Student engagement, challenges and coping mechanisms in high school online distance learning during COVID-19 pandemic

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Silliman university

Student engagement, challenges and coping mechanisms in high school online distance learning during COVID-19 pandemic

Aurielle Lisa Z. Maypa,

MA in Education Major in Educational Management (on-going), Instructor Office of SOUL

Dave E. Marcial,

PhD in Education, Associate Professor, Director Office of Silliman Online University Learning

Jade O. Montemayor,

Master in Information Systems (on-going), InstructorOffice of Silliman Online University Learning

Dumaguete City

Abstract

Most educational institutions made sure that instruction was uninterrupted at the start of the COVID-19 pandemic. As a flexible learning method, most schools chose online distance learning (ODL). Consequently, the Internet is among the many tools that ensures continuity in teaching and learning. Many schools have adopted ODL using their learning management system (LMS). However, schools are challenged in attaining the expected engagement among students. Students must cope with the new learning environment wherein they are physically separated from teachers and peers. This research aims to assess the engagement of senior high school in the ODL environment. Specifically, it describes the respondent's engagement profile, preferred learning resources and activities, and challenges faced in ODL. Student logs from the university LMS during the second semester of 2020-2021 were utilized for engagement profiling. On the other hand, an online survey was conducted among 424 students to gather their preferred learning resources, activities, and challenges experienced in ODL. Results show that assignments and files are the most common resources used during the ODL. It shows that attendance and quizzes are what students often visit. Quiz and Wiki are where students spend their time. The result indicates that Slideshows and PDF or MS word materials are the most preferred learning materials. The Lesson is the most preferred learning activity, and students perceived that this activity is the most useful in the ODL. Lack of motivation or confidence earned the highest mean of 3.49, described as «every time.» Heavy workload, procrastination, lack of interaction, and technical issues are rated «every time,» showing that respondents are heavily challenged. In term s of coping, the result indicates that daily login and breaking down responsibilities were the most common mechanism. Communicating with the teachers yielded the lowest coping mean. The study concludes that engaging students in online distance learning are very challenging, especially when learners are not ready. Preferences in terms of learning resources and activities are multi-faceted. There is a need to improve the variation of asynchronous activities like interactive multimedia, such as gamification.

Анотація

Залучення учнів, проблеми та механізми подолання стресових ситуацій у дистанційному онлайн-навчанні в старшій школі під час пандемії COVID-19

Оріель Ліза З. Майпа

здобувач ступеню магістра за спеціальністю «Менеджмент освіти», викладачка Офіс онлайн-навчання університету Сілліман, Університет Сілліман, м. Думагете, Філіппіни

Дейв Е. Марсіаль

PhDв галузі освіти, доцент, директор

Офіс онлайн-навчання університету Сілліман, Університет Сілліман, м. Думагете, Філіппіни

