LIVED EXPERIENCES OF ENGLISH AND FILIPINO

QUINQUAGENARIANTEACHERS ON
ONLINE PEDAGOGY

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 13
Pages: 507-521
Document ID: 2023PEMJ1183
DOI: 10.5281/zenodo.8347330
Manuscript Accepted: 2023-12-9
Psych Educ, 2023, 13: 507-521, Document ID:2023 PEMJ1183, doi:10.5281/zenodo.8347330, ISSN 2822-4353
Research Article

Lived Experiences of English and Filipino Quinquagenarian

Teachers on Online Pedagogy
Bernie P. Ibanez*, Mark Fabella, Vivian Buhain, Luningning De Castro
For affiliations and correspondence, see the last page.
Abstract
The COVID-19 pandemic prompted an immediate shift from in-person to online interaction classes
and different learning methodologies. The purpose of this study was to elucidate the lived
experiences of ten quinquagenarians teaching English and Filipino online pedagogy in Marikina's
School Division. In analyzing the data, the Researcher used individual online in-depth interviews,
online focus group discussions, and observations. He collected the data through the Colaizzi (1978)
process. Eight (8) themes emerged from the interviews: educator’s dedication, emotional distress,
technological offline, pedagogical frustration, educational stressors, struggle educator, technical
support, pro-traditional learning, and ICT skills for quinquagenarians. The study concluded that with
the unexpected deployment of online pedagogical approaches, the learners saw this teaching method
as a vexatious atmosphere every day. Limited digital knowledge and internet connectivity were the
major challenges in delivering education in the new normal. Too much stress every day and being
paranoid about doing digital tasks assigned by the Department of Education made the participants'
lives stressful. The online pedagogy made the lives of ten participants complicated every day, every
hour, and every minute during the pandemic. The participants showed different styles to cope with
the challenges of online pedagogy. It may be concluded that the participants had no skills in terms of
ICT integration. The traditional way of teaching still required teachers to be physically present within
the confines of a classroom and to be learning alongside their respective students. In this case, it may
be concluded that traditional learning pedagogy was still at the heart of the English and Filipino
quinquagenarian teachers.

Keywords: quinquagenarians, online pedagogy, ict integration, educator’s dedication, emotional distress

Introduction on teaching, which has abruptly shifted from a

classroom environment to an online approach. A
The Coronavirus that originally came from China recent survey of 1,400 American institutions
adversely affected not only the lives of human beings demonstrates how massive and abrupt this
but also the systems of education around the world. transformation has been.
The effect of the pandemic on the educational learning
mode for teachers and learners had received Moreover DepEd (2020) established blended learning
considerable attention worldwide (Selvaraj et al. modalities, which combined online distance teaching
2021). The transition away from traditional classroom with in-person delivery to learners' homes, to solve
settings and toward online instruction was suddenly educational concerns. Barangays were urged to reach
implemented by educational leaders around the world out to individuals without internet connections and
to address the educational needs of learners (OECD, interactive facilities. The Department of Education
2021). would also transmit classes, materials, and directions
to pupils through radio and television in locations
Keci et al. ( 2021) emphasized that online pedagogy is where this was not practicable. Gayola (2020)
a teaching modality that uses an electronic mode of instructed the school officials in Marikina City to craft
delivery to learners globally or is an approach that the online learning strategy of instruction that
facilitates learning through online and utilizes new addresses the educational needs amidst the pandemic
information and communication technologies to and devised mechanisms to bridge the digital literacy
develop innovative learning environments to transform gap among teachers.
and improve education. It was also described as a
teaching methodology designed for an online platform However, while much literature and research had
to address educational settings' global crisis, which discussed online delivery as an alternative mode of the
restrained teachers and learners from conducting face- educational process, little study had been done to
to-face classes. examine the lived experiences of quinquagenarian
English and Filipino teachers who were not computer-
Furthermore, Marsicano et al. (2020) found out that capable enough to use online pedagogy. With this
the COVID-19 outbreak has had a significant impact sudden change of modalities from face-to-face to

