Online Learning Strategies Of Senior High School In Reading 21st Century Short Stories

Abstract

Online-based reading strategies are one the necessary skills for 21st-century learning since it involves the learner’s critical thinking inside and outside the classroom. However, due to the pandemic, most students use different skills to learn or cope with the difficulties of technical problems. Moreover, the students experienced technological challenges for various reasons, such as no gadgets, no internet connection, no cellular signal, and no financial assistance. Still, technology is one of the essential tools to help teachers and learners improve educational advancement. The emergence of information communication technology for SHS students opened the door to technological awareness and strategies. They can now use digital learning materials as tools to manipulate technology such as hyperlinks, applications, PDFs, words, pictures, and videos that develop new literacies and metacognitive knowledge in the 21st-century education.

Therefore, this study aims to identify the students’ metacognitive reading strategies using digitalized learning materials. Furthermore, the researcher investigates the learning experiences of SHS Students in using online-based learning materials in planning, monitoring, and evaluating the reading strategies (Fogarty, 1994). The researcher conducts phenomenological research to describe the SHS’ metacognitive learning. The researcher used probability sampling and open-ended questions in Google Forms. The results show that the learners can categorize their experiences, metacognitive strategies, and solutions to the problem using DLM experiences.  This research can benefit SHS students by enhancing the online reading materials based on their suggestions and awareness of strategies. Furthermore, the finding can lead future researchers to study the metacognitive style of learning in Online distance learning.