online instruction and overall program retention. The curriculum is updated and upgraded in response to the needs of the learners. It was found out that higher-order thinking skills were seen as active learning in terms of instruction and learning efficiency. Consequently, in the context of Servant Leadership, it revealed that one must strive hard to understand employees’ perspectives and intentions particularly on their adjustment in utilising high technology demands due to the COVID-19 pandemic impact on education.
Keywords: 21st-century rich media technologies, COVID-19 pandemic, servant leadership
Downloads
Download data is not yet available.
Article Details
Section
Articles
JATI PUBLICATION ETHICS & PUBLICATION MALPRACTICE STATEMENT:
These guidelines are fully consistent with the COPE Principles of Transparency and Best Practice Guidelines and the COPE Code of Conduct (https://publicationethics.org).
We encourage the best standards of publication ethics and take all possible principles of transparency and measures against publication malpractices. The Department of Southeast Asian Studies, as the publisher, plays its role of guardianship over all processes of publishing seriously, and we perform our ethical and other tasks.
- General duties and responsibilities of editors
Editors should be accountable for everything published in their journals. This means the editors should strive to meet the needs of readers and authors; constantly improve their journal; have processes in place to assure the quality of the material they publish; champion freedom of expression; maintain the integrity of the academic record; preclude business needs from compromising intellectual and ethical standards; and always be willing to publish corrections, clarifications, retractions and apologies when needed. In addition to these general duties, the editors accept the obligation to apply best will and practice to cope with the following responsibilities: - Editorial Board
Will generate editorial board from recognized experts in the field. The editor will provide full names and affiliations of the members and updated contact information for the editorial office on the journal webpage. - Duties of Reviewers
Contribution to Editorial Decisions
Peer review assists the editor in making editorial decisions, and through the editorial communications with the author may also assist the author in improving the paper. - Duties of Authors
Reporting standards
Authors should follow the format of reporting the original research with accurate data gathered. The author should include sufficient detail and references to allow others to replicate the work. It is unacceptable if the author performs malpractices in the paper. - Originality and Plagiarism
The authors should ensure that they have produced original articles and must appropriately cite or quote if the authors have used the work and words of others. - Concurrent Publication
It is ethical and acceptable for an author to submit or publish the same research or manuscripts in more than one journal or primary publication. - Acknowledging the Sources
Authors should cite properly publications that have been influential in determining the nature of the reported work. - Paper authorship
Those who have contributed significantly to the paper should be named as an author and co-authors. Those who have participated in the aspects of the research should be listed as contributors. All co-authors should have seen and approved the final version of the paper and have agreed to its submission for publication. - Announcement and Conflicts of Interest
All authors should include the financier or grant giver if the manuscript or research is financed by the research grant or any financial support body. - Errors in published works
The author is responsible for communicating and co-operating with the editor to retract or correct the paper when a significant error or inaccuracy in their published work. - Publication decisions
The editor should decide which of the articles submitted to the journal should be published. The validation of the work in question and its importance to researchers and readers must always drive such decisions. The editor may be guided by the policies of the journal's editorial board and constrained by such legal requirements, copyright infringement, and plagiarism. The editor may confer with other editors or reviewers in making this decision. - Peer review process
All journal's content (articles) are subjected to a double-blind, peer-review process. Articles are first reviewed by editors and may be rejected because it is not dealing with the subject matter. Articles that are found suitable for review are then sent to two experts who are unknown to each other in the field of the paper.
Reviewers are asked to classify the paper as publishable, with amendments and improvements, or rejected. Reviewer's evaluations usually include what to do with the article. The author then sees the reviewer's comments.
