Pandemic in Retrospect: Students’ Evaluation of Distance Education During the COVID-19 Pandemic

Authors

DOI:

https://doi.org/10.63931/ijchr.v6i2.3

Keywords:

Distance education, Online Learning, Student Performance, Institutional Support

Abstract

This study describes the distance learning experiences of university students in terms of their readiness, engagement, and performance amid the COVID-19 pandemic. It also examines the university’s and the administration’s support in attending to the academic and non-academic concerns of the students. Using a sequential explanatory design, the study utilized a quantitative online survey contextualized by qualitative methods such as key informant interviews and focus group discussions. The findings suggest the following: the students, in general, are equipped to manage distance education effectively, in terms of their gadgets, accessories, and internet connectivity; the remote learning mode engaged the students through the affordances brought by the learning platforms (VLE, MS Teams); and the students performed well in either major and general education subjects due in part to the support and performance of the teachers as well as the assistance of the university and the administration in laying down a framework for relevant teaching and learning. The students also demonstrated their preference for blended (50-50) classes, while it highlighted their concerns about mental health where it needed improvements. The study suggests that all forms of support are extended to optimize students’ learning while in quarantine. The study hopes that the findings will inform the crafting of university online learning policies in the following semesters.

Abstract - 444 views

Author Biographies

Maria Virginia Aguilar, De La Salle University-Dasmarinas

De La Salle University-Dasmarinas

Loreto Camiloza, De La Salle University-Dasmarinas

De La Salle University-Dasmarinas

Edwin Lineses, De La Salle University-Dasmarinas

De La Salle University-Dasmarinas

Rommel Mazo, De La Salle University-Dasmarinas

De La Salle University-Dasmarinas

Roland Lorenzo Ruben, De La Salle University-Dasmarinas

De La Salle University-Dasmarinas

References

Acal, K.A.R., & Ruben, R.L.M. (2021). Teaching and Learning Art Appreciation in an Online Set-up for Academic Year 2020-2021: Narratives of Selected DLSU-D Professors and Students. Academia Lasalliana Journal of Education and Humanities, Special Issue, 1-13.

Aguilar, M. V. G., Lineses, E. F., Mazo, R. M., & Ruben, R. L. M. (2021). A Year After: Online Learning Experiences of the Students of Social Sciences. Academia Lasalliana Journal of Education and Humanities, Special Issue, 15-27.

Aguilar, M. V., & Torres, G. (2021). Making Sense of Online Classes during Quarantine due to the COVID-19 Pandemic: Students’ Perceptions from a Philippine University. Asia Social Issues, 14(4), 248066. https://so06.tci-thaijo.org/index.php/asi/article/view/248066

Aguilar, M. G., Agustin Z. C., Bautista, I.D., Gamueda, S.F., Lineses, E. F., Mujal, R.M., & Relopez, J.A. (2021). Gleanings From the Field: Navigating Research Through Difficult Times, Academia Lasalliana Journal of Education and Humanities, Special Issue, 57-65.

Allo, M. D. G. (2020). Is the online learning good in the midst of COVID-19 pandemic? The case of EFL learners. Jurnal Sinestesia, 10(1), 1-10. https://sinestesia.pustaka.my.id/journal/article/view/24

Alturki, U., & Aldraiweesh, A. (2021). Application of Learning Management System (LMS) during the COVID-19 Pandemic: A Sustainable Acceptance Model of the Expansion Technology Approach. Sustainability, 13(19), 10991. https://doi.org/10.3390/su131910991

Basak, S.K., Wotto, M., & Belanger, P. (2016). A framework on the critical success factors of E_Learning implementation in higher education: a review of the literature. International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 10(7), 2409-2414.

Belhaj, F.A. (2022). Arab Open University students’ perceptions and experiences regarding an online learning during covid-19 pandemic in Saudi Arabia. Journal of Management Information and Decision Sciences, 25(3), 1-11.

