Preparing Philippine higher education institutions for flexible learning during the period of COVID-19 pandemic: Curricular and instructional adjustments, challenges, and issues
Preparing Philippine higher education institutions for flexible learning
AbstractThe current situation, which is considered the new normal, calls for an immediate response and action from all higher education institutions (HEIs). This is a qualitative study that shares the experiences and preparations of universities and colleges in the Philippines in shifting to flexible learning as an alternative way to deliver curriculum and instruction at the time of the COVID-19 pandemic. Through analysis of public documents like memoranda, advisories, reports, and updates from leading organizations and HEIs, this study identifies curricular and instructional adjustments done and discusses several challenges and issues experienced by higher education institutions in shifting to flexible learning. The study also recommends a model that universities and colleges could use in planning for an effective and efficient implementation of flexible learning.
Aldama, P.KR (2020). What will happen to poor students when schools go online? Retrieved from https://www.rappler.com/move-ph/ispeak/254707-opinion-poor-students-schoolsonlineoronavirus?fbclid=IwAR3fpQ7kGvPV5LwRfAqa NoXN4zwvw6siyDgW58jZV1mxd8J69gPfKb5O3mE
Adhikari, S.P., Meng, S., Wu, Y.J., Mao, Y.P., Ye, R.X., Wang, Q.Z., Sun, C., Sylvia, S., Rozelle, S., Raat, H. and Zhou, H. (2020). Epidemiology, causes, clinical manifestation and diagnosis, prevention and control of coronavirus disease (COVID-19) during the early outbreak period: a scoping review. Infectious diseases of poverty, 9(1), 1-12. https://doi.org/10.1186/s40249-020-00646-x
Ayer, S. and Smith, C. (1998). Planning flexible learning to match the needs of consumers: a national survey. Journal of Advanced Nursing 27. 1034-1047
Commission on Higher Education Office of Planning, Research, and Knowledge Management - Knowledge Management Division (2019). Higher Education Indicators S.Y.2018-2019
Commission on Higher Education (2020). CHED COVID-19 Advisory No.1. Retrieved from https://ched.gov.ph/wp-content/uploads/CHED-COVID-2019-Advisory-No.-1.pdf
Commission on Higher Education (2020). CHED COVID-19 Advisory No.2. Retrieved from https://ched.gov.ph/wp-content/uploads/CHED-COVID-2019-Advisory-No.-2.pdf
Commission on Higher Education (2020). CHED COVID-19 Advisory No.3. Retrieved from https://ched.gov.ph/wp-content/uploads/CHED-COVID-2019-Advisory-No.-3.pdf
Commission on Higher Education (2020). CHED COVID-19 Advisory No.4. Retrieved from https://ched.gov.ph/wp-content/uploads/CHEDAdvisory4_COVID19.pdf
Commission on Higher Education (2020). CHED COVID-19 Advisory No.5. Retrieved from https://ched.gov.ph/wp-content/uploads/CHED-HEI-COVID-19-Advisory_No.5_15Mar2020.pdf.
Commission on Higher Education (2020). CHED COVID-19 Advisory No.6. Retrieved from https://ched.gov.ph/wp-content/uploads/CHED-COVID-19-Advisory-No.-6.pdf
Commission on Higher Education (2019). Shift of academic calendar for state universities and colleges and local universities and colleges to begin on August of every year starting academic year 2019-2020.
Coordinating Council of Private Education Association (2020). Preliminary Results: COCOPEA Survey on Practices during Enhanced Community Quarantine.
Deakin University (2009). Introducing flexible learning. http://www.deakin.edu.au
Gordon, N. (2014). Flexible Pedagogies: technology-enhanced learning. Higher Education Academy. https://www.heacademy.ac.uk/sites/default/files/resources/tel_report_0.pdf
Joan, R. (2013). Flexible learning as new learning design in classroom process to promote quality education. i-manager’s Journal on School Educational Technology. 9.1. 37-41.
Jones, B. and Walters, S. (2015). Flexible Learning and Teaching: Looking Beyond the Binary of Full-time/Part-time Provision in South African Higher Education. Critical Studies in Teaching and Learning. 3.1. 61-84. DOI: 10.14426/cristal.v3i1.29
Lewis, R. and Spencer, D. (1986) What is Open Learning?, Open Learning Guide 4, London Council for Education Technology, pp. 9 - 10
Li, Q., Guan, X., Wu, P., Wang, X., Zhou, L., Tong, Y., and Xing, X. (2020). Early transmission dynamics in Wuhan, China, of novel coronavirus–infected pneumonia. New England Journal of Medicine. https://doi.org/10.1056/NEJMoa2001316.
Marcial, D., Onte, M., Foster, J., Te, J., and Curavito, M. (2017). Digital learning management system in sticks. International Journal of Scientific Engineering and Science. 1.8. 40-48.
Oliva, P. (2005). Developing the curriculum. 6th Ed. Boston: Allyn and Bacon.
Pawilen, G.T. (2012). A Model for Developing Curriculum Standards for Preschool Teacher Education. Education Quarterly. 70. 1. 14 – 25.
Pawilen, G. T. (2019). The Teacher and the Curriculum: A guide to Curriculum Development and Practice. 1st Edition. Quezon City, Philippines. REX Publishing House.
Presidential Proclamation 922. Declaring a state of health emergency throughout the Philippines. Manila. Malacañang Palace.
Ryan, A. & Tilbury, D. (2013). Flexible Pedagogies: new pedagogical ideas. Higher Education Academy. https://www.heacademy.ac.uk/sites/default/files/resources/
Shurville, S., O'Grady, T., and Mayall, P. (2008). Educational and institutional flexibility of Australian Educational Software. Campus-Wide Information Systems, Emerald Group Publishing Limited, 25 (2), 74 – 84.
The Lancet (2020). COVID 19: Learning from Experience. 395.1. 1011DOI:https://doi.org/10.1016/S0140-6736(20)30686-3
UNESCO (2020). Handbook of Facilitating Flexible Learning during Educational Disruptions. Retrieved from https://iite.unesco.org/wpcontent/uploads/2020/03/
UNESCO (2015). Education 2030 Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4. Paris: UNESCO. Retrieved from: https://unesdoc.unesco.org/ ark:/48223/pf0000245656
Unger, M.; Zaussinger. S. (2018). The new student: Flexible learning paths and future
learning environments. Background Paper. Vienna: Institute for Advanced Studies (IHS).
University of the Philippines COVID-19 Pandemic Response Team (2020). Preparing
for a Post-ECQ Scenario: Analysis and Recommendations.
University of the Philippines. (2020). Memorandum Number OVPAA 2020-48. Quezon City. Quezon Hall
University of the Philippines. (2020). UP System Policy on the Second Semester A.Y. 2019-2020 in the time of COVID-19. Retrieved from https://www.up.edu.ph/wp-content/uploads/2020/04/BOR-Resolution-on-16-April-2020_UP-System-Policy-on-the-Second-Semester-AY-2019-2020-in-the-Time-of-COVID-19.pdf
Copyright (c) 2021 International Journal of Curriculum and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.