Flexible distance learning during the Covid 19 pandemic challenges of university students

Abstract

When reports of the COVID-19 outbreak of December 2019 spread, countries from all around the world braced up for the most devastating and crippling catastrophes that has plagued the year. Worldwide responses to the pandemic eyed reduction of close contact with one another, crippling the very foundation of a teacher-student and student-student communication line. In response, educational sectors and learning institutions needed to develop alternative educational delivery: flexible learning. Flexible learning allows flexibility of time, place, and audience with the inclusion of technology. Akin to distance learning and online learning, it capitalizes on the separation of teachers and students during class instructions using various technologies to facilitate communication. Flexible learning employs the use of modern technologies including email, audio, and video teleconferencing and is the preferred method of Higher Education Institutions in support of traditional learning. This research aimed to identify the challenges encountered by the students of the University of the Cordilleras in the conduct of online distance learning amidst the COVID-19 Pandemic. The following specific questions were answered. 1. What is the extent of individual-related challenges encountered by the students in flexible learning in terms of: a. learner characteristics; b. technology; c. home environment; and d. support system? 2. What is the extent of instructional-related challenges encountered by the students in flexible learning in terms of: a. pedagogy, b. learning management system; and c. course content? 3. What is the difference in the extent of the challenges encountered by the students when grouped according to: a. sex; b. geographic location; and c. college? Hypothesis: There is a significant difference in the extent of challenges encountered by the students when they are grouped according to sex, geographic location, and college. The following are the major findings of the study: 1. The extent of individual- related challenges encountered by the students in flexible distance learning is high along learner characteristics, home environment, and technology but low in terms of support systems. 2. The extent of instructional- related challenges encountered the students in flexible distance is low along pedagogy, learning management system and course content. 3. There is a significant difference in the extent of individual and instructional-related challenges encountered by the students in flexible distance learning when grouped according to college but no significant difference exists when they are grouped according to sex and geographic location. Based on the findings of the study, the following are the derived conclusions. 1. Learner characteristics, home environment and technology make flexible distance learning challenging among the students. However , such challenges are mitigated by available support systems 2. Pedagogy, learning management system and course content pose a minimal challenge in the flexible distance learning among students. 3. The college where the student is enrolled affects the extent of challenges encountered by the students in flexible distance learning. Sex and geographic location have no effect on the extent of challenges encountered by the students in flexible distance learning. Based on the findings and conclusions of the study, the following recommendations are drawn: 1. The school administrator may periodically conduct a survey on the difficulties encountered by the students in online distance learning. Results of such surveys may serve as inputs during institutional planning on how to improve the delivery of an effective online distance learning. 2. The guidance counselors of the university may apply cognitive-behavioral counseling techniques to combat self-defeating thoughts that demotivate the students from pursuing online distance learning. The guidance counselors and facilitators are encouraged to be more creative and innovative in the delivery of services, avoid repetitive topics and discuss relevant issues that can help students deal with online classes. 3. The student may reduce time on social media and other unnecessary activities and focus on productive events and activities such as sports. The students may improve their time management skills by scheduling activities intended for socialization and meaningful online academic discourse. 4. The students may maximize school services by exploring university services available online such as library services, medical-dental services, guidance and counseling services. The students may seek academic help during identified consultation hours of instructors but observe courtesy at all times 5. The Guidance Center may benchmark with other schools for new programs and systems in the delivery of online guidance programs . The Center may forge alliance and partnership with instructors and community partners in identifying and providing help for at-risk students. 6. Other researchers may explore the possibility of conducting studies dealing on the effectiveness of online distance learning.