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Research Article

online education, quinquagenarian participants from the participants' answers was used to come up
were most affected by the change and challenge. with specific research questions for further study. The
Alvarez (2020) also stated that teachers who were English and Filipino quinquagenarian teachers' real-
forced to use online teaching and learning due to life experiences with online pedagogy could help
technological limitations experienced significant policymakers, leaders, curriculum planners, and
hindrances and barriers when delivering in-class principals create an acceptable learning environment
instruction. Sammifani (2021) said that
not only for quinquagenarian teachers but for all
quinquagenarian teachers had difficulties during the
stakeholders in the academe.
shifting of modality that had a negative influence on
the elderly teachers as they migrated to the online Research Questions
teaching while also fighting their worry for their
safety during the epidemic. This is because the This phenomenological study's primary objective was
traditional base of their foundation years of teaching to know the lived experiences of both English and
is firmly set inside. Filipino quinquagenarian teachers in online pedagogy.
Specifically, this study answered the following;
Selected participants in District I who were not
capable of technological innovations were teachers
1. What factors influenced the participants to
who found these modes of education more complex
participate in online pedagogy?
compared to their students who were skilled in this.
2. What are the lived experiences of the English and
The difficulty, as mentioned, could be seen, and
Filipino quinquagenarian teachers who participated in
observed during their synchronous classes and
online pedagogy?
asynchronous activities, where they encountered
3. What are the effects of the lived experiences of
various problems operating the technology
quinquagenarian teachers in online pedagogy?
independently. Likewise, during online teaching,
4. What action plan can be crafted based on the
quinquagenarian teachers struggled to meet the
recommendation of the participants?
challenges of technological advancement. Even simple
tasks like uploading files to a messenger or creating
PowerPoint presentations were stressful. Literature Review
Among the participants who were immensely affected
by the sudden shift in learning delivery systems were According to IGI Global in (2022) Online Pedagogy
q u i n q u a g e n a r i a n s . Th er e wer e ten (10) was a set of procedures, methods, and processes for
quinquagenarian participants in the District I of teaching academics through a digital pedagogy
Marikina City who have difficulty in using online environment, where teachers and students learn the
pedagogy during pandemic. If quinquagenarian lesson separately due to digital pedagogy.
educators were not well-versed in basic technology
concepts, it will have a cascading effect on their Balasubramanian (2020) mentioned that online
teaching strategy and self-esteem in the coming years pedagogy is the philosophy and application of learning
as teachers. Teachers must have a certain level of that occurred online. The act of teaching is commonly
knowledge in ICT to work effectively with distant used in digital form. The practice of teaching well
online learning. Otherwise, this will stymie the success online is known as an online teaching pedagogy, and it
and effectiveness of online learning. Earlier studies was created expressly for this purpose. It has a set of
seem to suggest that there is a dearth in materials that recommended techniques, approaches, and procedures
deal with quinquagenarians’ experiences with online for instructing academic subjects in a physical setting
pedagogy which encouraged the Researcher to conduct apart from the faculty members—online or in a
a study in this field. blended learning environment.

The present study aimed to uncover the numerous Likewise, Lipayon (2020) mentioned that due to the
lived experiences of English and Filipino pandemic crisis, online pedagogy is currently popular
quinquagenarian teachers participating in online in the educational system. Online pedagogy is the
pedagogy and how they coped with those complicated strategy of learning and teaching using the digital
challenges. The Researcher hypothesized factors that mechanism. It examines how pedagogical design
influenced the participants' participation in online affects students’ development of academic proficiency
pedagogy, their lifeworld as quinquagenarians in various forms of digital learning focused on
participating in online education, and the effects of technology-enhanced collaborative learning.
their experiences as quinquagenarian teachers
participating in online pedagogy. The information
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Research Article

It is evident from the related literature and studies that The teachers who participated in the study were
due to the sudden closure of school worldwide, Online selected through purposive sampling. Semi-structured
pedagogy is the only tool or strategy of learning that interview questions were also used to find out their
may deliver to learners. individual experiences under online pedagogy.The
collected data were also subjected to a thorough and
Barriers to Online Pedagogy systematic method of transcribing, coding and
analyzing themes.The Researcher used in-depth
The views of barriers to online modality as stated interviews to gather data, so the study done by
explicitly by Reyes et al. (2021) that the prevalent (Crossman, 2019) where he laid out situations on how
problems were having to change learning styles, to develop the course of an interview is an ideal guide
needing to take care of duties at home, and instructors for the interview conducted by the researcher. In
not communicating well or giving clear instructions conducting the interview, the Researcher ensured the
about two-thirds of the respondents had to deal with suitability of the place where it was suitable for the
these obstacles frequently or always. Mental health interview to run smoothly.
issues and a lack of study-friendly physical space were
both prevalent. According to the research, having The analysis of qualitative data is often based on the
access to a quick and dependable internet connection same basic principle: identifying themes. This involves
was a greater priority than having a gadget or being the process of breaking down all the data into the
technically skilled.Bahian et al. (2020) discussed some smallest component parts (codes) and reconstructing
barriers in online pedagogy such as the demand for and grouping the codes into units or categories called
household chores, the modification of learning styles, themes. This is called the thematic approach and
and the lack of study spaces. The unreliable internet usually forms the foundation for other types of
access is due to overloaded and very slow internet analysis (Archer, 2018). Archer's statement is directly
connection in the geographical area. Especially the related to the Researcher's study because this research
quality of the gadget they used during online also analyzed the data gathered by identifying the
pedagogy.Alshwiah (2021) emphasized that the themes that can be developed, the data was also broken
barriers to online learning were significantly the access down to generate codes and compiled it based on the
to digital devices that served as a barrier in doing eligible category.
online education and may affect the teaching process
of teachers and learners. Through coding the qualitative text, data are taken
apart to see what emerges before being brought back
together in a meaningful way. The coding requirement
Methodology
is simple, the textual data is very large and requires a
long time to analyze and interpret (Creswell, 2015).
Research Design Coding is one of the most exciting processes in
qualitative research that was also used in this research,
The Researcher used the descriptive phenomenological where the Researcher analyzed his data to generate a
research method (Collaizi, 1978) to uncover the new meaning. The study, conducted by the Researcher,
genuine experience of the phenomenon under is in line with Creswell's statement because it is
investigation. The phenomenon in this study is the expected to gather a lot of data from the study to be
lived experiences of English and Filipino conducted and to facilitate the analysis and
quinquagenarian teachers in online pedagogy.The interpretation of these data.signed the informed
phenomenological study is a qualitative research consent form for research participation.
method that attempts to understand and distinguish the
universal essence of a phenomenon. The method The participants of the study were the English and
investigates ordinary people's experiences while Filipino quinquagenarian teachers of Marikina District
suspending the researchers' prior assumptions about I secondary public schools.
the phenomenon. The Researcher used the
phenomenological approach in his study to understand Sampling Procedures
the lived experiences of English and Filipino
quinquagenarian teachers in online pedagogy. The Researcher used purposive sampling in
conducting his research study about the lived
This research used individual in-depth interview, focus experiences of English and Filipino quinquagenarian
group discussion, descriptive coding and thematic teachers on Online Pedagogy. Purposive sampling is a
analysis as the method of data collection and analysis. non-probability sampling approach in which selected

