Manuscript 1 5

Chapter 1
INTRODUCTION
Rationale
Flexible learning for higher education institutions, according to the Commission
on Higher Education (CHEd), is here to stay. CHED Chairman Prospero De Vera III said
universities and colleges should be able to mix and match learning methods depending
on their situations during the Center for Strategy, Enterprise, and Intelligence’s
Educating Our Children in the New Normal webinar on May 21,2021. “There will be no
return to traditional, overcrowded, face-to-face classrooms,” De Vera declared. “The
Commission has adopted a policy that flexible learning will continue in the school year
2021 and thereafter.” He claimed that returning to the classroom would be a waste of
money spent on technology and teacher training to adapt to the new normal. Traditional
teaching methods, according to De Vera, could put students, teachers, and other
educational workers at risk if another epidemic strikes. In the same webinar, Joseph
Estrada, Managing Director of the Coordinating Council of Private Educational
Associations of the Philippines, said that long-term investment in education should go
hand in hand with the implementation of remote and online learning. “Even as we return
to limited face-to-face, I believe we should also prepare for online learning to stay,” he
said. It’s no longer just an alternative or a flimsy statement. The Kabataan Party-list, on
the other hand, warned that abandoning the “traditional way” rejects students’,
teachers’, and parents’ desires for a safe return to face-to-face sessions. “This new
policy of [President Rodrigo] Duterte and De Vera shifts the weight of being ‘flexible’
and ’adaptable’ to teachers and children while taking no steps to solve current
educational challenges in the face of the Covid-19 pandemic,” Kabataan stated in a
statement. “Millions of students did not re-enroll, and teachers and students battled a
lack of internet infrastructure and modular learning to the point where some kids
committed suicide.” “The Duterte government has chosen to turn a blind eye to those
problems,” it said, citing De Vera’s commitment to this “new normal in education.”
#LigtasNaBalikEskwela and CHEd have been trending on Twitter, with netizens
responding to De Vera’s statement on May 21,2021, and raised concerns on the
implementation of flexible learning.
In the twenty-first century, where rapid innovation and technological growth have
resulted in significant changes to the educational system, it is clear that we have
changed from traditional teaching and learning methods to modern teaching and
learning methods. In the middle of a pandemic, people have become more reliant on
technology to complete their studies. In this regard, the use of online classes has
become more apparent as it governs the educational system; nonetheless, it has been
found that some third-year BEED students find it difficult to learn and grasp the lessons
in an online class, particularly in professional education areas. In light of this, the
researchers devised the plan to conduct a study accumulating the common feedbacks
of third year BEED students at Camarines Norte State College-Abaño Campus in online
class of professional education subjects.
(Costley and Lange, 2016) emphasizes that instructional design is important as it
helps set the discourse, context, and content of learning in an online environment.
Specific instructional design decisions do not only play a part in the discourse of the
learners, but they can affect the learners’ levels of satisfaction and perceived learning
as well. Numerous studies have shown the value that both student satisfaction and
learning have on learner achievement. For this reason, the question of whether
instructors can impact satisfaction and perceived learning through various instructional
design decisions is important. Study looked at broad-based instructor decisions to see if
online environments with higher levels of instructor control led to higher levels of student
satisfaction and/or perceived learning.
When establishing online classes, it is vital to ensure that the delivery of
instruction is well-organized and capable of offering quality education catering the
needs and demands of the students as well as their satisfaction. As a result, the Online
Collaborative Learning (OCL) hypothesis posits that, for academic and conceptual
development, teachers must organize conversations well and provide the required
assistance, allowing students to advance their ideas and generate new knowledge.
Educators can use the Online Collaborative Learning (OCL) model to support an
effective teaching technique, but there are a few design guidelines to keep in mind
when creating courses (Bates, 2015). Teachers can think about things like proper tools,
clear directions for student online behavior, student orientation and preparedness, a
defined educational purpose, and appropriate conversation subjects, for example.
Students are having difficulty adjusting and keeping up with the online class,
according to the experts. Students’ lack of interest in engaging in online class sessions
has also been noted by researchers. Some students’ learning behaviors have changed
when it comes to conversation in an online class, affecting the quality of learning. As a

