Academic and social adjustment to post-pandemic hybrid learning: A phenomenological study of Filipino first-year engineering students’ experiences
The effects of the COVID-19 pandemic caused an immense change in everyone's lives. There has been a shift from face-to-face to remote learning, and students have tried to adapt to this change. Hybrid classes are now implemented as students adjust to the new normal or the post-pandemic era. Whil...
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| Format: | text |
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Animo Repository
2024
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| Online Access: | https://animorepository.dlsu.edu.ph/faculty_research/13820 |
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| Institution: | De La Salle University |
| Summary: | The effects of the COVID-19 pandemic caused an immense change in everyone's lives. There has been a shift from face-to-face to remote learning, and students have tried to adapt to this change. Hybrid classes are now implemented as students adjust to the new normal or the post-pandemic era. While the transition for some can be smooth and challenging for others, literature shows that adjustment comes with a wide range of experiences. Thus, this action research aims to understand better first-year engineering students' academic and social adjustment in a hybrid setting. A phenomenological approach was employed, involving thirty (30) first-year engineering students who participated in online focus group discussions. Transcripts from the focus group discussions were coded, categorized, and thematically analyzed. Observations during the interview were analyzed, and students' written essays were examined. Findings of the academic adjustments toward hybrid learning indicated that online modality is integral to student learning, making it flexible and inclusive. Combining online and in-person classes on the same day can add to the challenge of transitioning. Moreover, the social adjustment of first-year students focused on the lack of social interaction and social support that can significantly impact the success of transitioning. Implications for program development were discussed. |
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