Editors should be ready to justify any important points from the described process. Editors should not reverse decisions on publication. Editors should publish guidance to both authors and reviewers on everything expected of them. This guidance should be regularly updated and referred to or linked to this code. - Fair play
The editor should evaluate manuscripts for their intellectual content without regard to race, gender, sexual orientation, religious belief, ethnic origin, citizenship, or political philosophy of the authors. Editors' decision to accept or reject a paper for publication should be based only on the paper's importance, originality and clarity, and the study's relevance to the journal's aim. - Digital Archiving
The editor will ensure digital access to the journal content by the University of Malaya Journal depository section at http://jati-dseas.um.edu.my and MyJournal at http://www.myjurnal.my/public/browse-journal-view.php?id=39. - Confidentiality
Editor and any editorial staff must keep confidential all information about the manuscript's submitted and review process to anyone except the corresponding author, reviewers, potential reviewers, other editorial advisers, and the publisher. - Publication and Submission fee
Authors are freed from submission fees. Authors are required to pay the Article Processing Fee, RM300 or USD80. - Open Access Policy
The journal is freely available online. Authors must agree with this open access policy which enables unrestricted access and reuse of all published articles. The articles are published under the Creative Commons copyright license policy CC-BY. - Reporting standards
Authors of papers should present an accurate account of the work performed and an objective discussion of its significance. Underlying data should be represented accurately in the article. An article should contain sufficient detail and references to permit others to replicate the work. Fraudulent or knowingly inaccurate statements constitute unethical behaviour and are unacceptable. Review and professional publication articles should also be accurate and objective, and editorial 'opinion' works should be identified as such. - Originality and Plagiarism
The authors should ensure that they have written entirely original works and if the authors have used the work and words of others, this has been appropriately cited or quoted.
References
Agi, U. K. (2017). School development planning: A strategic tool for secondary school improvement in Rivers State, Nigeria. Journal of the International Society for Teacher Education, 21(1), 88-99.
Agi, U. K., & Yellowe, A. N. (2012). Administrative strategies for achieving quality assurance in secondary education in Nigeria. Research in Education, 18(1), 126-130.
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. Raths, J. & Wittrock, M. C. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's taxonomy for educational objectives. New York: Addison Wesley Longman, Inc.
Arcilla, J. (2020). DepEd: Most parents prefer modular learning. The Manila Times. Retrieved from https://www.manilatimes.net/2020/07/31/news/national/deped-most-parents-prefer-modular-learning/748207/
Basu, M. (2020). The Philippines gets serious about connecting its schools. GovInsider. Retrieved from https://govinsider.asia/innovation/the-philippines-gets-serious-about-connecting-its-schools/
Beare, H., Caldwell, B., & Millikan, R. (1989). Creating an excellent school: Some new management techniques. London: Routledge.
Bilash, O. (2019). Understanding and remembering. Best of Bilash. Retrieved from https://sites.educ.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/remembering.html
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals by a committee of college and university examiners (Handbook I: Cognitive domain). New York: Longmans Publishing.
Case, R. (2013). The unfortunate consequences of Bloom's taxonomy. Social Education, 77(4), 196–200.
CHED. (2020). COVID-19 updates. Commission on Higher Education (CHED)’s website. Retrieved from https://ched.gov.ph/covid-19-updates/
Cheng, V. M. Y. (2010). Teaching creative thinking in regular science lessons: Potentials and obstacles of three different approaches in an Asian context. Asia-Pacific Forum on Science Learning and Teaching, 11(1).
Daft, R. L., & Lengel, R. H. (1986). Organizational information requirements, media richness and structural design. Management Science, 32, 355-368.
Davis, J. (2017). Innovative teaching strategies that improve student engagement. Association for Middle Level Education. Retrieved from https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/876/Innovative-Teaching-Strategies-that-Improve-Student-Engagement.aspx
Dwyer, C. P., Hogan, M. J. & Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity, 12, 43–52.
Fernandez, A. A., & Shaw, G. P. (2020). Academic leadership in a time of crisis: The Coronavirus and COVID‐19. Journal of Leadership Studies, 14(1), 39-45. Retrieved from https://onlinelibrary.wiley.com/doi/10.1002/jls.21684
Goel, S. (2019). Critical thinking: A few perspectives. Retrieved from https://goelsan.wordpress.com/2019/09/26/critical-thinking-a-few-perspectives/
Greenleaf, R. K. (1996). On becoming a servant-leader. San Francisco: Josey-Bass Publishers.