На початку пандемії COVID-19 більшість навчальних закладів подбали про безперервність навчання. Дистанційне онлайн навчання (ДОН) (OnlineDistanceLearning - ODL) як гнучкий метод було обрано більшістю шкіл. Інтернет є одним з багатьох інструментів, які забезпечують безперервність викладання та навчання. Багато шкіл впровадили ДОН (ODL), використовуючи власну систему управління навчанням (СУН) (LearningManagementSystem - LMS). Однак школам важко залучити очікувану кількість студентів, які повинні справлятися з новим навчальним середовищем, де вони фізично відокремлені від учителів і однолітків. Представлене дослідження має на меті оцінити залучення студентів старшої школи до середовища ДОН (ODL). Зокрема в дослідженні надається профіль респондента, який має бути залучений, рекомендовані навчальні ресурси і види діяльності, а також визначені проблеми, які виникають під час здійснення ДОН(ODL). Для створення профілів були використанні реєстраційні дані студентів із СУН (LMS) університету за період другого семестру 2020-2021 років. Крім цього, було проведено онлайн опитування серед 424 студентів. які відповіли на питання щодо більш цікавих для них навчальних ресурсів, видів діяльності та проблем, з якими вони стикаються під час проведення ДОН (ODL). Результати дослідження показують, що найбільш поширеними навчальними ресурсами під час ДОН (ODL) є поставлені завдання і файли, що надаються, а також те, що студенти часто використовують вікторини, найбільш популярними серед яких є Quizі Wiki. Крім цього, навчальними матеріалами, які найчастіше використовують, є слайд-шоу та матеріали у форматі PDFабо MSWord. Найбільш прийнятним видом навчальної діяльності студенти визнали урок, зазначивши його найбільшу користь під час ДОН (ODL). Брак мотивації або впевненості з позначкою «кожного разу» було оцінено студентами середнім балом 3,49. Велике навантаження, зволікання, відсутність взаємодії та технічні проблеми оцінюються як «кожного разу», що свідчить про те, що респонденти стикаються з великими труднощами. Під час дослідження було визначено, що найпоширенішим механізмом для подолання проблем був щоденний вхід і розподіл обов'язків, а найнижчим рівнем - спілкування з учителями. Отже, залучити до онлайн навчання непідготовлених до нього студентів дуже складно. Існує надто великий спектр навчальних ресурсів і діяльності, до яких прихильні студенти, а також потреба покращити різноманітність асинхронних дій, таких як інтерактивні мультимедіа, наприклад, гейміфікація.

Ключові слова: електронне навчання; ІКТ в освіті; виклики дистанційного онлайн навчання; дистанційне онлайн навчання; система управління навчанням; залучення студентів; віртуальний клас.

Main part

Online Distance Learning (ODL) is a form of education that enables teachers and students to learn even when they are physically apart during class. Distance learning has focused on teaching activities and nontraditional students in remote locations where traditional classroom learning cannot occur. Distance learning is practical and efficient forobtaining more education because it is more accessible and convenient for most students from afar or people who cannot attend regular classes because of their employment, marital status, or family obligations [1]. It also satisfies students' growing demand for flexible learning [2]. Education has adapted to the situation's needs and has revolutionized so much with technology [3]. Online Distance Learning is an alternative where students receive instruction online via audio or visual schemes. It allows students to learn without being physically present in a classroom setup. Students and teachers can still engage and learn just as much without being in a classroom. Distance learning and education are synonymous and relatively not a recent technology [4]. Further, the ODL modality must be coupled with an institutional learning management system (LMS).

The problem statement. At the onset of the COVID-19 pandemic, most educational institutions ensured that learning was unimpeded. Like many schools worldwide, Silliman University, a private school in the Philippines, opted for online distance learning as a flexible learning mode. Hence, education continues with the use of the Internet. As an alternative, an ODL arrangement also comes with several challenges. Students could experience issues being not able to understand course information that is technical, quantitative, or scientifically oriented [5]. Because of the physical distance between the Instructor and the student, expectations for the course are frequently unclear, and issues may be challenging to address. It's also likely that the minimal teacher-student interaction affects how students learn in general [1]. In retrospect, another aspect that must be considered is the Instructor's preparedness and capacity to deliver exciting lectures and activities via ODL.

Most higher learning institutions were not given much time to transition to a fully online learning environment, thus jeopardizing ODL's efficacy. Because of the global pandemic, almost everything is a first time to many residential schools. Teachers and students attend full online distance learning. Student engagement remains a crucial challenge even though the current generation of students is thought to be a «digital native» and should be more accustomed to the online environment than prior generations. A few difficulties associated with participation in an ODL environment are a lack of technical proficiency, the inability to establish boundaries between school and personal life, the failure to connect with other students, the feeling of isolation, and the distraction caused by other applications [6]. These difficulties could result in attrition if they are not addressed [7].

Analysis of recent studies and publications. A survey conducted at Pangasinan State University collected results to answer the engagement and readiness of Senior High School (SHS) Students by determining their profile, the level of preparedness of SHS Students for Open and Distance Education, and the linear correlation of variables. The study's result shows that most students were engaged and ready for Open and Distance Education. Their proposed Online Learning Environment Model enabled students at the Senior High School level to fully utilize distance education [8]. A relatively exciting study by Peng [9] analyzed and studied students' engagement models given the characteristics of online learning activities. The study examined students' behavioral, cognitive, and emotional experiences during online learning. According to Peng, engagement is an indispensable part of learning, where active engagement promotes student learning.

