Evaluation of the Online Distance Learning Modality Implemented at Bestlink College of the Philippines by the Grade 12 HUMSS Student
Vol.3, No.1D
Abstract
A novel coronavirus infection (COVID-19, previously known as 2019-nCoV) was discovered in Wuhan City, Hubei Province, China, in late December 2019. Because of the disease's global spread, some governments have suggested social distancing for portions or all of their countries. In contrast, others have tried to restrict all non-essential internal movement. A lockdown is a term used to describe the latter. The pandemic of coronavirus illness (COVID-19) has wreaked havoc on the world. This situation has resulted in the widespread suspension of face-to-face activities at educational institutions in over 190 countries to prevent the virus's spread and mitigate its impacts—the United Nations Educational, Scientific, and Cultural Organization (UNESCO).
As a result, people worldwide have adopted remote working environments, including home offices and online classrooms. As the demand for online education develops, so does the number of available online courses and degrees. The Department of Education devised the Basic Education–Learning Continuity Plan in response to the new normal. This plan aims to keep students, educators, and staff safe. It also intends to leverage self-learning modules to give high-quality distance learning. These can be found in digital formats, radio, television, and the internet.
As the world continues to battle the virus's violent spread, schools and other learning spaces have been forced to transition to complete online learning. A learning environment that leverages the Internet and other technical devices and resources for synchronous and asynchronous instructional delivery and management of academic programs is referred to as online learning (Usher & Barak, 2020; Huang, 2019). Asynchronous online learning occurs without a set schedule for individual students, while synchronous online learning incorporates real-time interactions between the teacher and the students (Singh & Thurman, 2019). In the wake of the COVID-19 outbreak, online learning has taken on the role of interim remote teaching to meet an immediate need. However, policy, pedagogy, logistics, socioeconomic considerations, technology, and psychosocial aspects have all played a role in the migration to a new learning space (Donitsa-Schmidt & Ramot, 2020; Khalil et al., 2020; Varea & González-Calvo, 2020). Government education organizations and schools hurried to produce foolproof policies on governance structure, teacher management, and student management when it came to policies. Despite their lack of technological literacy, teachers used traditional teaching methods.
Schools and other learning places have been forced to convert to total online learning while the world continues to fight the virus's violent spread. Online learning is a learning environment that uses the Internet and other technical devices and resources to deliver synchronous and asynchronous instructional content and manage academic programs (Usher & Barak, 2020; Huang, 2019). Individual students participate in asynchronous online learning without having a defined schedule, whereas synchronous online learning includes real-time interactions between the teacher and the students (Singh & Thurman, 2019). Following the outbreak of COVID-19, online learning has taken on the role of interim remote teaching to fill a gap. On the other hand, policy, pedagogy, logistics, socioeconomic considerations, technology, and psychosocial factors have all played a part.
This study has shown that students continue to adapt to the changes brought by the COVID-19 virus, the lockdown, and certain restrictions that followed its wake. These changes have affected many people, and students are no exception. However, despite the sudden need to shift into a new learning mode to accommodate the need for social distancing, students have managed and even benefited from the new system. Despite its efficiency, there is still potential for development, not only in the system itself but also in how students should approach and deal with this new normal.
