Learners’ Perceptions and Preferences in Distance Learning in the New Normal Era
Keywords:Distance Education, Online Learning, New Normal Education
The COVID-19 pandemic has forced many school shutdowns and pushed millions of learners out of the classroom, resulting in shifts in teaching-learning modalities. The study uses a descriptive quantitative design to explore learners’ preferences and perceptions of distance education. Through a convenient sampling technique, senior high school students were surveyed about their preferred study habits and learning practices and their feelings and insights toward distance education. The study found that low access to the internet and gadgets has been a great cause of worry for them. Despite the physical distance, students like to interact and maintain communication with teachers and peers and receive feedback about their work. However, learners are ambivalent about the conduct of regular synchronous classes. The majority also believe that distance learning is more difficult than the pre-pandemic setup. It is suggested that relevant educational stakeholders find ways to help students who struggled during this sudden shift in education.
Abou-Khalil, V., Helou, S., Khalifé, E., Chen, M., Majumdar, R., & Ogata, H. (2021). Emergency Online Learning in Low-Resource Settings: Effective Student Engagement Strategies, Education Sciences, 11(1), 24. https://doi.org/10.3390/educsci11010024.
Adnan, M., & Anwar, K. (2020). Online Learning amid the COVID-19 pandemic: Students' perspectives, Journal of Pedagogical Sociology and Psychology, (2)1, 45-51. https://doi.org/10.33902/JPSP. 2020261309.
Akamai (2017). State of the Internet Q1 Report. Quarterly Connectivity Reports. Retrieved from https://www.akamai.com/our-thinking/the-state-of-the-internet/global-state-of-the-internet-connectivity-reports.
Alipio, M. M. (2020). Academic Adjustment and Performance among Filipino Freshmen College Students in the Health Sciences: Does Senior High School Strand Matter?, Education and Management, 1-12. https://doi.org/10.35542/osf.io/xq4pk.
Arinto, P. (2016, February). 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.
Arthur-Nyarko, E., & Kariuki, M. G. (2019). Learner access to resources for eLearning and preference for eLearning delivery mode in distance education programs in Ghana, International Journal of Educational Technology, 6, 1-8.
Bagarinao, R. T. (2015). Students' Navigational Pattern And Performance In An E-Learning Environment: A Case From Up Open University, Philippines, Turkish Online Journal of Distance Education (TOJDE), 16(1), 101-111. https://doi.org/ 10.17718/tojde.47684.
Bojović, Z., Bojović, P. D., Vujošević, D., & Šuh, J. (2020). Education in times of crisis: Rapid transition to distance learning, Computer Applications in Engineering Education, 28, 1467–1489. https://doi.org/10.1002/cae.22318.
Borisova, O. V., Vasbieva, D. G., Malykh, N. I., Vasnev, S. A., & Bírová, J. (2016). Problem of Using Innovative Teaching Methods for Distance Learning Students, International Electronic Journal of Mathematics Education, 11(5), 1175-1184.
Chen, E., Kaczmarek, K., & Ohyama, H. (2020). Student perceptions of distance learning strategies during COVID-19, Journal of Dental Education, 85(1), 1-2. https://doi.org/10.1002/jdd.12339.
Churiyah, M., Sholikhan, Filianti, & Sakdiyyah, D. A. (2020). Indonesia Education Readiness Conducting Distance Learning in Covid-19 Pandemic Situation, International Journal of Multicultural and Multireligious Understanding, 7(6), 491-507. http://dx.doi.org/10.18415/ijmmu.v7i6.1833.
CNN Philippines. (2020). Duterte changes mind on face-to face classes, only to happen when vaccine becomes available. Retrieved from CNN Philippines: https://www.cnnphilippines.com/news/2020/7/27/SONA-2020-face-to-face-classes-.html.
Culajara, C. J., Culajara, J. P. M., Portos, O., & Villapando, M. K. (2022). Digitalization of Modules and Learning Tasks for Flexible, Convenient, And Safe Learning Experience of Students, International Journal of Social Learning (IJSL), 2(3), 350–365. https://doi.org/10.47134/ijsl.v2i3.172.
Department of Education. (2020). The Basic Education Learning Continuity Plan in the Time of COVID-19. Philippines. Retrieved from https://www.deped.gov.ph/wp-content/uploads/2020/07/DepEd_LCP_July3.pdf.
Department of Information and Communications Technology (2019). 2019 National ICT Household Survey Results. Retrieved from ICT Knowledge Portal: https://dict.gov.ph/ictstatistics/2019-national-ict-household-survey-results/.
Ferraro, F. V., Ambra, F. I., Aruta, L., & Iavarone, M. L. (2020). Distance Learning in the COVID-19 Era: Perceptions in Southern Italy, Education Sciences, 10(2), 355. https://doi.org/10.3390/educsci10120355.
Fidalgo, P., Thormann, J., Kulyk, O., & Lencastre, J. (2020). Students’ perceptions on distance education: A multinational study, International Journal of Educational Technology in Higher Education, 17(18). https://doi.org/10.1186/s41239-020-00194-2.