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Research Article

items for the sample are picked at the researcher's recorded and documented to show the validity of the
discretion.Purposive sampling was applied in this study. The information gathered in the virtual
study by the Researcher because he believed this interview and Focus Group discussion was
would be appropriate to his study by selecting the ten transcribed.
(10) English and Filipino quinquagenarian teachers on
Online Pedagogy. Colaizzi (1978) used a unique seven-step approach, a
thorough analysis was provided, with each stage
Data Collection Methods remaining true to the facts. The ultimate product was a
succinct but comprehensive explanation of the
In this study, the Researcher utilized the following phenomena under investigation that had been approved
instruments to gather all the data needed to answer the by the people who really produced it. The study
specific problems in the study: underwent the process of triangulation method to
secure the trustworthiness of data. The triangulation
Primary Data may be undertaken inside the process or between the
process itself like discovering the data inside the
Interview. The interaction was where an interviewer design through a collection of data using a different
poses verbal questions to elicit vocal responses from process. Examples are the triangulation of data
the interviewer. The information received was collected in a virtual interview, focus groups,
documented, transcribed, and verified in order to draw observation, and others ( Denzin, 1978 ). In qualitative
from the lived experiences of the secondary teachers’ research the triangulation added an in-depth collection
first-hand observations of the benefits, drawbacks, of data ( Fush & Ness, 2 015). For a more
possibilities, and risks of the blended modalities. comprehensive viewpoint on a particular study subject,
Transcriptions. The Researcher transcribed verbatim the Researcher employed triangulation. Triangulation
the responses of the participants during the in-depth helped to increase the authenticity and trustworthiness
interview. of the data.
Observation Notes. The Researcher used observation
notes to record the behavior and reactions of the Trustworthiness
participants during the interview.
Before the virtual interview happened, the Researcher
Group chat. This was used for the exchange messages
went to the three (2) experts in language at the
between the researcher and participants for follow-up
Department of Filipino and English to validate and
responses.
analyze the relativity of guide questions. These guide
Google form. The Researcher used Google Forms for questions were the basis of in-depth data gathering and
the participants’ demographic profile. He created a information for the participants of this study.
link and sent it to the participants for the schedule of
in-depth interview. The study had undergone the process of triangulation
Audiovisual materials. The Researcher utilized to check the truthfulness and trustworthiness of lived
audiovisual materials during the Focus Group experiences of English and Filipino quinquagenarian
Discussion (FGD) to ensure the responses of the teachers.
participants. The Researcher notified the participants
to record the audio for the discussions and deleted Trustworthiness is the means to connect the readers
after the confirmation. and the researcher, thus truthfulness was never taken
for granted by the Researcher (Lincoln & Guba,1985).
Secondary Data
The concept of trustworthiness was discussed
The Researcher utilized some books, journals, articles, according to the following criteria: (a) credibility (b)
and reviewed literature that substantiated the study in transferability (c) dependability, and (d)
terms of its literature review and findings that support confirmability.
the study.
Credibility. The skills were used to analyze the
Data Analysis Procedures process of its knowledge and interpretation of
participants’ experiences (Lincoln and Guba 1985).
The data collected did not undergo statistical treatment The Researcher gathered the data through a virtual
but was instead subjected to in-depth analysis. The interview in order to know their lived experience in
guide questions were validated by the three experts online pedagogy. He did an impromptu interview
before the virtual interview began. The interview was which was an appropriate method according to Lincoln

