All over the globe, learners have had a year of online learning—for some, it might have been exceedingly difficult; for others, it might have been excitingly weird; and for a few, it might have been a ghastly educational rollercoaster ride. Nevertheless, one thing is sure; it was a hurdle no student ever expected. With that thought, CASSayuran distributed a survey to ascertain the lived experiences of MSU-IIT CASS students after one year of online learning.
Previously, CASSayuran published a similar news article pertaining to the heated debate on academic freeze or more colloquially referred to as #AcadFreeze, in which the voices of several CASS students were taken for a survey. The results maintain that 13 out of 20 students unequivocally supported the call for #AcadFreeze either due to mental reasons, financial constraints, digital unpreparedness, and health concerns. Meanwhile, seven of the 20 students have decided to resist the calls of the #AcadFreeze, citing that education should not be suspended in the face of adversity and that better intervention programs be adopted.
In line with that, CASSayuran updated the responses of the 20 students interviewed for that news article, with the inclusion of freshmen students. Instead of being asked about the #AcadFreeze, respondents (MSU-IIT CASS students) are asked six questions about their lived experiences with the institute's remote online learning initiative. As such, CASSayuran conducted a survey that was released in several society group chats for one week. The survey collected 31 responses from 16 previous news survey respondents, 11 new freshmen respondents, and four new non-freshmen respondents. Herein, CASSayuran discovered several recurring themes found in the statements of the students.
ON MSU-IIT’S IMPLEMENTATION OF ONLINE LEARNING
With the pandemic raging on and the world shifting to remote online learning, the institute has implemented measures that seek to better the learner’s remote learning experience, such as batching subjects and categorizing students.
The batching approach alleviates the load burden of the learners by dividing the subjects in one semester into two batches. Another measure to ease the burden is the categorization of learners according to their internet connectivity, devices, and the environment—the C1/C2/C3 categories. In relation to that, CASSayuran also questioned whether the respondents were satisfied with the institute’s implementation of remote online learning after experiencing it for one year or otherwise.
The survey showed that 83.3% (or 25 of the 30 respondents) are satisfied with the institutes' implementation of the remote learning setup. Althea, 18, said that she is content with the institute’s implementation of remote learning because it still allows even the financially troubled learners to continue their education. BW, 21, was in the same way satisfied with the institute’s plan of action for the remote learning setup. She framed her opinion of satisfaction by also crying for a hopeful safe physical return to classes: “still, I hope they're up to something that will get us closer to the most awaited #LigtasNaBalikEskwela.” By contrast, there are students like Fatimah, Cy-Cy, Sittie, Respondent #26, and Erning who are appreciative of the various measures taken by the institution; yet worry for those who still cannot catch up to this mode of learning even with the provided leeways.
On the flip side, 13.3% (or four of the 30 respondents) have also manifested their opinions of discontent on the institute’s remote learning setup. For instance, Luna, a 3rd Year, was content with the aim of the implementation; however, her contentment is limited because “ its execution through some of our teachers isn’t fully adequate.” She expressed that there are a few teachers who do not sympathize with the situation. Further, Maria referenced her issue to a more internet connectivity dilemma in which she constantly worries that even as a C1 student, she is regularly troubled by the fact that her mobile data connection will not cooperate. Extending the opinion of Luna and Maria, Primrose, a 4th Year, opined that her qualm is mainly on the way the learning was implemented, specifically on the batching of subjects. She is quoted saying that she often feels like “...we have to rush around with all these quizzes, exams and requirements. There are even topics in my major subjects that are being cut off to prioritize the more crucial ones.
In light of Primrose’s concern, the CASSayuran survey also asked the respondents their thoughts on the categorization of students' approaches. Evidently, 80% of the respondents (or 24 of the 30 respondents) remarked that they are satisfied overall with the institute’s categorization approach. Nina, Lachesis Fate, BW, Jayson, Sittie, and Fatimah all shared the same viewpoint that they are all assured that their professors will understand “that we all have different learning resources and they need to consider that factor when delivering their lessons.” Adin, a 4th Year Political Science major, also appreciates the categorization, albeit it too is lacking. However, he maintains that the institute can do more by incentivizing the financially disadvantaged population of learners through load vouchers or direct financial compensation.