Garcia, M. B. (2017). E-Learning Technology Adoption in the Philippines: An Investigation of Factors Affecting Filipino College Students' Acceptance of Learning Management Systems, The International Journal of E-Learning and Educational Technologies in the Digital Media, 118-130. https://doi.org/10.17781/P002374.
Gillingham, M. &. Molinari, C. (2012). Online Courses: Student Preferences Survey. Internet Learning, 1, 36-45. https://doi.org/10.18278/il.1.1.4.
Harting, K., & Erthal, M. J. (2005). History of Distance Learning, Information, Technology, Learning, and Performance Journal, 23(1), 35-44.
Heck, R. H., Price, C. L., & Thomas, S. L. (2004). Tracks as Emergent Structures: A Network Analysis of Student Differentiation in a High School, American Journal of Education, 110(4), 321-353. https://doi.org/10.1086/422789.
Hernando-Malipot, M. (2020). DepEd’s learning continuity plan backed. Retrieved from Manila Bulletin: https://mb.com.ph/2020/06/19/depeds-learning-continuity-plan-backed/.
Kentnor, H. E. (2015). Distance Education and the Evolution of Online Learning in the United States, Curriculum and Teaching Dialogue, 17(1), 21-175.
Khan, M. A. (2014). Students' Passion For Grades in Higher Education Institutions in Pakistan, Procedia - Social and Behavioral Sciences, 112, 702-709. https://doi.org/10.1016/j.sbspro.2014.01.1220.
Koper, R. (2015). How Do Students Want to Learn in Online Distance Education? Profiling Student Preferences, International Review of Research in Open and Distributed Learning, 16(1), 307-329. https://doi.org/10.19173/irrodl.v16i1.2000.
Lederman, D. (2020). How College Students Viewed This Spring's Remote Learning. Retrieved October 2020, from Inside Higher Ed: https://www.insidehighered.com/digital-learning/article/2020/05/20/student-view-springs-shift-remote-learning.
Mertler, C. A. (2016). Introduction to Educational Research. SAGE Publications, Inc.
Moralista, R. B., & Oducado, R. M. (2020). Faculty Perception toward Online Education in a State College in the Philippines during the Coronavirus Disease 19 (COVID-19) Pandemic, Universal Journal of Educational Research, 8(10), 4736-4742. https://doi.org/ 10.13189/ujer.2020.081044.
Mt. SAC Distance Learning Committee. (2012). Survey on Student Perceptions of Distance Learning at Mt. San Antonio College. Retrieved October 2020, from https://math.mtsac.edu/dlc/docs/ResultsStudentSurveyonDistanceLearningProgram-4-6-2012.pdf.
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).
Patch, W. (2020). Impact of Coronavirus on Students’ Academic Progress and College Plans. Retrieved October 2020, from NICHE: https://www.niche.com/about/enrollment-insights/impact-of-coronavirus-on-students-academic-progress-and-college-plans#college.
Paulsen, M. (2002). Online Education Systems: Discussion and Definition of Terms. Retrieved from https://www.porto.ucp.pt/open/curso/modulos/doc/Definition%20of%20Terms.pdf.
Pitt, A., Oprescu, F., Tapia, G., & Gray, M. (2017). An exploratory study of students’ weekly stress levels and sources of stress during the semester, Active Learning in Higher Education, 19(1), 61-75. https://doi.org/10.1177/1469787417731194.
Prestiadi, D. (2020). Effectiveness of e-learning implementation as a distance learning strategy during coronavirus disease (covid-19) pandemic, Proceeding International Webinar on Education 2020, 47-53.
Pulist, S. (2017). An Analysis of Learning Styles and Study Habits of Achievers of Open and Distance Learning: A case of IGNOU, Indian Journal of Open Learning, 26(2), 121-140.
Rizun, M., & Strzelecki, A. (2020). Students’ Acceptance of the COVID-19 Impact on Shifting Higher Education to Distance Learning in Poland, International Journal of Environmental Research and Public Health, 17(18), 6468. https://doi.org/10.3390/ijerph17186468.
Tichavsky, L. P., Hunt, A. N., Driscoll, A., & Jicha, K. (2015). “It’s Just Nice Having a Real Teacher”: Student Perceptions of Online versus Face-to-Face Instruction, International Journal for the Scholarship of Teaching and Learning, 9(2). https://doi.org/10.20429/ijsotl.2015.090202.
Tseng, H., & Walsh, E. J. (2016). Blended vs. Traditional Course Delivery: Comparing Students’ Motivation, Learning Outcomes, and Preferences, Quarterly Review of Distance Education, 17(1), 43-52.
Wong, D. (2007). A Critical Literature Review on e-Learning Limitations. JASA 2, 55-62.
World Health Organization. (2020). Novel Coronavirus(2019-nCoV) Situation Report - 10. World Health Organization. Retrived from https://apps.who.int/iris/handle/10665/330775.