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Research Article

and Guba because it challenges their knowledge and Based on the data gathered, the Researcher found out
interpretation. that the participants most commonly used the word
Transferability. There are methods designed to meet commitment; thus, the Researcher synthesized the
credibility. This covers (a) extended participation, r e s p o n s e s in one th em e as a E d u c a to r’ s
(b)steadfast observation, (c) peer debriefing (d) dedication. The responses of the quinquagenarian
triangulation, (e) member checks, and (f) an audit trail. participants emphasized the importance of their calling
The individual in-depth interview was made one hour as teachers in delivering education to learners, no
for each participant and the focus group discussion matter how difficult the situation was, as long as the
was done for almost two hours; that was how the learners received the instruction. Without hesitation,
interview made for each participant was synthesized. the participant; described their experiences as
This activity responded to the transferability wherein educators when responding to their call of duty as
the activities were made extended participation. teachers.
Dependability. It is vital for credibility since it
demonstrates the research study's conclusions as Based on the data above regarding what influenced the
consistent and reproducible. This research was aligned participants to go online, this group of ten teachers
with the phenomenological wherein this study aims to with digital disabilities could not appreciate the
elucidate the lived experiences of English and Filipino convenience and flexibility of online pedagogy. This
quinquagenarian teachers on online pedagogy. disability allowed them to set their own pace with their
Conformability. The confirmability was verified if tasks, but they tried to face the challenges because of
credibility, dependability, and confirmability were their commitment to their duty as teachers. This theme
made (Lincoln & Guba 1985). This study met the relates to research Question Number 1. Thus, the
trustworthiness because every data collected was true following data show how quinquagenarians describe
and arranged very clearly so that the readers would online education.
understand the process of this study.
The passion and obligation that they had sworn before
Reflexivity God, which was the catalyst for change in the lives of
learners and advocates of nation-building through the
The Researcher was personally involved in the study upbringing of quality education in the learners,
and should know the phenomenon of the topic study to inspired them to do whatever it took, as evidenced by
understand its nature ( Alejo et al. 2018). He described the responses:
the lived experiences of English and Filipino “I need to participate in the online pedagogy because I
quinquagenarian teachers on Online Pedagogy wherein agree with the ideas and implementation of DepEd that
he also experienced the situation of the participant. this mode of delivering knowledge and information to
However, in the process and this study results, the our learners is one of the best strategies to apply and
Researcher set aside his opinion and based himself on adopt by the teachers for the students to learn in this
the gathered literature, studies, and theoretical time of pandemic in which face to face classes are not
framework. yet allowed in the majority of schools in the
Philippines…p1(L1)
The Researcher has a big responsibility. He should be
careful in every step of research because it covers the With the limited resources and interactions due to the
ethical considerations, privacy, anonymity and pandemic, we have to engage learners in a way that
informed consent from the participants. The ethical they will learn as much as they can even without face-
considerations were the guide in the study; (a) to-face interaction…..p2 (l2)
acknowledge the idea used, (b) do not collect the data
Definitely because of the Pandemic, we are restricted
without permission (c) avoid personal observation (d)
to teach face-to-face with our learners, No other resort
do not cheat.
but to go online pedagogy and learn new strategies.
Plagiarism is using someone else’s ideas or words P3(l3)
without giving them proper credit (Purdue University
Although I am not really familiar with online
Online Writing Lab, 2014).
pedagogy because it’s the call of duty as a teacher, I
need to participate in whatever it is for the sake of the
Results and Discussion learners’ education in this critical time…p4(l4)

Dahil kasalukuyang pangyayari sa bansa, Kailangan

Theme 1. Educator’s Dedication bilang guro harapin ang hamon ng pangyayari,

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tanggapin kung ano ang nararapat na paraan para process, each volunteer questioned the situations they
maisakatuparan ang paglilingkod sa mga mag aaral sa had personally gone through in online pedagogy and
gitna ng Pandemya..p5(L5) how they coped with those struggles in implementing
online education. Each individual, regardless of
Dahil sinumpaang tungkulin bilang guro, kahit gaano circumstances, indicated a substantial challenge in
man kahirap ang nangyayari sa kasalukyan kailangan dealing with the various online modalities.
maipagpatuloy ang pagsilbi at pagkatuto ng mga bata
sa gitna ng Pandemya…p6 (l6) As revealed by the participants, the sudden shift of
modalities from face-to-face to online pedagogy made
As a teacher no what happens in our country because them strangers to the wisdom of teaching strategies. It
of the Pandemic, I have to fulfill my duty as a teacher also created an unpleasant learning atmosphere,
whatever it takes..p7(l7) leading to a negative connection with the learners.
Taken together, their shared experiences of utilizing
I personally accepted the challenge for the student’s online learning modalities suggested that online
interest even though I am digitally incapacitated and methodologies for quinquagenarians increased the
lack wisdom in terms of digital processes but as a burden on them as public school instructors, as seen by
Teacher, I need to put aside those insecurities because the underlying insight: As a quinquagenarian and with
the important things were the delivery of education to limited knowledge of computer tasks, I hardly cope
our learners amidst the Pandemic…p8(l8) with the sudden change of modalities of teaching from
traditional to hybrid pedagogies. Sometimes I entertain
I personally touched on the situation of the learners thoughts of having early retirement than pushing
nowadays and how they gain education amidst the myself to learn digital tasks. But as a teacher, I need to
pandemic. 0Then if I reject the idea of online make a lot of adjustments in such a way I can deliver
pedagogy because of my digital incapacity probably learning to my students p).(l1)
it’s a selfish way of caring….p9 (l9)
I feel I’m also a new learner in the digital mode.
Para sa akin ang tanging nagbigay tapang upang Sometimes I came to the point that I want to quit
tanggapin ang hamon ng pagtuturo ng Online ay ang teaching or retire earlier than my expected age of
mga mag aaral, dahil kung uunahin ko muna ang retirement because of the stress and embarrassment
akinng sariling kapakanan paano na po ang mga mag I’ve encountered during blended learning
aaral. Alam kung mahirap ang online dahil sa aking modalities…p1, (l2)
edad at kakayahan ngunit sa ngayon hindi yan ang
mahalaga.. ang mahalaga muna sa nyaon ay paano I had mixed emotions, it was the first time that I had to
mapaabot ang karunungan sa gitna ng Pandemya. P1.. operate the computer in my class, then sad about the
(L10) event that I don’t how to use it since I don’t have
enough knowledge of computer tasks. I was relying
Jain and Carlos (2021) said that educators would be only on my relatives who were knowledgeable enough
remiss if they did not reflect on the crucial lessons in terms of computers. p2 (L3)
trainees have already learned. They talked about
several major pragmatic lessons that the COVID-19 I felt pity for myself every time I tried to upload my
day epidemic could teach medical students and output to e-learning the platform of the Division
residents. They step up to the challenge of dealing with Office, I always went in the wrong direction, so what I
the COVID-19 outbreak, and in the process, they learn did is, I called up my daughter to assist me in
things that could change the course of the future. uploading the output…P4 (L4)