Janzen, E. (2018). Servant theory page. WikiSpaces. Retrieved from https://wikispaces.psu.edu/display/P5PFLD/SERVANT+Theory+Page
Johnson, A. M., Jacovina, M. E., Russell, D. G., & Soto, C. M. (2016). Challenges and solutions when using technologies in the classroom. ERIC: Institute of Education Sciences’ website. Retrieved from https://files.eric.ed.gov/fulltext/ED577147.pdf
Joyce, K. M., & Brown, A. (2009). Enhancing social presence in online learning: Mediation strategies applied to social networking tools. Online Journal of Distance Learning Administration, 12(4).
Kanokpermpoon, M. (2019). Thinking skills in practice: A case study of an English curriculum at a Thai University. LEARN Journal: Language Education and Acquisition Research Network, 12(2), 49-63.
Kehrwald, B. A. (2010). Being online: Social presence as subjectivity in online learning. London Review of Education, 8(1), 39–50. doi:10.1080/14748460903557688
Ketchell, M. (2018). School vision and mission statements should not be dismissed as empty words. The Conversation. Retrieved from https://theconversation.com/school-vision-and-mission-statements-should-not-be-dismissed-as-empty-words-97375
Lertpaithoon, S. (2014). Thammasat University: A QS showcase profile of Dr Somkit Lertpaitoon, professor of law and rector of Thammasat University. In C. Tabatabaei (Ed.), QS showcase 2015 (pp. 126-127). Singapore: QS Asia Quacquarelli Symonds Pte Ltd.
Louw, A., Zimney, K., Puentedura, E. L., Diener, I. (2016). The efficacy of pain neuroscience education on musculoskeletal pain: A systematic review of the literature. Physiotherapy Theory and Practice, 32(5), 332-355. Retrieved from http://accurateclinic.com/wp-content/uploads/2016/03/The-efficacy-of-pain-neuroscience-education-on-musculoskeletal-pain-A-systematic-review-of-the-literature.pdf
Lynch, M. (2015). Empowering leadership behavior in schools: Lessons learned from the business sector. The Edvocate. Retrieved from https://www.theedadvocate.org/empowering-leadership-behavior-in-schools-lessons-learned-from-the-business-sector/
Marder, E. (2017). The importance of remembering. eLife, 6. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5577906/
Marie, N. (2020). Benefits of time management. TimeCenter’s website. Retrieved from https://www.timecenter.com/articles/benefits-of-time-management/
Ministry of Education. (2015). Education for all 2015 national review report: Thailand. UNESCO. [PDF file]. Retrieved from http://unesdoc.unesco.org/images/0022/002298/229878E.pdf
Moseley, D., Baumfield, V., Higgins, S., Lin, M., Miller, J., Newton, D., Robson, S, Elliot, J. & Gregson, M. (2004). Thinking skill frameworks for post-16 learners: An evaluation. A research report for the Learning and Skills Research Centre [PDF file]. ERIC: Institute of Education Sciences’ website. Retrieved from http://files.eric.ed.gov/fulltext/ED508442.pdf
Muttaqin, T. (2016). Management of change and school improvement. Retrieved from https://www.researchgate.net/publication/292993426_Management_of_Change_and_School_Improvement
National High School Centre. (2013). High school improvement process. United Kingdom Department of Education’s website. Retrieved from http://www.deni.gov.uk/03-schools-schoolimprovement-programme-school development-planning pg.htm
Nickson, C. (2019). Cognitive theory of multimedia learning. Life in the Fastlane’s website. Retrieved from https://litfl.com/cognitive-theory-of-multimedia-learning/
Ontario Ministry of Education. (2000). EQAO guide to school and board improvement planning: A handbook for school and board leaders. Retrieved from http://www.misalondon.ca/PDF/BIP/EQAO_Guide_To_BIP.pdf
Oregon, E., McCoy, L., Johnson, L. (2018). Case analysis: Exploring the application of using rich media technologies and social presence to decrease attrition in an online graduate program. ERIC: Institute of Education Sciences’ website. Retrieved from https://files.eric.ed.gov/fulltext/EJ1186019.pdf
Patterson, K. A. (2003). Servant leadership: A theoretical model. Doctoral thesis, Graduate School of Business, Regent University, Virginia Beach, United States.
