Ineffective learning set up
On the study of (Basar, Z., et. Al., 2021) The Effectiveness and Challenges of Online Learning for
Secondary School Students, it is found that, while online learning has been proven to support the health
of students during the pandemic, it is not as effective as conventional learning. Additionally, the lack of a
robust online infrastructure may impede the effectiveness of online learning. Furthermore, Teachers
must improve students’ experience of online learning by utilizing effective pedagogical methods.
Result:
Generally, the findings indicated that the students have computers or smartphones and an internet
connection at home. Besides, it was found that that the ability and comfortability to use computers was
high (>93%). However, their motivation in online learning was low (41.5%) and ability to work in a group
was at a moderate level (66.7%). They also agreed that conventional teaching (face-to-face) was
important for their learning (98%).
Basar, Z., et.al., (2021). The Effectiveness and Challenges of Online Learning for Secondary School
Students – A Case Study. Retrieved on: October 20, 2022, Retrieved from:
https://files.eric.ed.gov/fulltext/EJ1309475.pdf
External distractions
Base upon the study of (Rotas, E. and Cahapay N., 2020) 0n Difficulties in Remote Learning: Voices of
Philippine University Students in the Wake of COVID-19 Crisis, the sudden migration of education from
traditional on-campus learning to remote learning has put students at a great disadvantage. While
universities already had great successes in establishing online learning systems for their students, it has
been recognized that this transition to a new educational paradigm for most universities has not been
properly organized. Based on the results, twelve themes were revealed following the common external
factors on online learning: unstable internet connectivity; inadequate learning resources; electric
power interruptions; vague learning contents; overloaded lesson activities; limited teacher scaffolds;
poor peer communication; conflict with home responsibilities; poor learning environment; financial
related problems; physical health compromises; and mental health struggles.
This result provides contextual pieces of evidence on the multifaceted challenges that confront students
in a developing country amid the current global crisis. It is recommended that these difficulties should
be considered as inputs for the further development of the current educational process. Specifically, the
government officials should lobby for the improvement of technology and electricity access, especially in
remote communities. This move will hopefully narrow the perceived digital disparities across different
geographical locations and financial backgrounds. The school administrators should also adopt measures
to enhance support to students in all aspects. An essential aspect that may not be covert in remote
learning is the psychological aspect of learning, which should be provided attention by the teachers. On
the other hand, teachers should reconsider their instruction as far as the contents and activities are
concerned as students find issues in these elements. An instructional evaluation may also be periodically
done to assist learners who are learning behind. Lastly, parents need to be practically involved in
arranging the learning time and space of their children. They should likewise provide all the needed
support so that students will eventually survive in this remote education amid the crisis.
Rotas, E. and Cahapay N., 2020. Difficulties in Remote Learning: Voices of Philippine University Students
in the Wake of COVID-19 Crisis. Retrieved on: October 20, 2022. Retrieved from:
https://files.eric.ed.gov/fulltext/EJ1285295.pdf
Teaching scheme
The learners’ engagement in the teaching-learning process needs to be taken into consideration in the
context of flexibility. This is about the design and development of productive learning experiences so
that each learner is exposed to most of the learning opportunities. Considering that face-to-face
modality is not feasible during the pandemic, teachers may consider flexible distant learning options like
correspondence teaching, module-based learning, project-based, and television broadcast. For learners
with internet connectivity, computer-assisted instruction, synchronous online learning, asynchronous
online learning, collaborative e-learning may be considered.
For many years, students have been exposed to traditional, face-to-face classroom-based teaching.
Outcomes-based education has been integrated into the curriculum and its implementation, but the
learning delivery is still under the actual supervision of teachers. Due to ECQ students have to shift to
independent learning through the home-based tasks assigned to them by their teachers. Ordinarily,
many students have trouble making the transition to the more independent learning required at
university compared with their secondary years.
Teaching and learning continuity amid the pandemic requires an analysis of the parameters by which
the university operates from the perspective of the stakeholders to include the students, faculty,
curriculum, and external stakeholders. Grounded on data, higher education institutions have to
conduct strategic scenario analysis for best, possible and worse scenarios in the areas of curriculum
and instruction, student engagement, and technology and infrastructure. To ensure teaching and
learning continuity amid and beyond the pandemic, higher education institutions need to migrate to
flexible teaching and learning modality by recalibrating the curriculum, capacitating the faculty, and
upgrading the infrastructure. These strategic actions have to be continuously assessed, modified, and
enhanced to respond to the volatile, uncertain, and changing scenarios in times of crisis.
Dayagbil, F., et.al., 2021. Teaching and Learning Continuity Amid and Beyond the Pandemic. Retrieved
on: October 20, 2022. Retrieved from:
https://www.frontiersin.org/articles/10.3389/feduc.2021.678692/full
Negative emotions
Idk unsay I put but, I found a study nga chada, ata? https://jaems.jp/contents/icomej/vol6/IJEMT6.1927.pdf