This paper identifies the barriers to online learning face by the students and explores the strategies they employ to manage them in the face of this international crisis. From the narratives of the learners, and the literature a framework for a resilient and inclusive virtual classroom is developed. A descriptive mixed-method design is employed. Data are gathered from the students during the second term of SY2020-21 using a researchers-made questionnaire which is content and face validated by experts and tested for its reliability and consistency. The questionnaire is deployed online using the college’ official learning management system. In conclusion, the barriers to online learning as accounted by the students are classified in this research into personal, educational, relational, technological and social. On the other hand the coping mechanisms employed are social support, and accepting responsibility. At the center and front of the students’ struggles and successful handling of this emergency remote learning are the teachers. Thus, the barriers are dealt with by the respondents primarily not only by themselves, but with their teachers who unleash the pedagogy of care that made them resilient during this pandemic. A caring and accommodating teacher together with strong and flexible online learners are the primary components of a resilient and inclusive virtual classroom. The framework can be a template in designing future virtual classrooms and capacity building activities to prepare teachers and learners for education disruptions like this pandemic.
Basilia Blay, De La Salle-college of Saint Benilde, Philippines
Aldino Gonzales, De La Salle-College of Saint Benilde, Philippines
Isagani Triste, De La Salle-College of Saint Benilde, Philippines