Higher Education Students’ Challenges on Flexible Online Learning Implementation in the Rural Areas: A Philippine Case

Abstract

The COVID-19 Pandemic has led Higher Education Institutions (HEIs) in the Philippines to replace on-campus learning with flexible learning. This paper explores the students' challenges on flexible online learning implementation of the university in the rural area based on their background and experience. This employed quantitative and qualitative methods through a survey and an interview respectively sought to gather data from 639 university students. Data were analyzed with descriptive statistics and narrative analysis. Results revealed that most mothers are high school graduates, while fathers enjoy an elementary-level and belong to under low-income families. Most students possess just mobile phones and use mobile data as their primary internet access source, ranging from moderate to poor connection. Also, the majority are not fully equipped with enough skills in digital media. For challenges, students experienced the unavailability of a network, economic instability, digital divide, the shortage of digital devices, distractive learning environment, expensive internet data, health-related problems, lack of resources, lack of digital literacy skills, and loss of motivation .Hence, even if flexible online learning is the best solution for the university to replace face-to-face classes, it is not best applicable and suitable to all students living in rural areas or other places with an unstable network and students who belong to financially unstable families. Administrators and educators have to consider alternative learning modes that suit students' backgrounds during the pandemic, like using non-digital technologies.

Overcoming the Odds

“…Impliedly, this seriously challenges learning in an online context. In this regard, Gocotano et al (2021) document that because of lack of ICT skills, students in the Philippines struggled to reach their fellow students and participate in learning.…”

“…The issue of low-level surrounding the region's science and technology threaten to undermine the effectiveness and efficiency of online learning systems. In this regard, studies from Zimbabwe (Mutatana, 2019) and the Philippines (Gocotano et al, 2021;Rotas & Cahapay, 2020) found that poor access to internet services and unstable electricity supply limit students' access to learning resources in their locations. Problems such as low bandwidth and load shedding, coupled with frequent power cuts, are prevalent in many developing countries.…”

“…Other empirical studies conducted in Africa (e.g., Ramos et al, 2011;Mahai, 2014;Mutatana, 2019) and outside (e.g., Gocotano et al, 2021;Rotas & Cahapay, 2020) provide ample knowledge on challenges students face with regards to online learning. A study conducted in Mozambique and Cape Verde by Ramos et al (2011) revealed that students based in rural areas experienced poor access to ICT support, poor communication, and unavailability of reliable electricity.…”

Higher education, ICTs and inclusion: Assessing the impact of the COVID-19 pandemic

“…Readiness was measured by asking respondents question about access to devices and the internet, computer skills, ability to express themselves and communicate with teachers and peers using online tools, and availability of administrative and technical support. Challenges to flexible learning are skewed especially towards students living in rural areas where there is a reported shortage of elearning devices, various distractions in the learning environment, poor internet connection, and loss of motivation (Gocotano et al, 2021).…”

From Digital Divide To Education Sustainability: A Scoping Review

“…Most families only own one digital device for learners and often need to share (Hagedorn et al, 2021). Besides that, learners probably have outdated appliances and are only compatible with lower technological software (Gocotano et al, 2021).…”