Exploring the Challenges of Tertiary Students in Non-Laboratory Courses After the First Year of Emergency Remote Teaching
Ferdinand Bulusan
,
Eva Marie Codamon-Dugyon
,
Jeng Jeng M. Bolintao
Shortly after the Coronavirus disease (COVID-19) pandemic began, studies on the challenges faced by tertiary students during Emergency Remote Teaching.
- Pub. date: January 15, 2022
- Pages: 481-492
- 1007 Downloads
- 1375 Views
- 2 Citations
Shortly after the Coronavirus disease (COVID-19) pandemic began, studies on the challenges faced by tertiary students during Emergency Remote Teaching (ERT) became available. However, the data sets were harvested early, as many countries began implementing ERT in response to the pandemic in March 2020. Many recent studies have failed to distinguish between the challenges faced by students enrolled in the laboratory and non-laboratory courses. There is still a dearth of literature on the difficulties encountered by students enrolled in non-laboratory courses following the first year of ERT implementation. The purpose of this paper was to examine the various challenges faced by tertiary students enrolled in non-laboratory courses following the conclusion of the first year of ERT implementation. Contextualized in two state-owned higher education institutions in northern Luzon, this study employed a fundamental qualitative approach, with focus group discussions (FGDs) serving as the primary data collection technique. Five major themes emerged from the FGDs with 42 purposively selected tertiary students. These themes presented in the spider web illustration include (1) student-focused challenges, (2) instructional material-related challenges, (3) instructor-emanating challenges, (4) technology-related challenges, and (5) student support-related challenges. This article concludes that these issues must be dealt with immediately to facilitate the implementation of ERT in non-laboratory courses. These difficulties may also be dimensions of concerns about distance education, particularly in non-urban areas of the Philippines. The themes also provide some actual pictures of the student challenges in the initial year of ERT in college. This paper highlighted some implications for pedagogy and educational management, as well as future research directions.
education in covid 19 emergency remote teaching filipino college students students challenges in covid 19
Keywords: Education in COVID-19, emergency remote teaching, Filipino college students, students’ challenges in COVID-19.
References
Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: Students’ perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45-51. https://doi.org/10.33902/JPSP. 2020261309
Affouneh, S., Salha, S., & Khlaif, Z. N. (2020). Designing quality e-learning environments for emergency remote teaching in coronavirus crisis. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 11(2), 135-137. https://doi.org/10.30476/IJVLMS.2020.86120.1033
Aguliera, E., & Nightengale-Lee, B. (2020). Emergency remote teaching across urban and rural contexts: perspectives on educational equity. Information and Learning Sciences, 121(5/6). 471-478. https://doi.org/10.1108/ILS-04-2020-0100
Alea, L. A., Fabrea, M. F., Roldan, R. D. A., & Farooqi, A. Z. (2020). Teachers’ Covid-19 awareness, distance learning education experiences and perceptions towards institutional readiness and challenges. International Journal of Learning, Teaching and Educational Research, 19(6), 127-144. https://doi.org/10.26803/IJLTER.19.6.8
Arghode, V., Brieger, E., & Wang, J. (2018). Engaging instructional design and instructor role in the online learning environment. European Journal of Training and Development, 42(7-8), 366-380. https://doi.org/10.1108/EJTD-12-2017-0110
Astin, A. W. (1997). What matters in college? Jossey Bass.
Babincakova, M., & Bernard, P. (2020). Online experimentation during COVID-19 secondary school closures: Teaching methods and student perceptions. Journal of Chemical Education, 97(9), 3295-3300. https://doi.org/10.1021/acs.jchemed.0c00748
Bisht, R. K., Jasola, S., & Bisht, I. P. (2020). Acceptability and challenges of online higher education in the era of COVID-19: A study of students' perspective. Asian Education and Development Studies. Advance online publication. https://doi.org/10.1108/AEDS-05-2020-0119
Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1). 1-4. https://doi.org/10.5281/zenodo.3778083
Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. Sage.