Philippine Daily Inquirer. (2020). Students worry about online learning due to slow PH internet. Retrieved from https://newsinfo.inquirer.net/1267743/students-worry-about-online-learning-due-to-slow-ph-internet
Romero, P. (2020). College enrollment may plunge by up to 70 percent, officials warn. One News. Retrieved from https://www.onenews.ph/college-enrollment-may-plunge-by-up-to-70-percent-officials-warn
Saavedra, J. (2020). Educational challenges and opportunities of the Coronavirus (COVID-19) pandemic. World Bank Blogs. Retrieved from https://blogs.worldbank.org/education/educational-challenges-and-opportunities-covid-19-pandemic
Satar, H. M. (2015). Sustaining multimodal language learner interactions online. Calico Journal, 32(3). Retrieved from https://journals.equinoxpub.com/index.php/CALICO/article/view/26508
Seale, C. (2020). The case for critical thinking: The COVID-19 pandemic and an urgent call to close the critical thinking gap in education. Forbes. Retrieved from https://www.forbes.com/sites/colinseale/2020/04/10/the-case-for-critical-thinking-the-covid-19-pandemic-and-an-urgent-call-to-close-the-critical-thinking-gap-in-education/?sh=27ec408e7b72
Southern Adventist University. (2020). Student commitment. Retrieved from https://www.southern.edu/undergrad/campus-life/student-commitment.html
St. John’s University. (2020). Importance of high order thinking skills. Digication. Retrieved from https://stjohns.digication.com/edu_1002_kim/Importance_of_Higher_Order_Thinking_Skills_in_clas
Sturdevant, G. (2017). Reducing equivocality and uncertainty on Facebook: Examining the level of “richness” Cues in Facebook features. Master’s dissertation, Department of Communication Studies, California State University, Sacramento, United States. Retrieved from http://dspace.calstate.edu/bitstream/handle/10211.3/194557/Giselle%20Sturdevant%20Thesis%20Final.pdf?sequence=1
Sugrue, B. (2002). Problems with Bloom's taxonomy [PDF file]. Retrieved December 29, 2015, from https://eppicinc.files.wordpress.com/2011/08/sugrue_bloom_critique_perfxprs.pdf
Sun, P., & Cheng, H. K. (2007). The design of instructional multimedia in e-learning: A media richness theory-based approach. Computers & Education, 49(3), 662–676. doi:10.1016/j.compedu.2005.11.016
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco: John Wily & Sons.