Providing a more nuanced position but still erring on the side of the affirmative 80%, Kurt framed his opinion by saying that the categorization is a double-edged sword. He reckons that “...there are some professors who would really go out of their way to ensure that students would acquire the education they deserve while there are those that would not observe this categorisation in isolated cases." Kurt ends by remarking on how "professors have adjusted as well and are now more concerned to student's needs.” Louise extends this by saying she has benefited greatly with the categorization, as she is a C2 student herself. However, her observation recognizes that “...the pedagogy still went on the way it was, leaving the students belonging to C1 for the very least, with less regard.”
16.7% (or five of the 30 respondents) answered differently from the first 80%. The recurring impression following this 17% is that certain Professors still demand the same level of rigidity in classes as once were in face-to-face classes. For example, Elio, 21, observed that some Professors do not acknowledge the categorization protocol and that this online setup is difficult to adjust even with the categorization measure. Another perspective was also given light by CJ, 19, in which she shared that there are times that she cannot answer the modules on her own due to complexity.
IN TERMS OF ONLINE LEARNING EXPERIENCES
It is discovered in the survey responses pertaining to their online learning experience that at least three recurring themes could be determined, which are used to categorize the respondents' answers into: 1) Challenging and have not adjusted; 2) Continuously adjusting or adjusted; and 3) Challenged but continuously adjusting.
First, of the 30 respondents, 60% (or 16 from the 30 respondents) have pointed out the challenging experience they have had over the previous year of online learning. In fact, ‘challenging’ is the frequently used identifier by the respondents. Shan, Cy-Cy-, Althea, Fatimah, Nina, and Adin, all indicated that while they continue to work hard because it is necessary, however they do find the new mode of learning challenging. The similarity of their response accentuates the perturbing predicament faced in the remote online learning format; “From overcoming procrastination to a motivation on doing tasks, or simply avoiding distractions, or technical issues like power interruptions and unstable internet connections, the setup is not just a challenge to adapt on a personal level but a challenge to many facets as well” Adin, a 4th Year Political Science major, claims.
Primrose, a 4th Year, meanwhile, details her dilemma on emotions and mental well-being. She expressed that there is a constant dilemma between her academics and personal life and that this is causing her to feel left out from time to time. The dilemma is taxing to the respondents to the extent that a few are experiencing a double-edged crisis like taking a break from University. For example, a 1st Year Philosophy major is quoted saying that “there were times where I felt like taking the sem off or something but I kept telling myself "mag unsa raman sab ko if mo undang ko" (what would I be doing if I stopped) to just keep pushing forward.
Conversely, 20% (or six of the 30 respondents) stated they have adjusted to the new learning mode. Michae, Sittie, John, and Erning said that their learning experience was good and reasonably adjusted to this learning method. Likewise, Aya, 18, has adapted to the new setup and described her adjustment process by affirming that her professors are generous enough to provide the class with enough time to answer the activities and that sometimes the professors decide not to provide any activity after class.
Lastly, 13.3% (or four of the 30 respondents) expressed that they continue to see the new learning mode as challenging. Albeit, these individuals have strived and have adjusted somehow to the new mode of learning. BW, 21, for instance, maintained that, however, she wanted to quit the semester because this setup has been difficult for her, she persisted because this is a good challenge for her. On the other hand, Jayson, a 2nd Year Sociology major, tended to a productivity experience standpoint in which he writes, “I am able to join academic related activities such as webinars and enroll in online courses that I wouldn't be able to attend in the traditional learning setup.”
IN TERMS OF THE LEARNING PROCESS
Regarding the learning process, it is discovered that the same three recurring themes found in the remote learning experience section are also used to determine their learning process. As such, the categories remain: 1) Challenging and have not adjusted; 2) Continuously adjusting or adjusted; and 3) Challenged but continuously adjusting.
At least 56.7% (or 17 of the 30 respondents) have asserted that their quest for knowledge and intellect was not quenched since they continue to face perturbing problems with the online mode of learning. For example, Marynette, 20, described her learning process as challenging since some face-to-face activities and practices need to be conducted. In addition, a 4th Year Filipino major also pointed out the difficulties in trying to learn in the online medium, saying that “it is hard to focus when you are also struggling mentally, socially, and financially.” While, laziness and undermotivated is how Fatimah, a 4th Year Political Science major, described her learning practices during online meets. Additionally, a 3rd year Filipino major explained that her learning process during the online learning setup is ineffective because not every learner has a conducive environment for learning. He reckoned that “right now, I feel like acquiring knowledge is taken passively with little to less opportunities of application.”