Brereton, P. (2021). Emergency remote training: guiding and supporting teachers in preparation for emergency remote teaching. Language Research Bulletin, 35, 1-13. https://bit.ly/3IJZdxY
Clandinin, D. J. (2006). Narrative inquiry: A methodology for studying lived experience. Research Studies in Music Education, 27(1), 44-54. https://doi.org/10.1177/1321103X060270010301
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Dejaresco III., Z. P. (2021, August 24). How much poorer are Filipinos due to pandemic? Manila Bulletin. https://bit.ly/3GAHLdm
Dutton, Y., & Mohapatra, S. (2021). COVID-19 and Law Teaching: Guidance on Developing an Asynchronous Online Course for Law Students. St. Louis University Law Journal. Advance online publication. https://doi.org/10.2139/ssrn.3604331
Eivers, E., Worth, J., & Ghosh, A. (2020). Home learning during COVID-19: Findings from the understanding society longitudinal study. National Foundation for Educational Research. https://bit.ly/3ImCiIK
Esperanza, E. T., & Bulusan, F. (2020). Stressors and coping mechanisms of college scholarship grantees: A quantitative case study of an island higher education institution. Universal Journal of Educational Research, 8(5), 2156-2163. https://doi.org/10.13189/ujer.2020.080555
Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86-103. https://doi.org/10.3390/soc10040086
Flick, U. (Ed.). (2017). The Sage handbook of qualitative data collection. Sage. http://doi.org/10.4135/9781526416070
Gelles, L. A., Lord, S. M., Hoople, G. D., Chen, D. A., & Mejia, J. A. (2020). Compassionate flexibility and self-discipline: Student adaptation to emergency remote teaching in an integrated engineering energy course during COVID-19. Education Sciences, 10(11), 304-326. https://doi.org/10.3390/educsci10110304
Genone, J. (2020). The hard part of online teaching is not the “online” part. Medium. https://bit.ly/3rXb9q4
Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: concepts, procedures, and measures to achieve trustworthiness. Nurse Education Today, 24(2), 105-112. https://doi.org/10.1016/j.nedt.2003.10.001
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE Review. https://bit.ly/3IRzdRl
Iwai, Y. (2020). Online learning during the COVID-19 pandemic what do we gain and what do we lose when classrooms go virtual. Scientific American, 13(1), 119-132. https://bit.ly/3oHE6Eo
Jaggars, S. S., Rivera, M., Hance, E., & Heckler, A. (2020). COVID-19 Teaching and Learning Survey. The Ohio State University.
Jeffery, K. A., & Bauer, C. F. (2020). Students’ responses to emergency remote online teaching reveal critical factors for all teaching. Journal of Chemical Education, 97(9), 2472-2485. https://doi.org/10.1021/acs.jchemed.0c00736
Jelinska, M., & Paradowski, M. B. (2021). Teachers' engagement in and coping with emergency remote instruction during COVID-19-induced school closures: A multinational contextual perspective. Online Learning, 25(1), 303-328. https://doi.org/10.24059/olj.v25i1.2492
Khlaif, Z. N., Salha, S., & Kouraichi, B. (2021). Emergency remote learning during COVID-19 crisis: Students’ engagement. Education and Information Technologies, 26(1). 7033-7055. https://doi.org/10.1007/s10639-021-10566-4
Lakshman Naik, G., Deshpande, M., Shivananda, D. C., Ajey, C. P., & Manjunath Patel, G. C. (2021). Online Teaching and Learning of Higher Education in India during COVID-19 Emergency Lockdown. Pedagogical Research, 6(1), em0090. https://doi.org/10.29333/pr/9665
Le, H. T., & Truong, C. T. T. (2021, March). Tertiary students’ perspectives on online learning during emergency remote teaching in the context of Covid-19: A case study. Advances in Social Science, Education and Humanities Research, 533, 203-210. https://doi.org/10.2991/assehr.k.210226.025
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage. https://doi.org/10.4135/9781544364902.n22
Lucas, M., Nelson, J., & Sims, D. (2020). Schools’ responses to Covid-19: Pupil engagement in remote learning. Slough: NFER. https://files.eric.ed.gov/fulltext/ED608590.pdf
Lund, T. J., & Stains, M. (2015). The importance of context: an exploration of factors influencing the adoption of student-centered teaching among chemistry, biology, and physics faculty. International Journal of STEM Education, 2(13). https://doi.org/10.1186/s40594-015-0026-8
McMurtrie, B. (2020). The Coronavirus has pushed courses online. Professors are trying hard to keep up. The Chronicle of Higher Education. https://bit.ly/3GFsmsh
Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.