A study of the relationship between students' engagement and their academic performances in an eLearning environment identified three measurable indicators for assessing learner engagement within the module. These were (i) the number of completed learning activities, (ii) the importance level (as per course outcomes) of completed learning activities, and (iii) activities requiring platform presence. It was found that there is a significant but weak positive correlation between students' engagement in the online module and their performances in the final learning activity [10]. Another study concluded that there are factors affecting students' engagement which include (1) social engagement of student and teacher rapport, (2) collaborative engagement of peer support, and (3) learning passions. It is seen that students do engage in an online course as (1) cognitively engaged by understanding teaching materials and activities, (2) emotionally engaged by enjoying classroom learning activities, and (3) behaviorally engaged by participating in a discussion, developing problem-solving skills, and applying online learning norms in the classroom [11]. In addition, another study suggests creating an interactive experience through the development of web-based interactive slides so students can explore different modalities of content in a nonlinear and asynchronous manner with the hopes of making the learning process easier and more enjoyable for students [12]. Nonetheless, learners' attitudes are still critical to ensure students stay involved [13].

The research goal. This research aims to assess student engagement in an ODL environment. Specifically, it describes students' utilization of the learning activities and resources during ODL. It also measures the respondents' preferred learning activities, resources, and modalities. It also presents challenges and mitigation factors experienced by the students during ODL. This research aims to document student experiences during the height of the pandemic to provide recommendations for improvement. Hopefully, this research will provide additional literature about student engagement, challenges, and mitigation during ODL. In this study, learning activities include online assignments, an open forum, H5P, quizzes, and others. Learning resources include pre-recorded videos, YouTube, PDFs, and slideshows. ODL challenges include adaptability, procrastination, lack of motivation, and heavy workload.

The pandemic accelerates the use of learning management systems (LMS). Among the most popular and effective LMS is Moodle. Moodle is a free software application that helps educators plan, implement, and assess a specific learning process [14]. Any teacher can be part of the Moodle.org community. On the other hand, some communities customize and leverage Moodle offering additional proprietary features, like the Open LMS. Open LMS is an «open-source LMS created to help educators design online courses simply and collaboratively» [15].

In an ODL, activities and resources play a vital role in student engagement [16] [17]. Activities are virtual classroom tasks that teachers provide for students to perform. Typical activities include online quizzes, assignments, and forums, among others. On the other hand, resources are items used to support student learning; for example, a video of a lecture, a PowerPoint presentation, a PDF of lecture notes, or an article to read. Teachers are advised to post different types of resources to increase students understanding of the content. See table 1 for the Moodle-based activities and table 2 for the sample Moodle-based resources.

Table 1. Common Virtual Classroom Activities [15]

Table 2. Common Virtual Classroom Resources [15]

distance learning student school

Figure 3 shows the average time spent per activity per virtual classroom. It indicates that Quiz and Wiki are where students spend most of their time. Furthermore, results show that there are 2,406.41 visits per course, and students spend an average time of 31.21 hours per virtual classroom. In a Moodle-based quiz [15], a teacher can permit the quiz to be attempted several times, with the questions shuffled or randomly selected from the question bank. A quiz can be time limited. A quiz can be set so that each attempt is marked automatically, except for essay questions, and the grade is recorded in the grade book. On the other hand, a Moodle-based wiki has many uses. It is used for group lecture notes, study guides, authorship, storytelling collaboration, and personal journal [15].

Figure 3. Average Time Spent per Activity in a Virtual Classroom

Preferred Learning Materials

Table 3 shows student engagement in terms of learning materials. It shows the mean preference level of students with the different learning materials offered during ODL. The result indicates that Slideshows and PDF or MS word materials are the most preferred learning materials, and students perceived that this material is the most useful in the ODL. Both were rated and described as «All the time» with a mean of 3.37 and 3.49, respectively. Other learning materials were rated as «Sometimes,» with URL or Website links earning the lowest mean of 2.96.