UNESCO. (2020). COVID-19 and higher education: Learning to unlearn to create education for the future. Academic Impact. Retrieved from https://academicimpact.un.org/content/covid-19-and-higher-education-learning-unlearn-create-education-future
University of Texas. (2015). Blooms taxonomy, learning objectives and higher order thinking. Retrieved from https://www.unthsc.edu/center-for-innovative-learning/blooms-taxonomy-learning-objectives-and-higher-order-thinking/
University of the Philippines Los Baňos. (2020). CHED chair, HEI heads discuss grad educ amid COVID-19. Retrieved from https://uplb.edu.ph/academic/ched-chair-hei-heads-discuss-grad-educ-amid-covid-19/
Volery, T. & Lord, D. (2000). Critical success factors in online education. Retrieved from https://www.researchgate.net/publication/225157840_Critical_success_factors_in_online_education
Wills, A. L. (2020). Phenomenological study on the impact of servant leadership for establishing a culture of high performance as perceived by middle school principals. Doctoral thesis, Department of Organizational Leadership, Brandman University, Irvine, United States. Retrieved from https://digitalcommons.brandman.edu/edd_dissertations/351/
Zhou, C., Chan, B., & Mickleborough, N. (2015). Why is service leadership important in higher education? In D. T. L. Shek, & P. Chung (Eds.), Promoting service leadership qualities in university students: The case of Hong Kong (pp. 135-138). Singapore: Springer. Retrieved from https://link.springer.com/chapter/10.1007/978-981-287-515-0_9
ŽivkoviĿ, S. (2016). A model of critical thinking as an important attribute for success in the 21st century. Procedia-Social and Behavioral Sciences, 232, 102-108. Retrieved from https://www.sciencedirect.com/science/article/pii/S1877042816312666
Agi, U. K., & Yellowe, A. N. (2012). Administrative strategies for achieving quality assurance in secondary education in Nigeria. Research in Education, 18(1), 126-130.
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. Raths, J. & Wittrock, M. C. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's taxonomy for educational objectives. New York: Addison Wesley Longman, Inc.
Arcilla, J. (2020). DepEd: Most parents prefer modular learning. The Manila Times. Retrieved from https://www.manilatimes.net/2020/07/31/news/national/deped-most-parents-prefer-modular-learning/748207/
Basu, M. (2020). The Philippines gets serious about connecting its schools. GovInsider. Retrieved from https://govinsider.asia/innovation/the-philippines-gets-serious-about-connecting-its-schools/
Beare, H., Caldwell, B., & Millikan, R. (1989). Creating an excellent school: Some new management techniques. London: Routledge.
Bilash, O. (2019). Understanding and remembering. Best of Bilash. Retrieved from https://sites.educ.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/remembering.html
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals by a committee of college and university examiners (Handbook I: Cognitive domain). New York: Longmans Publishing.
Case, R. (2013). The unfortunate consequences of Bloom's taxonomy. Social Education, 77(4), 196–200.
CHED. (2020). COVID-19 updates. Commission on Higher Education (CHED)’s website. Retrieved from https://ched.gov.ph/covid-19-updates/
Cheng, V. M. Y. (2010). Teaching creative thinking in regular science lessons: Potentials and obstacles of three different approaches in an Asian context. Asia-Pacific Forum on Science Learning and Teaching, 11(1).
Daft, R. L., & Lengel, R. H. (1986). Organizational information requirements, media richness and structural design. Management Science, 32, 355-368.
Davis, J. (2017). Innovative teaching strategies that improve student engagement. Association for Middle Level Education. Retrieved from https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/876/Innovative-Teaching-Strategies-that-Improve-Student-Engagement.aspx
Dwyer, C. P., Hogan, M. J. & Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity, 12, 43–52.
Fernandez, A. A., & Shaw, G. P. (2020). Academic leadership in a time of crisis: The Coronavirus and COVID‐19. Journal of Leadership Studies, 14(1), 39-45. Retrieved from https://onlinelibrary.wiley.com/doi/10.1002/jls.21684
Goel, S. (2019). Critical thinking: A few perspectives. Retrieved from https://goelsan.wordpress.com/2019/09/26/critical-thinking-a-few-perspectives/
Greenleaf, R. K. (1996). On becoming a servant-leader. San Francisco: Josey-Bass Publishers.
Janzen, E. (2018). Servant theory page. WikiSpaces. Retrieved from https://wikispaces.psu.edu/display/P5PFLD/SERVANT+Theory+Page
Johnson, A. M., Jacovina, M. E., Russell, D. G., & Soto, C. M. (2016). Challenges and solutions when using technologies in the classroom. ERIC: Institute of Education Sciences’ website. Retrieved from https://files.eric.ed.gov/fulltext/ED577147.pdf
Joyce, K. M., & Brown, A. (2009). Enhancing social presence in online learning: Mediation strategies applied to social networking tools. Online Journal of Distance Learning Administration, 12(4).