Bennett, A. A., Campion, E. D., Keeler, K. R., & Keener, S. K. (2021). Videoconference fatigue? Exploring changes in fatigue after videoconference meetings during COVID-19. Journal of Applied Psychology, 106(3), 330-344. https://doi.org/10.1037/apl0000906

Castelli, F., & Sarvary, M. (2021). Why students do not turn on their video cameras during online classes and an equitable and inclusive plan to encourage them to do so. Ecology and Evolution, 11(8), 3565-3576. https://doi.org/10.1002/ece3.7123

Clary, G., Dick, G., Akbulut, A. Y., & Van Slyke, C. (2022). The after times: college students’ desire to continue with distance learning post pandemic. Communications of the Association for Information Systems, 50(1), 52-85. https://doi.org/10.17705/1CAIS.05003

Cleveland-Innes, M., & Garrison D.R. (2010). An Introduction to Distance Education: Understanding Teaching and Learning in a New Era. New York: Routledge.

Day, J., & Verbiest, C. (2021). Lights, Camera, Action? A Reflection of Utilizing Web Cameras during Synchronous Learning in Teacher Education. Teacher Educators’ Journal, 14, 3-21.

Goldman, C., & Karam, R. (2020). Coronavirus forces colleges online. Will learning ever be the same? Rand Corporation. https://www.rand.org/blog/2020/03/coronavirus-forces-colleges- online-will-learning-ever.html

Gopinathan, C., & Ramachandran, K. (2020). Higher education post-COVID-19. The Hindu. https://www.thehindu.com/education/comment-higher-education-post-covid-19/article31341564.ece

Hadullo, K., Oboko, R., & Omwenga, E. (2017), A model for evaluating e-learning systems quality in higher education in developing countries. International Journal of Education and Development Using Information and Communication Technology, 13, 185-204.

Hassan, I. S., & Dickson, P. P. (2014). Facebook as a tool for teaching and learning. Jurnal Pendidikan Malaysia, 1-9. Retrieved from https://www.researchgate.net/publication/282251534_FACEBOOK_AS_A_TOOL_FOR_TEACHING_AND_LEARNING

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

Holmberg, B. (2005). The Evolution, Principles and Practices of Distance Education. Bis, Bibliotheks - und Informations system der Universität Oldenburg.

Traficom. (n.d.). Factors affecting the speed and quality of internet connection. Traficom. https://www.traficom.fi/en/communications/broadband-and-telephone/factors-affecting-speed-and-quality-internet-connection

Jena, P.K. (2020). Impact of Covid-19 on higher education in India. International Journal of Advanced Education and Research, 5(3), 77-81. https://doi.org/10.31235/osf.io/jg8fr

Kebritchi, M., Lipschuetz, A. and Santiague, L. (2017). Issues and challenges for teaching successful online courses in higher education: a literature review. Journal of Educational Technology Systems, 46(1), 4-29. https://doi.org/10.1177/0047239516661713

Kreis, Y., Haas, B., Reuter, R., Meyers, C., & Busana, G. (2020). Reflections on our teaching activities in the initial teacher training during the COVID-19 crisis: From “onsite classes” to “schooling at home”. Self and society in the corona crisis: Perspectives from the humanities and social sciences. https://doi.org/10.26298/C4J7-5X48

Kumar, R., & Ganesh, S. (2022). Dealing with online and blended education in India. Decision, 49, 195–201. https://doi.org/10.1007/s40622-022-00320-1

Lieberman, M. (2018). Online Students Don’t Have to Work Solo. Inside Higher Ed. https://www.insidehighered.com/digital-learning/article/2018/04/25/group-projects-online-classes-create-connections-and-challenge

Lily, A.E.A., Ismail, A.F., Abunasser, F.M., & Hassan, R. (2020). Distance education as a response to pandemics: coronavirus and Arab culture. Technology in Society, 63, 101317. https://doi.org/10.1016/j.techsoc.2020.101317

Lineses, E. F. (2021). Micropolitics of appropriation: the virtual learning environment policy in a higher education institution. [Doctoral dissertation, University of the Philippines]. Digital Archives University of the Philippines. https://digitalarchives.upd.edu.ph/item/61178/8/

