Education in the time of COVID: How is CS doing with the remote learning setup?
News Feature| Myxie Togado & Ejay Acorda
With remote learning continuing in the second semester of the academic year 2020–2021, both faculty and students in the College of Science (CS) expressed their difficulties, adjustments, and opinions about the current learning set-up.
The situation of the institutes
The different institutes of CS shared similar issues with the remote learning setup implemented in the previous semester. According to the institute directors, internet connectivity and lack of access to required resources hampered both students and instructors. Institutes pointed out that limited internet connection compounded many other issues such as the inability to reach out to students along with addressing their needs.
Institute of Mathematics (IM) Deputy Director for Instruction and Officer-In-Charge Dr. Manjo Loquias said that “The shift was abrupt, the demand on faculty members is high, and workload is heavier compared to face-to-face lectures.” Loquias also said that the shorter semester and disruptions in classes meant more adjustments during the shift to remote learning.
Institute of Chemistry (IC) director Dr. Len Herald Lim, through a survey his institute conducted, observed the desire of students for synchronous sessions. Lim added that “The harmonization of synchronous sessions across the different courses may help the students transition easier in the pandemic.”
The National Institute of Physics (NIP) administration aims to create separate classes to better design remote teaching and learning. Students with and without devices, along with sufficient internet connection, will be segregated to determine the mode of teaching best for the students.
Research and laboratory work conducted by the institutes also slowed down due to IATF restrictions. Staff and researchers face limited movement and entry to the different laboratories, delaying the completion of projects. Due to this, IM and NIP gave thesis advisers the freedom on how thesis consultation and completion of students be organized.
To address the difficulties of online learning in laboratory and fieldwork classes, the National Institute of Geological Sciences (NIGS) and IC delivered experimental demonstrations through pre-recorded experiments. NIGS also pioneered the establishment of a “Virtual Fieldwork” module, where videos and pictures of an instructor performing actual fieldwork allow students to experience it remotely.
If this remote learning setup persists, the different institutes concur that further adjustments should be implemented.
“The institute is currently devising plans for the event of the restrictions being applied for the rest of the year and different exit strategies for students along with bridging activities are currently being formulated,” Lim said.
NIP, on the other hand, encourages Bachelor of Science (BS) students to pursue graduate school in the institute. “Under this, these graduate students will be able to report to the institute for their laboratory work and start addressing the gaps in their BS education,” the NIP administration said.
The directors also said that providing devices for online learning and financial assistance, as well as offering guidance and support on mental health concerns, to students and faculty members are being prioritized.
When asked about the possibility of conducting face-to-face (F2F) classes, the institutes believe that the strict IATF guidelines could be attained through proper preparation.
“If a concerted effort is made by every unit requiring F2F is made through the full assistance of the university, I believe that F2F classes can be achieved within the year,“ Lim added.
How are CS students faring with remote learning?
Third-year undergraduate students from different institutes in CS have also expressed their thoughts and opinions regarding the current remote learning setup of the college.
Students encountered various difficulties in remote learning, including internet connectivity, gadget availability, and communication gaps between students and professors. They also struggled with academic “burnout” and indistinct boundaries between work and rest.
On coping with these difficulties, some students tried establishing a daily routine while others tried fixing their schedules. When “burned out” from his majors, BS Physics student Rob* picked up on his interests and also had mental health check-ups with his psychiatrist to “maintain his sanity.”
Their respective institutes provided financial and technical assistance, and some instructors maximized their platforms for learning to cater to their students’ needs. Despite these adjustments, students still had grievances about remote learning, particularly in the transitioning of laboratory classes and fieldwork into the virtual set-up.
Nicole*, a BS Geology student, emphasized the importance of examining and analyzing geologic structures in her degree and line of work. She said that not being able to do the actual techniques would have consequences in the future.
“Although theoretical discussions of the lessons have a huge role in how we learn in STEM, if not coupled with practical or experimental learning, students have a really hard time in grasping the topics and lessons,” BS Chemistry student Iza Dolores said.
In addressing these barriers, the students pushed for the lessening of workload to avoid academic “burnout” and the call for limited F2F classes. In addressing the needs of students with a lack of resources, Mary*, a BS Mathematics student, also called for the continuous use of radio and television as mediums for remote learning.
“These issues will ensue until we can all safely go back to face-to-face classes. Thus the government must start addressing the health crisis with urgency and emphasis on public health,” Nicole said.
The state of remote learning in PH
At the start of the academic year 2020–2021, UP reported 1,600 students lacking resources fit for online learning, while 4,000 students were struggling financially due to the pandemic.
Students can seek internet and gadget assistance under the university’s Student Learning Assistance System (SLAS) online. However, as of February 25, only 35 percent out of the 1,385 assistance packages were delivered and activated to students.
Last February 10, the Commission on Higher Education (CHED) and the Department of Health released a joint memorandum regarding the guidelines on the gradual reopening of higher education institutions during the COVID-19 pandemic. The joint memorandum prioritizes degrees in the health sciences and is only limited to “specialized laboratory courses or hospital-based clinical internships, including clinical rotations for post-graduate medical interns.” CHED requires schools to undergo inspection and submit necessary requirements stated in the memo for approval of their gradual reopening.
UPLB officials reached out to CHED to hold limited F2F classes for its courses in the applied sciences; however, the decision ultimately depends on the IATF. This resulted in backlash from the student community and a unity statement from Veterinary Medicine students, where they demanded the said degree program to be prioritized.
Last March 26, CHED approved 24 HEIs to conduct limited F2F classes in the 2nd semester of AY 2020–2021 for selected health-allied courses. UPLB is still not on the list.
Meanwhile, as of the time of writing, the Philippines has 63,170 active cases and a total of 1,080,172 total COVID-19 cases.
*Names were changed for anonymity