Mohammed, A. O., Khidhir, B. A., Nazeer, A., & Vijayan, V. J. (2020). Emergency remote teaching during Coronavirus pandemic: the current trend and future directive at Middle East College Oman. Innovative Infrastructure Solutions, 5(1), 1-11. https://doi.org/10.1007/s41062-020-00326-7
Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). E-Learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14(2), 129-135. https://doi.org/10.1016/j.iheduc.2010.10.001
Moss, G., Allen, R., Bradbury, A., Duncan, S., Harmey, S., & Levy, R. (2020). A duty of care and a duty to teach: Educational priorities in response to the COVID-19 crisis. UCL Institute of Education. https://bit.ly/3dEwdsY
Murphy, L., Eduljee, N. B., & Croteau, K. (2020). College Student Transition to Synchronous Virtual Classes during the COVID-19 Pandemic in Northeastern United States. Pedagogical Research, 5(4), em0078. https://doi.org/10.29333/pr/8485
Ozudogru, M. (2021). The investigation of teacher candidates’ learning approaches and engagement in a hybrid learning environment according to RASE model. Bartın University Journal of Faculty of Education, 10(2), 358-377. https://doi.org/10.1016/buefad.797154
Petillion, R. J., & McNeil, W. S. (2020). Student experiences of emergency remote teaching: Impacts of instructor practice on student learning, engagement, and well-being. Journal of Chemical Education, 97(9), 2486-2493. https://doi.org/10.1021/acs.jchemed.0c00733
Pokhrel, S., & Chhetri, R. (2021). A literature review on the impact of COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8(1), 133-141. https://doi.org/10.1177/2347631120983481
Raguindin, P. Z. J., Lising, R. L. S., & Custodio, Z. U. (2021). Strategies for parental involvement during emergency remote teaching scale: Its psychometric properties. European Journal of Educational Research, 10(1), 427-439. https://doi.org/10.12973/eu-jer.10.1.427
Rahiem, M. D. (2020). The emergency remote learning experience of university students in Indonesia amidst the COVID-19 crisis. International Journal of Learning, Teaching and Educational Research, 19(6), 1-26. https://doi.org/10.26803/ijlter.19.6.1
Reimers, F., Schleicher, A., Saavedra, J., & Tuominen, S. (2020). Supporting the continuation of teaching and learning during the COVID-19 Pandemic. OECD. https://bit.ly/3DtzINu
Shim, T. E., & Lee, S. Y. (2020). College students’ experience of emergency remote teaching due to COVID-19. Children and Youth Services Review, 119, 105578. https://doi.org/10.1016/j.childyouth.2020.105578
Shin, M., & Hickey, K. (2021). Needs a little TLC: Examining college students’ emergency remote teaching and learning experiences during COVID-19. Journal of Further and Higher Education, 45(7), 973-986. https://doi.org/10.1080/0309877X.2020.1847261
Shisley, S. (2020). Emergency remote learning compared to online learning. Learning Solutions.
Sikora, A., Irby, S. M., Hall, B. L., Mills, S. A., Koeppe, J. R., Pikaart, M. J., Wilner, S. E., Craig, P. A., & Roberts, R. (2020). Responses to the COVID-19 pandemic by the biochemistry authentic scientific inquiry lab (BASIL) CURE consortium: Reflections and a case study on the switch to remote learning. Journal of Chemical Education, 97(9), 3455-3462. https://doi.org/10.1021/acs.jchemed.0c00729
Thornberg, R., & Charmaz, K. (2014). Grounded theory and theoretical coding. In U. Flick (Ed.), The Sage handbook of qualitative data analysis (pp. 153–169). Sage. https://doi.org/10.4135/9781446282243.n11
Toquero, C. M. (2020). Challenges and opportunities for higher education amid the COVID-19 pandemic: The Philippine context. Pedagogical Research, 5(4), 1-5, https://doi.org/10.29333/pr/7947
Trust, T., & Whalen, J. (2021). Emergency remote teaching with technology during the COVID-19 pandemic: Using the whole teacher lens to examine educator’s experiences and insights. Educational Media International, 58(2), 145-160, https://doi.org/10.1080/09523987.2021.1930479
Trust, T., & Zinn, F. (2020). Preparing for remote/ online teaching in the fall. Google Slide Deck. https://bit.ly/teachingPDparty
Virtic, M., Dolenc, K., & Šorgo, A. (2021). Changes in online distance learning behaviour of university students during the Coronavirus disease 2019 outbreak, and development of the model of forced distance online learning preferences. European Journal of Educational Research, 10(1), 393-411. https://doi.org/10.12973/eu-jer.10.1.393
Wang, X., Tan, S. C., & Li, L. (2020). Technostress in university students' technology-enhanced learning: An investigation from a multidimensional person-environment misfit. Computers in Human Behavior, 105(1), 160-208. https://doi.org/10.1016/j.chb.2019.106208