Kanokpermpoon, M. (2019). Thinking skills in practice: A case study of an English curriculum at a Thai University. LEARN Journal: Language Education and Acquisition Research Network, 12(2), 49-63.
Kehrwald, B. A. (2010). Being online: Social presence as subjectivity in online learning. London Review of Education, 8(1), 39–50. doi:10.1080/14748460903557688
Ketchell, M. (2018). School vision and mission statements should not be dismissed as empty words. The Conversation. Retrieved from https://theconversation.com/school-vision-and-mission-statements-should-not-be-dismissed-as-empty-words-97375
Lertpaithoon, S. (2014). Thammasat University: A QS showcase profile of Dr Somkit Lertpaitoon, professor of law and rector of Thammasat University. In C. Tabatabaei (Ed.), QS showcase 2015 (pp. 126-127). Singapore: QS Asia Quacquarelli Symonds Pte Ltd.
Louw, A., Zimney, K., Puentedura, E. L., Diener, I. (2016). The efficacy of pain neuroscience education on musculoskeletal pain: A systematic review of the literature. Physiotherapy Theory and Practice, 32(5), 332-355. Retrieved from http://accurateclinic.com/wp-content/uploads/2016/03/The-efficacy-of-pain-neuroscience-education-on-musculoskeletal-pain-A-systematic-review-of-the-literature.pdf
Lynch, M. (2015). Empowering leadership behavior in schools: Lessons learned from the business sector. The Edvocate. Retrieved from https://www.theedadvocate.org/empowering-leadership-behavior-in-schools-lessons-learned-from-the-business-sector/
Marder, E. (2017). The importance of remembering. eLife, 6. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5577906/
Marie, N. (2020). Benefits of time management. TimeCenter’s website. Retrieved from https://www.timecenter.com/articles/benefits-of-time-management/
Ministry of Education. (2015). Education for all 2015 national review report: Thailand. UNESCO. [PDF file]. Retrieved from http://unesdoc.unesco.org/images/0022/002298/229878E.pdf
Moseley, D., Baumfield, V., Higgins, S., Lin, M., Miller, J., Newton, D., Robson, S, Elliot, J. & Gregson, M. (2004). Thinking skill frameworks for post-16 learners: An evaluation. A research report for the Learning and Skills Research Centre [PDF file]. ERIC: Institute of Education Sciences’ website. Retrieved from http://files.eric.ed.gov/fulltext/ED508442.pdf
Muttaqin, T. (2016). Management of change and school improvement. Retrieved from https://www.researchgate.net/publication/292993426_Management_of_Change_and_School_Improvement
National High School Centre. (2013). High school improvement process. United Kingdom Department of Education’s website. Retrieved from http://www.deni.gov.uk/03-schools-schoolimprovement-programme-school development-planning pg.htm
Nickson, C. (2019). Cognitive theory of multimedia learning. Life in the Fastlane’s website. Retrieved from https://litfl.com/cognitive-theory-of-multimedia-learning/
Ontario Ministry of Education. (2000). EQAO guide to school and board improvement planning: A handbook for school and board leaders. Retrieved from http://www.misalondon.ca/PDF/BIP/EQAO_Guide_To_BIP.pdf
Oregon, E., McCoy, L., Johnson, L. (2018). Case analysis: Exploring the application of using rich media technologies and social presence to decrease attrition in an online graduate program. ERIC: Institute of Education Sciences’ website. Retrieved from https://files.eric.ed.gov/fulltext/EJ1186019.pdf
Patterson, K. A. (2003). Servant leadership: A theoretical model. Doctoral thesis, Graduate School of Business, Regent University, Virginia Beach, United States.