While 13.3% (or four of the 30 respondents) noted how they had found the road of adjustment within themselves to cater to the demands of online learning, Adin explained that he was able to learn and pick up things primarily because of how influential his Professors were. He is quoted saying that “I learned and picked up some things along the way, thankfully because of how effective my professors were at making classes engaging and intuitive, and competitive classmates also made it worth to strive regardless of the limitations.” Michae also conveys a similar sentiment, and John writes that they have somehow adjusted their learning processes with the new mode of learning.
Contrary to the first and second presentation of answers, 30% (or nine of the 30 respondents) have said that they have adjusted with online learning, albeit challenges continue to persist. For instance, Nina, a 3rd Year Sociology major, points out that due to the insufficient sources and information that she needs, her struggle has “doubled.” Notwithstanding this drawback, she adds that her Professors are kind enough to permit their class to review recorded sessions for their activities. Meanwhile, a 4th Year Political Science major, Kurt, described his learning process as “rather okay, processing information was not slow nor fast, but is definitely a downgrade to the learning capacity during face-to-face classes.”
BW, Lachesis, CJ, Respondent #25, and Althea have similar sentiments on the online learning process that while the challenges, that include but are not limited to intermittent connectivity, financial restraints, and emotional and mental problems continue to persist daily, they have support systems to back them up, for instance, their family and friends. Erning, 19, however, has not had the best learning process during online learning.
ON COPING AND ADJUSTING
The respondents provided a plenitude of responses when asked about their coping mechanisms and whether these mechanisms were entirely different from the face-to-face setup. From farming to solo drinking rants, to working religiously to receive a scholarship stipend, from entertainment to loving oneself to constant communication with friends and family, these are the general thoughts and coping mechanisms that the respondents opined in the survey. Further, the overwhelming majority noted how their coping mechanism changed from way back then, just like how it was before with a group outing turned to solo flying.
In relation to their coping mechanism, the survey also asked whether, after one year of remote online learning, they have adjusted to the issues they have had at the onset of the remote online learning or that they continue to be plagued by the same issues? The results revealed contrasting figures in which CASSayuran determined three general answers: 1) well-adjusted; 2) still facing the same issues as before; and 3) have adjusted at the same time still facing the same issues as before.
The first answer showed that at least 26.7% (or eight of the 30 respondents) have been well-adjusted with the remote online learning setup. A 19-year-old, Jayson, revealed that his digital skills have increased, and with that, the confidence he has with using digital resources and various online platforms has also increased. A 4th Year Political Science major, Adin, echoed the same thought as Jayson but added that the reason he caught up with the system is that he is “...privileged enough to have the necessary resources in order to adapt and adjust.” In the same boat with Jayson are Franklin, John, CJ, Erning, and Lyka.
The second group, meanwhile, has a considerably much significant number by half. At least 46.7% (or 14 of the 30 respondents) were quoted with the same consideration that they are still enduring the same concerns they have faced in the onset of remote online learning. For example, freshman and Filipino major Cy-Cy, opined that “Yes, it is a commendable alternative given the current situation amidst the COVID-19 but the face-to-face set up allows us to maximize our learning and focus on our students.” Students Kathleen and Nina both noted that while they would not necessarily call themselves as genuinely adjusted to the remote learning set up, they have yet to discover her energy to “...pursue academic goals since it's all just through a screen.”
The last group, on the other hand, 26.7% (or eight of the 30 respondents), framed their overall experience as ‘adjusted but not entirely.’ For example, 21-year-old, BW, responded that her overall experience of remote online learning after one year is that “I would describe my remote learning experience as a challenging one but it indeed makes me challenge myself, in a good way.” On the other hand, Louise, a 4th Year Sociology major, expressed how her online meeting skills have advanced since online meets like Zoom and Google Meet are an everyday necessity nowadays. She adds that notwithstanding the predicaments faced while adjusting, she adapted to the new environment. However, she worries that “...the effect and impact brought about by the new modes of learning progresses and transcends, which are probably the reasons for the continuing adjustments.”
Submitting an alternative point of view, 4th Year student Adin put forward that it is vital to hasten the vaccination to attain herd immunity and to allow academic institutions to transition to the face-to-face setup. “The longer we wait to open schools, the more we compromise the quality of education we deliver and the more we exacerbate a generational crisis,” he opined.
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