Table 3. Preferred Learning Materials

The result shows that Slideshows and PDF or MS word materials are the most preferred learning materials across all sexes. Students perceived that this material was the most useful in the ODL. Both were rated and described as «All the time» with a mean of 3.4 and 3.49, respectively. Other learning materials were rated as «Sometimes,» with URL or Website links earning the lowest mean of 2.96.

The result reveals that all grade level still finds Slideshows and PDF or MS word materials the most preferred learning materials. Students perceived that this material was the most useful in the ODL. Both were rated and described as «All the time» with a mean of 3.37 and 3.49, respectively. Other learning materials were rated as «Sometimes,» with URL or Website links earning the lowest mean of 2.96.

The result shows that across all tracks or strands, Slideshows and PDF or MS word materials are still the most preferred learning materials. Students perceived that this material was the most useful in the ODL. Both were rated and described as «All the time» with a mean of 3.37 and 3.49, respectively. Other learning materials were rated as «Sometimes,» with URL or Website links still earning the lowest mean of 2.96.

Table 4. Preferred Learning Activities

Table 4 shows the preferred learning activities among the respondents. It shows the mean preference level of students with the different learning activities performed during ODL. The result indicates that the Lesson is the most preferred learning activity and students perceived that this activity is the most useful in the ODL. It was rated and described as «All the time» with a mean of 3.48. The result also shows that the H5P activity was never introduced to the students and that the students could not use this material. It earned the lowest mean of 1.67. Notably, students felt that the Pearson MyLab activity was not desirable, and students perceived that this activity was not useful in the class, with a mean of 1.89. Assignments, Forum or Open Forums, Quizzes, and e-books were all rated as «sometime,» which means that these learning activities were occasionally preferred, and the students perceived that these materials were moderately useful in ODL.

The result shows that the Lesson is the most preferred learning activity across all sexes, and students perceived that this activity is the most useful in the ODL. It was rated and described as «All the time» with a mean of 3.48. Result also shows that eBook activity was never introduced to the students and that the students could not use this material. It earned the lowest mean of 1.07.

The result shows that Lesson is still the most preferred learning activity among grades 11 and 12 students. They perceived this activity as the most useful in the ODL. It was rated and described as «All the time» with a mean of 3.48. Result also shows that eBook activity was never introduced to the students and that the students could not use this material. It earned the lowest mean of 1.07.

When grouped according to track or strand, the result shows that the Lesson is still the most preferred learning activity among all Tracks or Strands. Students perceived that this activity was still the most useful in the ODL. It was rated and described as «All the time» with a mean of 3.48. Result also shows that eBook activity was never introduced to the students and that the students could not use this material. It earned the lowest mean of 1.07.

Challenges Faced in ODL

Table 5 shows the mean level of the different challenges encountered and experienced during ODL. The result shows that among the various challenges, Procrastination and the temptation to quit, Lack of motivation or confidence, Heavy workload that may result in mental health problems, and Lack of interaction or communication among co-learners were the top challenges that the students were facing during ODL and that the students consistently encounters this problem. Lack of motivation or confidence earned the highest mean of 3.49. Other challenges were rated and described as «occasionally,» with both Human or pet intrusions and Low digital competence or literacy earning the lowest mean of 2.53.

Table 5. ODL Challenges

Coping Mechanisms

Table 6 shows the mean level of the different mitigating factors as a counter to the various challenges faced during ODL. The result shows that among the various mitigating factors, Logging in daily to see course updates and class discussions and Break down responsibilities were the most common ones. Both were described as «Every time,» with a mean level of 3.57 and 3.44, respectively. Results also showed that communicating with faculties earned the lowest mean, 2.28. Other mitigating factors were rated and described as «occasionally,» meaning that students moderately used these factors to mitigate ODL challenges.

Table 6. Coping Mechanisms