Abstract
The unprecedented consequences precipitated by the COVID-19 pandemic compelled academic institutions to shift to remote education. Along with this sudden transition was the outburst of challenges with varying degrees and intensities. This chapter explored the experiences of teachers, students, and parents from rural municipalities in the Philippines who have been underrepresented in pandemic-driven investigations. Following a Husserlian phenomenological research design, participants were interviewed, and the transcripts were examined using thematic analysis. Accordingly, teachers experience various constraints to execute their duties and responsibilities. Students experience different drawbacks from learning online to mental health issues. Parents struggle to perform the role of home teachers as they are preoccupied with making a living. Although the willingness to continue education is not a question despite the present challenges, the experiences extracted in this chapter are evidence that necessitates further empirical research in the era of online education.
TopMain Focus Of The Chapter
The primary focus of this chapter was to illustrate the experiences of teachers, students, and parents, particularly those in rural areas who have been underrepresented during the implementation of modular remote learning. Specifically, this study aimed to answer the research question: what are the lived experiences of teachers, students, and parents on the implementation of modular distance learning during a pandemic? The findings of this chapter will be valuable to educational leaders and policymakers for improving the online educational systems beneficial to all stakeholders. Likewise, this chapter will be useful for teachers in improving knowledge delivery, parents in performing dual roles, and students in persevering during these trying times.
Key Terms in this Chapter
Primary Stakeholders: This refers to the teachers, parents, and students at the two rural public secondary high schools where the study was conducted.
Basic Education: This is the K-12 education system in the Philippines that has three levels, comprised of, primary education, junior high school, and senior high school.
Basic Education Learning Continuity Plan: It lays down the direction for basic education in the Philippines to deliver education in times of COVID-19 crisis.
Modular Distance Learning: It is an individualized instruction that lets the learners use a self-learning module either in print or digital format depending on the applicability to the learner. In this chapter, modular distance learning refers to the mode of learning commonly used by teachers in basic education, particularly in rural areas.
Self-Efficacy: This refers to the belief of a student in his/her ability to demonstrate behavior needed to produce specific performance attainments.
Remote Learning: It is the process of teaching and learning at a distance. Remote learning means that the students and teachers are distanced from each other. The learning process is done through learning modules and online.
Self-Learning Modules (SLM): SLMs were the most adapted method of learning implemented by most public schools in the Philippines during the COVID-19 pandemic. It provides logic and guides pupils through the content and with the parallel assessment given by the teacher.