The Experiences of Students in the Modular and Online Learning: A Phenomenological Study
DOI:
https://doi.org/10.22161/jhed.4.3.6Abstract
This study aimed to determine the specific experiences of university students in terms of cognitive, social, emotional, and adversity skills in an online or modular mode of learning. The study utilized a phenomenology research design, and a semi-structured interview was conducted. Participants in the study were composed of students enrolled in online and modular learning who were asked to share their experiences elaborately. The analysis revealed that despite the differences in the learning modalities, the students similarly experienced the same significant adjustments and academic challenges. These experiences include the lack or limited access to information, concerns about the accessibility of the learning opportunities, lack of economic resources, time management concerns, communication with professors and classmates, and self-motivation and coping mechanisms. As an intended outcome, a feasible distance learning blueprint composed of possible courses of action that can be taken to achieve a more effective and feasible distance learning setup is made.
Downloads
References
Donnelly, R., Patrinos, A., & Gresham, J. (2021, April 2). The Impact of COVID-19 on Education- Recommendations and Opportunities for Ukraine. The World Bank. https://www.worldbank.org/en/news/opinion/2021/04/02/the-impact-of-covid-19-on-education-recommendations-and-opportunities-for-ukraine
Department of Education. (2020). Adoption of the Basic Education Learning Continuity Plan for School Year 2020-2021 in Light of the Covid-19 Public Health Emergency. https://www.deped.gov.ph/wp-content/uploads/2020/06/DO_s2020_012.pdf
Delute, R. C. S., & Ada, J. C. S. (2021). Complying and coping: A phenomenological analysis of the lived experiences of college students studying during the COVID-19 outbreak lockdown. International Journal of Linguistics, Literature and Translation, 4(3), 183-191.
Maboloc, C.R., Fernandez, A.H. & Tuvida, J.G. (2016). Introduction to the Philosophy of the Human Person (A Senior High School Course Module). SMKC PrintShoppe.
Isabirye, A. K., & Makoe, M. E. (2018). Phenomenological analysis of the lived experiences of academics who participated in the professional development programme at an open distance learning (ODL) university in South Africa. Indo-Pacific Journal of Phenomenology, 18(1).
Doghanadze, Aliyev, A., Halawachy, H., Knodel, L., & Adedoyin, A. S. (2020). The Degree of Readiness to Total Distance Learning in the Face of Covid-19-Teachers’ View (Case of Azerbaijan, Georgia, Iraq, Nigeria, UK, and Ukraine). Journal of Education in Black Sea Region, 5(2). https://doi.org/10.31578/jebs.v5i2.197
Arinto, P. (2016). Issues and Challenges in Open and Distance e-Learning: Perspectives from the Philippines. International Review of Research in Open and Distributed Learning, 17(2), 162–180. https://doi.org/10.19173/irrodl.v17i2.1913
Department of Education. (2020). MEMORANDUM DM-CI-2020-00162. https://region8.deped.gov.ph/wp-content/uploads/2020/07/DM-CI-2020-00162-2.pdf.
Rubiano, D. (2020). Different Learning Modalities in the New Normal. DepED Bataan Division. http://www.depedbataan.com/resources/4/different_learning_delivery_modalities_in_the_new_normal.pdf
Bin Nordin, M. N., Iqbal, F., & Bajwa, R. S. (2021). Challenges Of Parents In The Implementation Of Teaching Process And Facilitation At Home During Movement Control Order For Students With Special Needs With Hearing Impairment In Malaysia. Psychology And Education, 58(2), 9188-9193.
Digital Marketing Institute (2018, March 27). 8 Ways to Improve Student Experience & Boost Retention. Digital Marketing Institute. https://digitalmarketinginstitute.com/blog/8-ways-to-improve-student-experience-and-boost-retention.
Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. The Internet and Higher Education, 15(2), 118-126.
Osei, C. K. (2010). Perceptions of students towards use of distance learning: The case in an executive masters business program in Ghana. Online Journal of Distance Learning Administration, 13(2), 1-12.
Kim, Y. K., & Lundberg, C. A. (2016). A structural model of the relationship between student-faculty interaction and cognitive skills development among college students. Research in Higher Education, 57(3), 288-309.
Randall, V. (2011). Learning Domains Bloom’s Taxonomy. Academic U-Dayton. https://academic.udayton.edu/health/syllabi/health/Unit01/lesson01b.htm.
Du Plessis, S. Cognitive Skills: What They Are, Why They Matter, How to Improve Them. EduBlox Online Tutor. https://www.edubloxtutor.com/what-are-cognitive-skills/.
Bertiz, Y., & Karoglu, A. K. (2020). Distance Education Students' Cognitive Flexibility Levels and Distance Education Motivations. International Journal of Research in Education and Science, 6(4), 638-648.
Meilleur, C. (2019, February 2). [IN DEPTH ANALYSIS] The Importance Of Emotions In Learning. Knowledge One.https://knowledgeone.ca/in-depth-analysis-the-importance-of-emotions-in-learning/?fbclid=IwAR3fovcJ2aGoLnNc4gfHyfLHs4pZzZyWMo1kt20rW4zRhru-zDvHihamkAQ
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary educational psychology, 36(1), 36-48.
Nguyen, T., et al. (2021, April). Insights into students’ experiences and perceptions of remote learning methods: from the COVID-19 pandemic to best practice for the future. In Frontiers in Education, 6, p. 91.
Perante, L., Solmiano, E. M., Lunesto, J. P., Malicdem, J., Malaca, J. M., & Tus, J. (2021). Mag-aral ay di ‘biro: A Phenomenological Study on the Lived Experiences of the Students on Blended Learning Amidst COVID-19. International Journal Of Advance Research And Innovative Ideas In Education, 7(1).
Morrow, R., Rodriguez, A. & King, N. (2015). Colaizzi’s descriptive phenomenological method. The Psychologist, 28(8), 643-644.
Giorgi, A., Giorgi, B., & Morley, J. (2017). The Descriptive Phenomenological Psychological Method. Researchgate. https://www.researchgate.net/publication/318451180_The_Descriptive_Phenomenological_Psychological_Method.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