Theme 2: Emotional Distress The findings show that their limited knowledge of
computer tasks could not have helped them explore
Based on the data gathered, the Researcher found out more online learning resources and create learning
that the participants most commonly used the word materials using digital tools. It's interesting to note that
“struggle”. thus, the Researcher synthesized the the participants in the study said they took part in their
responses in one theme as a emotional distress. online activities because they wanted to keep up with
what was happening around them and fulfill their
Each participant asked what the lived experiences responsibilities as teachers in whatever way possible.
were in participating in the online pedagogy even Two participants recognized that they needed to
though they had limited knowledge of digital tasks complete their pedagogical tasks to provide quality
compared with other teachers. During the interview education to learners amidst the pandemic.

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COVID-19, according to Dayagbil et al. (2021), has First of all, the internet connection and some students
caused serious disturbance in the instructional were not attending their classes due to poor connection
experience, which entities must resolve as soon as and also lack of gadgets to be used by the learning..
possible. Higher education institutions are being asked
to build a resilient teaching system based on evidence- Some do not have the capabilities of having the gadget
based and needs-based data in order to implement needed….p10 (L5)
responsive and proactive interventions. -based data to
implement proactive and responsive measures. I had the impression that I was being paranoid. When
I'm lost to these modalities, the knowledge that I have
Theme 3: Technological Offline: are all obsolete."p4 (L6)

As evident, Sharma et al. (2018) pointed out that the

Based on the data gathered, the Researcher found out
use of technology to Improve learning and training
that the participants most used the word connection;
was gaining traction around the world, eliminating the
thus, the Researcher synthesized the responses in one
temporal and spatial issues that traditional learning
theme as a Technological Offline.
could cause. It's difficult to keep students on online
Under the theme of "Technological Offline", there platforms, despite their many advantages.
were categories or words that were commonly
Furthermore, Ordinario (2017) said that poor internet
mentioned. These words were identified as essential
connectivity was cited as a greater imperative in the
phenomena experienced by the participants during
country than corruption and inequality. Despite its
online learning. Furthermore, each educator participant
high cost, the Philippines had one of the slowest
was questioned throughout the interview about their
Internet speeds in the Asia-Pacific region.
lived experience and how they dealt with and handled
such problems in their lives. Theme 4: Pedagogical frustration
What was highlighted in this theme was the
Based on the data gathered, the Researcher found out
participants’ common disclosure that, aside from
that the participants most commonly used the word
digital knowledge, internet connectivity was the major new learning. thus, the researcher synthesized the
challenge in delivering education in the new normal. responses in one theme as pedagogical frustration.
The struggle with a slow internet connection was
unusual when a loss of connection to the internet Under the theme of pedagogical frustration, stranger
provider or a power outage disrupted connectivity to was a word commonly mentioned. This word was
the digital process. Internet access in their shared identified as an important lived experience by the
accounts means access to various educational participant in the online modality. In addition, every
platforms designed solely for teachers. The foregoing participant was asked in the course of the interview
was evident in the following: about their lived experience and how the experiences
in online pedagogy affected their confidence in
For me, I considered Parents Monitoring of self- teaching. Each participant described various
learning modules, Internet connection, Interest of the difficulties in dealing with the online modality for the
students to adapt and adjust to this kind of learning learner. The quinquagenarian participants lived
which blended learning modalities and the attitude of through the learning modality struggle during the
the parents and learners towards studying and learning application of online learning in the Marikina City
are the challenges faced by the concerns in performing division.
this blended learning modalities….p5(L1)
The participants revealed different struggles and
The internet connection and low participation of challenges encountered during the implementation of
learners. P6 (l2 online learning. They experienced so much stress
every day that they became paranoid about doing
Educators and Learners struggle with managing digital tasks assigned by the DepEd. They stated that
connectivity and connection issues. Including not it was a good idea for some people, but not for
having the gadgets and load to be always quinquagenarians. The sudden change from traditional
available……P7(L3) pedagogy to online learning modalities faces
tremendous challenges for the quinquagenarian
The output of the learners is not submitted on time due English and Filipino participants, for example;
to internet connection….p8(L4) converting lessons to video lessons, and using