Moneva, J., Acibar, L., & Monding, N. (2020). Class Size and Students’ Anxiety in Oral Recitation. Journal of Social Science Studies, 7(2). 15-28. https://doi.org/10.5296/jsss.v7i2.16518

Moodley, R., Singh, S., & Moodley, I. (2022). Undergraduate dental students’ perspectives on teaching and learning during the COVID-19 pandemic: Results from an online survey conducted at a South African university using a mixed-methods approach. African Journal of Health Professions Education, 14(1), 26-32. https://doi.org/ 10.7196/AJHPE.2022.v14i1.1482

Nystrand, M., & Gamoran, A. (1990). Student engagement: When recitation becomes conversation. Retrieved from https://eric.ed.gov/?id=ED323581

Oxford Learner’s Dictionaries. (n.d.). Blended learning – Definition. Oxford Learner’s Dictionaries. https://www.oxfordlearnersdictionaries.com/us/definition/english/blended-learning?q=Blended+learning

Pitroda, S. (2020). ‘Digital India’ is not prepared for digital education. The Indian Express. https://indianexpress.com/article/opinion/columns/digital-education-online-classes-learning-coronavirus-national-education-policy-6580744/

Salama, A.M., & Crosbie, M.J. (2020). Educating architects in a post-pandemic world. Common Edge. https://commonedge.org/educating-architects-in-a-post-pandemic-world/

Salim, J., Tandy, S., Arnindita, J.N., Wibisono, J.J., Haryanto, M.R., & Wibisono, M.G. (2022). Zoom fatigue and its risk factors in online learning during the COVID-19 pandemic. Medical Journal of Indonesia, 31(1), 13-9. https://doi.org/10.13181/mji.oa.225703

Shell, D. F., & Soh, L. K. (2013). Profiles of motivated self-regulation in college computer science courses: Differences in major versus required non-major courses. Journal of Science Education and Technology, 22(6), 899-913. https://doi.org/10.1007/s10956-013-9437-9

Shockley, K. M., Gabriel, A. S., Robertson, D., Rosen, C. C., Chawla, N., Ganster, M. L., & Ezerins, M. E. (2021). The fatiguing effects of camera use in virtual meetings: A within-person field experiment. Journal of Applied Psychology, 106(8), 1137–1155. https://doi.org/ 10.1037/apl0000948

Taparia, H. (2020). The future of college is online, and its cheaper. The New York Times. Retrieved from https://www.nytimes.com/2020/05/25/opinion/online-college-coronavirus.html

Tomić, I., Pinćjer, I., Dedijer, S., & Adamović, S. Online learning during COVID-19 pandemic as perceived by the students of Graphic engineering and design. Journal of Graphic Engineering and Design, 13(2), 15–20. https://doi.org/10.24867/JGED-2022-2-015

Varma, A., & Jafri, M.S. (2020). COVID-19 responsive teaching of undergraduate architecture programs in India: learnings for post-pandemic education. International Journal of Architectural Research, 15(1), 189-202. https://doi.org/10.1108/ARCH-10-2020-0234

Watson, A., & Lupton, D. (2022). Remote Fieldwork in Homes During the COVID-19 Pandemic: Video-Call Ethnography and Map Drawing Methods. International Journal of Qualitative Methods, 21. https://doi.org/10.1177/16094069221078376

Downloads

Published

2024-08-20

How to Cite

Aguilar, M. V., Camiloza, L., Lineses, E., Mazo, R., & Ruben, R. L. (2024). Pandemic in Retrospect: Students’ Evaluation of Distance Education During the COVID-19 Pandemic. International Journal on Culture, History, and Religion, 6(2), 15–31. https://doi.org/10.63931/ijchr.v6i2.3

Issue

Vol. 6 No. 2 (2024): International Journal on Culture, History, and Religion

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Crossref
Scopus
Google Scholar
Europe PMC

Similar Articles

1 2 > >> 

You may also start an advanced similarity search for this article.