Navigating the Ups and Downs of Flexible Learning
DOI:
https://doi.org/10.5281/zenodo.19028141Keywords:
Flexible Learning, Coping mechanism, Learning challenges, Learning opportunityAbstract
In response to the challenges brought about by the COVID-19 pandemic, educational institutions adopted flexible learning methods to ensure the continuity and delivery of quality education. Recognizing the importance of understanding student experiences within this new learning environment, this study explored the impact of flexible learning modalities on students. The study employed a qualitative research design using a phenomenological approach to capture the lived experiences of learners. Data were collected through validated semi-structured interview questionnaires administered to selected students. The collected data were analyzed using thematic analysis to identify recurring patterns and themes related to students’ experiences in flexible learning. Findings revealed that students encountered several challenges while adapting to flexible learning. These included conflicts between academic tasks and domestic responsibilities, increased academic workload, unstable or unreliable internet connectivity, and uncertainties regarding their learning outcomes and academic performance. These challenges affected students’ ability to fully engage in their courses and created additional pressures in managing their academic and personal responsibilities. Despite these difficulties, students demonstrated resilience and optimism in dealing with the new learning environment. They viewed these challenges as opportunities for personal growth and development. Students developed coping strategies such as improving their time management skills, becoming more resourceful in accessing learning materials, and communicating with peers and instructors for academic support. These strategies helped them continue their studies despite the limitations posed by flexible learning. The findings highlight the importance of strengthening institutional support systems and providing accessible learning resources to better assist students in navigating flexible learning environments and enhancing their overall learning experiences.
References
Adi Badiozaman, I. F., Leong, H. J., & Wong, W. (2020). Embracing educational disruption: a case study in making the shift to a remote learning environment. Journal of Applied Research in Higher Education, December. https://doi.org/10.1108/JARHE-08-2020-0256
Aggarwal, N. (2013). Faculty development in a flexible learning context. Procedia - Social and Behavioral Sciences, 93, 1329–1332. https://doi.org/10.1016/j.sbspro.2013.10.038
Ali, W. (2020). Online and Remote Learning in Higher Education Institutes: A Necessity in light of COVID-19 Pandemic. Higher Education Studies, 10(3), 16. https://doi.org/10.5539/hes.v10n3p16
Almendingen, K., Morseth, M. S., Gjølstad, E., Brevik, A., & Tørris, C. (2021). Student’s experiences with online teaching following COVID-19 lockdown: A mixed methods explorative study. PloS One, 16(8), e0250378. https://doi.org/10.1371/journal.pone.0250378
Alvarez, A. (2020). The phenomenon of learning at a distance through emergency remote teaching amidst the pandemic crisis. Asian Journal of Distance Education, 15(1), 144–153. https://doi.org/10.5281/zenodo.3881529
Amir, L. R., Tanti, I., Maharani, D. A., Wimardhani, Y. S., Julia, V., Sulijaya, B., & Puspitawati, R. (2020). Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia. BMC Medical Education, 20(392), 1–6.
Amir, L. R., Tanti, I., Maharani, D. A., Wimardhani, Y. S., Julia, V., Sulijaya, B., & Puspitawati, R. (2020). Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia. BMC Medical Education, 20(392), 1–6.
Angsoyiri, D. (2021). Coping Mechanisms of Senior High School Learners During the Covid-19 Pandemic at Goshen School of Technology and Humanities: A Case Study Daniel. International Journal of Multidisciplinary: Applied Business and Education Research, 2(2), 141–151. https://doi.org/10.11594/ijmaber.02.06.02
Arinto, P. B. (2016). Perspectives from the Philippines. International Review of Research in Open and Distributed Learning. International Review of Research in Open and Distributed Learning, 17(2), 162–180.
Barrot, J. S., Llenares, I. I., & del Rosario, L. S. (2021). Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, 26(6), 7321–7338. https://doi.org/10.1007/s10639-021-10589-x
Bhamani, S., Makhdoom, A. Z., Bharuchi, V., Ali, N., Kaleem, S., & Ahmed, D. (2020). Home Learning in Times of COVID: Experiences of Parents. Journal of Education and Educational Development, 7(1), 9. https://doi.org/10.22555/joeed.v7i1.3260
Bower, B. L. (2001). Distance education: Facing the faculty challenge. Online Journal of Distance Learning Administration, 4(2), 1–6.
Boyce, Carolyn, and Neale, Palena (2006). Monitoring and Evaluation -2 Conducting In-Depth Interviews: A Guide for Designing and Conducting In-Depth Interviews for Evaluation Input.
Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in Psychology, 3(2), 77–101.
Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability (Switzerland), 12(24), 1–22. https://doi.org/10.3390/su122410367
De Villa, J., & Manalo, F. (2020). Secondary Teachers’ Preparation, Challenges, and Coping Mechanism in the Pre-Implementation of Distance Learning in the New Normal. IOER International Multidisciplinary Research Journal, 2(3), 144–154. https://doi.org/10.5281/zenodo.4072845
Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations. Societies, 10(4), 86. https://doi.org/10.3390/soc10040086
Fidalgo, P., Thormann, J., Kulyk, O., & Lencastre, J. A. (2020). Students’ perceptions on distance education: A multinational study. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00194-2
Garcia-Vedrenne, A. E., Orland, C., Ballare, K. M., Shapiro, B., & Wayne, R. K. (2020). Ten strategies for a successful transition to remote learning: Lessons learned with a flipped course. Ecology and Evolution, 10(22), 12620–12634. https://doi.org/10.1002/ece3.6760
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), 1–23. https://doi.org/10.3390/educsci10110304
Global Campaign For Education. (2021). #CoronaVirus: Don’t Let Our Children Down! Global Campaign for Education, from https://campaignforeducation.org/en/press-centre/coronavirus-dont-let-our-children-down?gclid=Cj0KCQjwuO6WBhDLARIsAIdeyDJQ_Lmlrbhgv6Vo1Md1OpQZXqZVjXOHFYTgfj1dOvYn2Jc8khI-BkcaAo0MEALw_wcB
Kimotho, M. M. (2018). A Review of the Coping Strategies used by Male and Female Open and Distance Learning Students. African Research Journal of Education and Social Sciences, 5(3), 1–11. www.arjess.org
Lalima, D., & Lata Dangwal, K. (2017). Blended Learning: An Innovative Approach. Universal Journal of Educational Research, 5(1), 129–136. https://doi.org/10.13189/ujer.2017.050116
Lischer, S., Safi, N., & Dickson, C. (2021). Remote learning and students’ mental health during the Covid-19 pandemic: A mixed-method enquiry. Prospects, 0123456789. https://doi.org/10.1007/s11125-020-09530-w
López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L. (2011). Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers and Education, 56(3), 818–826. https://doi.org/10.1016/j.compedu.2010.10.023
Lundin, R. (2012). Flexible Teaching and Learning : Perspectives and Practices. 3–9.
Marshall, D. T., Shannon, D. M., & Love, S. M. (2020). How teachers experienced the COVID-19 transition to remote instruction. Phi Delta Kappan, 102(3), 46–50. https://doi.org/10.1177/0031721720970702
Myung, J., Gallagher, H. A., Cottingham, B. W., Gong, A., Kimner, H., Witte, J., Gee, K., & Hough, H. J. (2020). Supporting Learning in the COVID-19 Context. July. https://www.edpolicyinca.org/publications/supporting-learning-covid-19-context
Namyssova, G., Tussupbekova, G., Helmer, J., Malone, K., Afzal, M., & Jonbekova, D. (2019). Challenges and benefits of blended Learning in higher education. International Journal of Technology in Education (IJTE) International Journal of Technology in Education, 2(1), 22–31. www.ijte.net
Pelayo, E. O., & Pelayo, L. O. (2020). Flexible Learning: A New Learning Design in this Time of COVID-19 Pandemic. International Journal of Innovative Science and Research Technology, 4(9), 76–79. https://doi.org/10.38124/ijisrt20sep078
Prinsloo, P., & van Rooyen, A. A. (2007). Exploring a blended learning approach to improving student success in the teaching of second year accounting. Meditari Accountancy Research, 15(1), 51–69. https://doi.org/10.1108/10222529200700004
Rahiem, M. D. H. (2020). Technological barriers and challenges in the use of ICT during the COVID-19 emergency remote learning. Universal Journal of Educational Research, 8(11B), 6124–6133. https://doi.org/10.13189/ujer.2020.082248
Rotas, E., & Cahapay, M. (2020). Difficulties in Remote Learning: Voices of Philippine University Students in the Wake of COVID-19 Crisis. Asian Journal of Distance Education, 15(2), 147–158. http://www.asianjde.org/ojs/index.php/AsianJDE/article/view/504
Rutherford, T., Karamarkovich, S. M., Xu, D., Tate, T. P., Sato, B., Baker, R. B., & Warschauer, M. (2021). Profiles of instructor responses to emergency distance learning. Online Learning Journal, 25(1), 86–114. https://doi.org/10.24059/olj.v25i1.2472
Ryan, A., & Tilbury, D. (2013). Flexible Pedagogies: new pedagogical ideas Contents. November.
Saadati, F., Giaconi, V., Chandia, E., Fuenzalida, N., & Donoso, M. R. (2021). Beliefs and Practices About Remote Teaching Processes During the Pandemic: A Study with Chilean Mathematics Teachers. Eurasia Journal of Mathematics, Science and Technology Education, 17(11), 1–15. https://doi.org/10.29333/ejmste/11201
Shand, K., & Farrelly, S. G. (2018). The art of blending: Benefits and challenges of a blended course for preservice teachers. Journal of Educators Online, 15(1). https://doi.org/10.9743/JEO2018.15.1.10
Stepanović, S. (2020). The impact of the COVID-19 pandemic on education. In Nastava i vaspitanje (Vol. 69, Issue 2). https://doi.org/10.5937/nasvas2002183s
University of United Kingdom (2017). The Economic Case for Flexible Learning Main Findings and Policy Recommendations.
Vollbrecht, P. J., Porter-Stransky, K. A., & Lackey-Cornelison, W. L. (2020). Lessons learned while creating an effective emergency remote learning environment for students during the COVID-19 pandemic. Advances in Physiology Education, 44(4), 722–725. https://doi.org/10.1152/advan.00140.2020
Wanner, T., & Palmer, E. (2015). Computers & Education Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. Computers & Education, 88, 354–369. https://doi.org/10.1016/j.compedu.2015.07.008
Zhang, Y., Chen, T., & Wang, C. (2020). Factors Influencing Students’ Willingness to Choose Blended Learning in Higher Education. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics): Vol. 12218 LNCS. Springer International Publishing. https://doi.org/10.1007/978-3-030-51968-1_24