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Facebook and other e-learning platforms as the venue This was anchored on the related literature and studies
of the educational process. Online learning also by Toto and Limone (2021). The influence of digital
created an inconducive learning environment, which technology on psychological stress and motivation
led to poor relationships with their students. Their during the epidemic was inversely correlated.
limited knowledge of digital aspects made them
strangers and unaware of the best teaching strategies Using the UNESCO ICT Competency Framework for
for digital platforms. This was what other participants Teachers, the people who took part in this study tried
patiently shared: to understand their lives and come up with a specific
meaning that fit with what they had been through.
There are many factors and activities that go with
these learning modalities. Before, you only set your Theme 5: Educational stressors
goal, objectives, and strategies in your prepared lesson
plan. And the end of the lesson, it needs to be Based on the data gathered, the Researcher found out
achieved. This time this kind of strategy needs what it that the participants most commonly used the word
takes and needs a lot of adjustments and time ..the challenging; thus, the researcher synthesized the
learners, the parents, and even the head and other responses in one theme as a Educational stressors.
authorities are the ones instructing you on what to
do…I feel stranger a to the modality especially in Under the theme of educational stressors were
delivering my lesson since I’m not used to doing a categories of words that were frequently mentioned.
digital task.p9 (L1) Without exception, each participant described a
significant experience as a quinquagenarian teacher
“The collection of data and different processes in a using online pedagogy during the implementation of
computer affects me a lot; sometimes, I lost the vision online learning. The quality of struggle experienced by
that I am a teacher when it comes to digital tasks. In participants during online learning was challenging.
face-to-face, I can do a lot of strategies, I can sing, I
can dance, and I can do what I want, but now I am During the implementation of online learning
nothing because I don’t know how to do I this learning modalities, the participants demonstrated a significant
modalityt. I just rely on my Daughter's instruction on change in our educational system and conveyed
what to do.”..p10 (L2) significant lived experiences of quinquagenarian
English and Filipino teachers. The findings revealed
"For my part, Yes it’s a negative experience and that because of the sudden shifting of educational
impact on my confidence this kind of learning modalities from the traditional classroom to online
modality /lack of good internet connectivity that added learning modalities, quinquagenarian participants
stress on my part on how to deliver my lesson gradually acquired anxiety and stress performing
effectively…p4 (L3) digital tasks such as uploading traditional lessons to
the Google Classroom and exploring the e-learning
Yes definitely because it’s new learning for me. What platform introduced by the DepEd during the
I did was ask for the assistance of my co-teachers in lockdown. as evident in the following:
doing the digital task; for example, when the division
office required us to do a COT or classroom In online learning modalities. I have learned something
observation tools, I asked my co-teacher to help to do different from normal education. It is more challenging
the task, I patiently went to their house every day for task, and as a teacher, I am proud that this kind of
recorded video lesson in my COT…..p3 (L4) education has taught me more about using technology
in teaching. I strongly agree that it is a requirement for
It is not suitable this kind of new learning modality for me to adapt and go with the kind of learners we have
quinquagenarians, especially those in the 1960s who nowadays……p10. (L1) for me, It’s quite difficult
do not know computers….p5(L5) and challenging task in the sense that I have a lack of
knowledge in online strategy, probably because we
“As a teacher, I keep in mind that teachers are flexible, belong to the quinquagenarians generation……p2
and we are professionals. I know that this modality (L2)
needs a lot of time, and I need to think of techniques to
deliver the required teaching-learning process. I am Sometimes when problems arise during the course of
not comfortable this kind of learning modality the discussion, dead air can happen, and sometimes it
delivering my lesson using these tasks. I don’t know is difficult to regain attention from the learners..p9(L3)
how to manage classroom activities through online
pedagogy..p6 (L6) Online learning modalities allowed me, the students,

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and my colleagues to become more aware of current those sentiments were influenced by their work as
tools but challenging task in technologies and become online instructors when they implemented online
more computer literate…..p5(L4) learning. Every participant, without exception,
recognized the significant experiences as a vital step in
For me it’s new learning and challenging experience the process of accepting online education during a
before I am the one who taught my daughter now it’s pandemic. At the end, the participants will have to take
d ifferen t, I'm the one being ass is ted my on the role of a teacher, which will provide them with
daughter…p1(L5) an unforgettable experience each and every day.

