Abstract
This study investigates the online learning platforms used for literary appreciation during the pandemic, focusing on dialogic and sociocultural engagement. It aims to evaluate teachers’ proficiency in delivering online instruction, assess learners’ academic performance in literature and analyze the substantial relationship between instructional competence and learners’ performance outcomes. Online learning platforms were used for literary appreciation during the pandemic, with an emphasis on ethnic awareness, self-discovery, community understanding and text comprehension. Teachers’ literary classes are linked to teachers’ proficiency in online instruction. Surveys and descriptive qualitative analysis were employed in this mixed-methods study and the analysis included Pearson’s r correlation, mean and percentage. Data were gathered from 370 teachers of literature, English and related courses. The majority of teachers exhibit mediocre levels of digital literacy and common systems such as Google Classroom, Commons, Learning Resource (LR) Portal, DepEd Learning Management System (LMS) and Open Educational Resources (OER) are often used. Averaging 82%, there was no discernible correlation between student grades and teacher skill, even with the move to online platforms. During the pandemic, teachers’ internet proficiency did not significantly affect learners’ academic performance. There were few resources available to help students consider ethnic diversity and other cultural groups. The results indicate the need for further research into the variables that affect online learning outcomes. Online platforms supported literary appreciation, while teachers showed limited online competence due to an abrupt transition. Bislig excelled with localized resources and competence did not predict grades significantly.
Keywords: Digital Teaching, Literary Appreciation, Literature Teaching, Online Learning Platforms, Pandemic Education.