Assessing the Implementation, Effectiveness and Challenges of Teaching Strategies in Criminology Post-Pandemic
DOI:
https://doi.org/10.5281/zenodo.23972798Keywords:
Teaching Strategies, Criminology Education, Technology Integration, Blended Learning, Post-Pandemic EducationAbstract
The study assessed the implementation, effectiveness, and challenges of teaching strategies used by Criminology faculty members from the pandemic period to the postpandemic. It specifically examined in-person, remote or digital, and blended or hybrid learning approaches and explored faculty experiences in using technology for Criminology Program. A descriptive research design was employed, using weighted means and tests of significant differences to analyze the responses of faculty members.
Qualitative responses were also examined to identify recurring experiences and challenges related to technology integration. Findings showed that all three teaching strategies were consistently implemented, with in-person learning receiving the highest overall weighted mean of 3.79, followed by blended learning at 3.64 and remote learning at 3.56.
All approaches were perceived as highly effective, with in-person learning obtaining the highest mean of 3.64, followed by remote learning at 3.60 and blended learning at 3.58.
However, unstable internet connections, limited device access, software difficulties, insufficient training, reduced student engagement, and the challenge of delivering hands-on Criminology activities online remained significant concerns.
The study concludes that blended instruction, combining technology-based learning with traditional practical training, offers the most appropriate direction for developing students’ digital, theoretical, and practical competencies.
The study contributes evidence for strengthening post-pandemic Criminology education and informing institutional planning for technology-supported instruction.
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