I observed that online modality is not friendly to my Their everyday experiences as online educators during
age very challenging moment, and I gained a lot of the pandemic made them stressed while preparing the
stress and anxiety..p3(L6) lesson digitally. More specifically, all learning
materials would be converted to an e-learning platform
I feel that modality is not suited for learning very and presented to the learners in a digital manner.
challenging experiences and not friendly it can do it by During an interview, all participants admitted that the
another person or is not so real learning..p4 (L7) forceful online teaching to learners caused significant
changes in their minds due to various constraints.
Online learning modalities elicited significant
experiences in the lives of quinquagenarian English Hence, unfavorably they provided some insight as
and Filipino pedagogies, particularly those confronted evident in the following:
with the new challenges of the new normal. Exploring
the technical world beyond their knowledge made I feel I'm also a new learner in the digital mode.
them anxious and stressed every day. It added Sometimes I came to the point that I want to quit
additional burdens and responsibilities aside from my teaching or retire earlier than my expected age
inherent tasks as a teacher. The new approach to of retirement because of the stress and embarrassment
modalities made the quinquagenarian participants I've encountered during blended learning
unaware and strangers to the tools, and their limited modalities…p1 (L1)
knowledge of using digital aspects hindered their
wisdom in educational strategies. I hold myself similarly as if I was in my regular
classroom even though I feel stranger in this modality.
The findings were based on the experiential learning I try through the help of my relatives to make my
theoretical framework, in which participants learned students feel at home even though I’m not good at
new challenging experiences in online pedagogy every computers but also treat each other with the amount of
day, regardless of the gravity of their effects. r e s p e c t t h e y w o u l d sh o w to t h e i r o wn
family…p2(L2)
And similarly discussed by Brendon Hyndman (2018),
teachers confront a number of challenges, including The positive aspects of it. I learned how to use it and
inadequate access to technical help (both officially and somehow enjoyed the new learnings when it comes to
informally in the classroom), a lack of equipment technology through the untiring understanding and
(computer labs, software), ambiguous policies (such as tutoring of my daughter. The negative aspects. It takes
whether to provide computerized assignments), and most of your time answering questions ,. Doing digital
insufficient time to integrate new technology. activities is quite tiring, feeling stranger and
tedious..p3(L3)
According to the related literature and studies, the age
of the quinquagenarian teachers and a lack of adequate Is really challenging on my part, honestly, I'm in the
intensive training were two possible reasons. stage of doubt and new learner with regard to my skills
in teaching Filipino when it comes to the digital aspect
Theme 6: Struggle Educator I'm totally nothing…..p4(L4)

Based on the data gathered, the Researcher found out Online modalities brought me hypertension and
that the participants most used the word stranger; thus, anxiety every day, I tend to resign early if the online
the Researcher synthesized the responses in one theme learning continues. I can't go and I feel stranger with
as a Struggle educator. the trend…..p5(L5)

During the virtual interview, each participant was When Pandemic came into our lives and I started to
questioned about their personal experiences and how use the digital task due to restriction, I could not cope

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with the process and feeling new learner; I started to capacities as evident in the following:
acquire technostress and physical illnesses during the
implementation of Online learning modalities in our As much as possible, I must ask the assistance of my
division, probably because of my limited capacity and daughter to contact the parents and students so I could
fear to technology…P6 (L6) remind them of the activities and modules. I also give
feedback on their performance…p7 (l1-2)
The findings revealed that the participants'
unfamiliarity with online pedagogy had resulted in My friend assisted me in using a different method like
several perceptions about teaching, including group chat and text messaging….p8(L2)
unfamiliarity with the modality, more difficult tasks,
and even anxiety about their mental health. Learning I just use of different methods like Powerpoint
new pedagogy is a teacher's individual professional presentations, modules only to engage to avoid
development to prepare them for the challenges dilemmas on my part….p9( L2-3)
brought on by the Pandemic in our educational process
at any time. I recorded all my lessons in cellphone, and I asked my
son to upload them to the messenger…p10 (L1)
However, quinquagenarian teachers had suffered the
most from pedagogical changes. They couldn’t cope Just the simple ones, I do not like to complicate things
easily with the online pedagogy. Indeed, in their because I'm not that one who is a digitally inclined -
narrative testimonies, the participants admitted that person…I just used messenger only through the help
online pedagogy gradually changed their pedagogical my family members…p2 (L 2)
process.
I ask the assistance of my co-teachers in doing the
Theme 7: Technical Support digital task; for example, when the division office
required us to do a COT or classroom observation
Based on the data gathered, the researcher found out tools, I asked my co-teacher to help to do the task,
that the participants most used the word assistance. I patiently went to their house every day for recorded
thus, the researcher synthesized the responses in one video lesson in my COT….p3 (L6)
theme as a technical support.
Well, it is not suitable for quinquagenarian
The importance of family and friends’ support in any pedagogists, especially those in the 1960s who do not
endeavor is a driven fuel to continue your works know computers….p4 (L7)
especially during the implementation of online
education in DepEd. Without exception, each As a teacher, I keep in mind that teachers are flexible
participant illustrated the significant involvement of and we are professionals. I know that this modality
their family members and friends in delivering online needs a lot of time, and I need to think of techniques to
education to learners. deliver the required teaching-learning process.so I do
though it's quite tiring, physically, and mentally…p5
As revealed by the participants during the course of (L8)
virtual interviews, because of the COVID-19
pandemic, the unexpected change of mode in learning The findings of similar studies by Arcentales et.al.
and teaching from classroom-based to online (2020) indicate that epidemic altered many elements of
pedagogies made the quinquagenarian participant people's lives and heightened work–home friction,
strangers to the tools introduced by the division office, potentially leading to an increase in technostress.
like e-learning platforms, which were really far from Technostress and weariness are influenced by these
their knowledge. factors, and exhaustion has a negative impact on their
achievement. The teaching strategy was affected
Their little background in digital platforms usually because of the teachers’ digital limitations and
served as a wall to show their strength in teaching incapacity for e-learning aspects.
effectively. For instance, in traditionally based
modalities, they can elaborate lessons by using The results and findings were based on the theoretical
localized materials, while in hybrid modalities, their framework of experiential learning by having the
wisdom in using different teaching strategies did not people who are being studied answer free-form
work but made them slaves of digital limitations. questions. In this method, participants were given
Hence, usually, their own teaching strategies were complete freedom to share their perspectives on the
modified and based on their present skills and digital learning process, and the researcher's job was to listen

