ISRRT_COVID-19_book

John Mark De Vera
Rethinking of Instructional Designs
The onset of the pandemic affected the industry and business, more so the academic
environment with the disruptions in the delivery of instruction. The sudden change in the
mode of instruction delivery, to online, has greatly impacted the way course instructors
administer the teaching-learning activities and assessment strategies of the professional
courses they handle. This abrupt change also affected how students cope in their learning
environment. In the pre-pandemic classes, teachers and students turned to Learning
Management System (LMS) applications as alternative means in the transfer of learning using
technology. LMS also served as an intervention in giving teaching-learning activities in case of
class suspensions and other reasons as an alternative for the on-campus classes.
Unfortunately, the pandemic forced the schools to adopt these LMS not just as an alternative
approach but as a primary option to continue the education.
The University Department heads, and teaching faculty members of the Radiologic
Technology program searched for online applications, free and open access learning
management systems, and other means to be utilized and implemented as a resource of
emergency instruction delivery. The initiatives were necessary as the first phase of the
pandemic was only seen as a temporary disruption of the academic activities at that time. The
learning management system and online training of the IAEA website, PEP connect of Siemens
Healthineer, and the online courses of the ISRRT were some of the most useful for the student
and teacher to utilize. These acted as substitute approaches to supplement the activities of
the students to still achieve the intended learning outcomes of the courses.
Our radiography school adopted an instructional design that is based on the constructivism
learning theory. This became the foundation for the direction of the learning plans we
prepared for the radiologic technology professional courses to ensure that the intended
learning outcomes were attained. Also, this instigates the students to play active participation
in the construction of the knowledge and skills they need to achieve – enforcing the role of
teachers as facilitators in the teaching-learning process and not an absolute source of
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