The implementation of the enhanced community quarantine as preventive measure in the widespread of the COVID-19 pandemic has halted the face-to-face delivery of classes in Higher Educational Institutions (HEI) in the Philippines. Many of the institutions have resorted to continue the learning process in online platforms. Because of this, the student affairs and services (SAS) practitioners were compelled to assist the students on the issues and concerns related to online classes and learning. The situation also disrupted the implementation of SAS programs and activities. Using Constructivist Grounded Theory as a method and approach, the participants were engaged in online conversations to gather their stories and experiences as SAS practitioners during the pandemic. This revealed emergent themes from the narratives gathered through focus group discussion format. Findings include issues and challenges pertaining to academics, mental health, student development and formation, and the welfare of the practitioners. It also revealed new approaches in responding to the concerns like the gathering of data, migration to online platforms, and skills development and training. The documentation and analysis resulted in a deeper understanding of their experiences prompting actions such as professional development programs and guidelines to assist SAS practitioners in moving forward in the new normal.
Leandro Loyola, De La Salle University, Philippines
Stream: Educational policy
This paper is part of the SEACE2021 Conference Proceedings (View)
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