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attentively and interpret the results in light of their date budgets and light bills…p7 (L1)
own experiences and perspectives (David A. Kolb
1984). Definitely yes, for a seasoned teacher like me, I prefer
the traditional one rather than this because it consumed
It was obvious from the abovementioned related most of my time preparing my lesson for blended
literature and studies that the Covid 19 had brought learning.,..p8 (L2)
changes to the lives of Quinquagenarians such as the
sudden embrace of new modalities of teaching and Is really challenging on my part, honestly, I'm in the
learning from traditional to virtual platforms. stage of doubt with regard to my skills in teaching
Filipino when it comes to the digital aspect I'm totally
Theme 8: Pro-Traditional Learning nothing…..p1 (L3)

Based on the data gathered, the Researcher found out Yes. We are more challenged if we can't see face to
that the participants most commonly used the word face our main target, who are students…p9(L4)
traditional; thus, the Researcher synthesized the
responses in one theme as a Call of Pro-traditional Online learning pushed me to the limit of the patient; I
Learning. tried to be observant and resourceful in order to search
for new things on the internet through the help of
During the course of the interview, the Researcher niece…p10 (L5)
asked everyone what their preferred learning style was.
Everyone who took part in this study had their own According to Bijeesh (2017), the main drawback of
unique experiences and preferences when it came to online classes is that it has no educator present for
the online learning mode. Additionally, the participant face-to-face interaction and no peers to support them
expressed their common desires and bad experiences with daily questions about delayed worksheets, and the
with the online modality during the implementation of probability of becoming disturbed and missing the
online learning at DepEd Marikina. deadlines is high. If you intend to fulfill your online
training process successfully, you must stay focused
What was highlighted in this theme was the common and driven. Differentiated instruction is not a wise
admission of the participants that the traditional way of option if you procrastinate and struggle to meet
teaching still loves and chooses to be present inside the deadlines.
four walls of the classroom, learning along with their
learners. According to their definitions, conventional These findings are consistent with those expressed in
face-to-face learning is an approach to an educational the University of Connecticut's (2018) Instructional
technique in which the subject matter of the course and Design and Development Guide for Online Students,
the teaching materials are presented in person to a which suggests that the inability to assign
class of students. This makes it possible for learners responsibilities face-to-face may increase the difficulty
and an educator to engage with one another in real- of group projects. On the other side, students don't get
time. It is probably the most common form of to interact with the teacher in person. Online courses
educational admonishment. Learners also gain from can't compare to face-to-face instruction since they
increased engagement with their classmates. can't provide the same level of human interaction and
Participants are held liable for their advancements in support to students. They stated in their statement
face-to-face education at the class's specific meeting below that online learning modalities are more
times and dates. Face-to-face training enables greater challenging than traditional modalities.
retention and grasp of explicit instruction while also
allowing participants to reunite with themselves. The Every day, the quinquagenarian teachers in online
participants mentioned that traditional face-to-face pedagogy face and overcome challenges, which are
learning is superior to online learning because they viewed through the theoretical framework of the
can maximize their teaching strategies, such as experiential learning theory.
moving around the corner to show facial expressions
and overseeing the learners. The foregoing are evident
in the following: Conclusion
Yes, Online learning is more challenging compared to
traditional because it is harder to evaluate the student's In the light of the lived experiences of the
progress online compared to traditional. Time is also a quinquagenarians in this analysis, the following
lot more valuable because most students are on limited conclusions are drawn: (1)Despite the difficult

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circumstances in the world, their calling as agent of Alejo, L., Atkinson, J., Guzmán-Fierro, V., & Roeckel, M. (2018).
Effluent composition prediction of a two-stage anaerobic digestion
change compelled them to accept the challenge. (2)
process: machine learning and stoichiometry
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