Philippine Daily Inquirer. (2020). Students worry about online learning due to slow PH internet. Retrieved from https://newsinfo.inquirer.net/1267743/students-worry-about-online-learning-due-to-slow-ph-internet
Romero, P. (2020). College enrollment may plunge by up to 70 percent, officials warn. One News. Retrieved from https://www.onenews.ph/college-enrollment-may-plunge-by-up-to-70-percent-officials-warn
Saavedra, J. (2020). Educational challenges and opportunities of the Coronavirus (COVID-19) pandemic. World Bank Blogs. Retrieved from https://blogs.worldbank.org/education/educational-challenges-and-opportunities-covid-19-pandemic
Satar, H. M. (2015). Sustaining multimodal language learner interactions online. Calico Journal, 32(3). Retrieved from https://journals.equinoxpub.com/index.php/CALICO/article/view/26508
Seale, C. (2020). The case for critical thinking: The COVID-19 pandemic and an urgent call to close the critical thinking gap in education. Forbes. Retrieved from https://www.forbes.com/sites/colinseale/2020/04/10/the-case-for-critical-thinking-the-covid-19-pandemic-and-an-urgent-call-to-close-the-critical-thinking-gap-in-education/?sh=27ec408e7b72
Southern Adventist University. (2020). Student commitment. Retrieved from https://www.southern.edu/undergrad/campus-life/student-commitment.html
St. John’s University. (2020). Importance of high order thinking skills. Digication. Retrieved from https://stjohns.digication.com/edu_1002_kim/Importance_of_Higher_Order_Thinking_Skills_in_clas
Sturdevant, G. (2017). Reducing equivocality and uncertainty on Facebook: Examining the level of “richness” Cues in Facebook features. Master’s dissertation, Department of Communication Studies, California State University, Sacramento, United States. Retrieved from http://dspace.calstate.edu/bitstream/handle/10211.3/194557/Giselle%20Sturdevant%20Thesis%20Final.pdf?sequence=1
Sugrue, B. (2002). Problems with Bloom's taxonomy [PDF file]. Retrieved December 29, 2015, from https://eppicinc.files.wordpress.com/2011/08/sugrue_bloom_critique_perfxprs.pdf
Sun, P., & Cheng, H. K. (2007). The design of instructional multimedia in e-learning: A media richness theory-based approach. Computers & Education, 49(3), 662–676. doi:10.1016/j.compedu.2005.11.016
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco: John Wily & Sons.
UNESCO. (2020). COVID-19 and higher education: Learning to unlearn to create education for the future. Academic Impact. Retrieved from https://academicimpact.un.org/content/covid-19-and-higher-education-learning-unlearn-create-education-future
University of Texas. (2015). Blooms taxonomy, learning objectives and higher order thinking. Retrieved from https://www.unthsc.edu/center-for-innovative-learning/blooms-taxonomy-learning-objectives-and-higher-order-thinking/
University of the Philippines Los Baňos. (2020). CHED chair, HEI heads discuss grad educ amid COVID-19. Retrieved from https://uplb.edu.ph/academic/ched-chair-hei-heads-discuss-grad-educ-amid-covid-19/
Volery, T. & Lord, D. (2000). Critical success factors in online education. Retrieved from https://www.researchgate.net/publication/225157840_Critical_success_factors_in_online_education
Wills, A. L. (2020). Phenomenological study on the impact of servant leadership for establishing a culture of high performance as perceived by middle school principals. Doctoral thesis, Department of Organizational Leadership, Brandman University, Irvine, United States. Retrieved from https://digitalcommons.brandman.edu/edd_dissertations/351/
Zhou, C., Chan, B., & Mickleborough, N. (2015). Why is service leadership important in higher education? In D. T. L. Shek, & P. Chung (Eds.), Promoting service leadership qualities in university students: The case of Hong Kong (pp. 135-138). Singapore: Springer. Retrieved from https://link.springer.com/chapter/10.1007/978-981-287-515-0_9
ŽivkoviĿ, S. (2016). A model of critical thinking as an important attribute for success in the 21st century. Procedia-Social and Behavioral Sciences, 232, 102-108. Retrieved from https://www.sciencedirect.com/science/article/pii/S1877042816312666