result, the purpose of this study is to gather the common feedbacks of third year BEED
students at Camarines Norte State College-Abaño Campus in online class of
professional education subjects.
This research is significant because it will provide crucial information that can be
used to improve the quality, policy and practices of the institution when it comes to
professional education areas. Furthermore, both teachers and students must be
assisted in increasing the quality of the teaching-learning process.
Purpose of the Study
The purpose of this study is to accumulate relevant information and feedbacks
from the students of Camarines Norte State College-Abaño Campus regarding the
online class quality in Professional Education Subjects. It has been observed that
students are having difficulty adjusting and keeping up with the online class, according
to experts. Students’ lack of interest in engaging in online class sessions has also been
noted by researchers. Some students’ learning behaviors have changed when it comes
to conversation in an online class, affecting the quality of learning.
The result of this study could be used to improve the well-organized delivery of
online classes and the satisfaction of its students. It also promotes high-quality
education in an online learning environment by providing the essential data and
information to improve the teaching-learning process. Additionally, the result will also
inform the management about the students’ experiences and feedbacks about online
class quality in Professional Education Subjects. It is also a great help to improve the
quality, policy, and practices of the institution when it comes to Professional Education
Subjects.
Research Questions
1. How do the education students find the quality of online learning?
2. What do the students want to tell the instructors about online learning?
Theoretical Lens
This research is based on Republic Act No. 9155, also known as the Governance
of Basic Education Act of 2001, which states that it is the State’s policy to protect and
promote all citizens’ right to a quality basic education and to make such education
accessible to all by providing all Filipino children with a free and compulsory elementary
education and a free and compulsory high school education. Alternative learning
systems for out-of-school adolescents and adult learners must be included in such
education. Basic education should aim to provide kids with the skills, information, and
values they need to become compassionate, self-sufficient, productive, and patriotic
citizens.
The heart of the formal education system will be the school. It is a place where
youngsters can learn. The goal of schools should be to provide the best possible basic
education for all students. Basic education should be managed at the national level. The
policy and principles for the governance of basic education shall be transformed into
programs, projects, and services established, adapted, and offered to match local
needs at the regions, divisions, schools, and learning centers — henceforth referred to
as the field offices.
Local attempts to improve the quality of basic education will be encouraged by
the state. The state must ensure that a school community’s beliefs, needs, and goals
are reflected in the educational program for children, out-of-school youth, and adult
learners. Schools and learning centers should have the authority to decide what is best
for the students they serve.
The theory of Online Collaborative Learning (OCL) also supports this research.
Collaborative learning is a method of teaching in which students of varying abilities work
together in small groups to achieve a common goal. Students are both responsible for
each other’s and their own learning (Gokhale, 1995). Online collaborative learning is an
approach that shifts collaborative learning from face-to-face to online.
Harasim (2012) established Online Collaborative Learning theory (OCL) from
foundations in computer-mediated communication and networked learning during the
contemporaneous development of both constructivist learning techniques and the
Internet (Bates, 2015). OCL theory, according to Bates (2015), is based on and
integrates cognitive development theories that focus on conversational learning, deep
learning circumstances, academic knowledge progression, and knowledge creation.
According to Harasim (2012), in OCL, students are encouraged to work together to
solve issues rather than memorize right answers, and the teacher or instructor plays a
critical part in this process. Teacher’s not only help students learn by providing suitable
resources and learning activities, but they also function as members of the knowledge
community being studied, ensuring that basic concepts, practices, and discipline norms
are completely integrated into the learning cycle.
Online Collaborative Learning (OCL) is a constructivist teaching technique that
takes the form of online instructor-led group learning. It presents a learning theory and
approach to promote and support students in collaborating to develop knowledge,
inventing and exploring new ways, and seeking conceptual understanding to solve
issues. Instructors, as a link to the knowledge community, are critical in providing
students with the required assistance, according to this theory (Bates, 2015).
Significance of the Study
The results of the study will significantly benefit the following:
Institution. The findings of this study will provide information to the institution regarding
the students’ common feedbacks about the online class quality in Professional
education Subjects. It can also be used to further improve the quality, policy, and
practices of the institutions.
Faculty. The findings of this study will help the instructors understand how their delivery
of instructions reflect to the students’ learning experiences in an online class
environment.
Students. This study will provide opportunity for students to voice out their feedbacks,
struggles and their overall learning experience in online class.

Researchers. This study will help the researchers to raise awareness and inform the
institution about the current situation and learning experiences of their fellow students.
Future Researchers. This study will benefit the future researchers by providing
relevant ideas and information that is directly related to this study.
Definition of Terms
To better understand the terminologies used in this study the following terms are
defined operationally.
Online Class Quality. The term refers to how the students learn in an online class as
well as how they perceived the standard of learning in such way that they adhere to set
rules and netiquette.
Online Class Delivery. The term refers to the quality of delivering instruction in an
online learning environment. It includes the cohesion of discussion in online class and
manner of delivering a well-organized and clear instruction of lesson to the students.
Feedback. The term refers to the information or statements of opinion of students
about their learning experiences Professional Education Subjects in an online class
environment.
Delimitations and Limitations
This study is limited to the context of implementing online class at Camarines
Norte State College-Abaño Campus specifically in professional education subjects. The

study seeks to gather the common feedbacks of the third year BEED students as well
as their learning experiences in an online class learning environment. The participants
of this study are the 30 students selected through quota sampling. The 30 students are
composed of 10 students from BEED Block A, B and C. In each block there are five (5)
students who answered the in-depth interview (IDI) and the remaining five (5) students
participated in focus group discussion (FGD).
This study however does not mean that there were no weaknesses and
limitations. For instance, there were answers of the participants that were vague and
quite confusing which affect the reliability of the study.
Qualitative research has its own weakness it is because the generalizability of
the data cannot be concluded due to the number of informants are less. At times, there
are ethical issues that the researcher has to think likely such as acknowledging the
culture, customs, and traditions of the participants and the venue of the research
(Creswell, 2012). With this, it is very important to gain consent and respect from the
participants (Creswell, 2012).
Organization of the study
The following is how this study is organized in its entirety:
Chapter 1. The context of the study is discussed in this chapter. In-depth
interviews and questionnaires are used to identify problems. This is followed by the
study's objectives and scope, which narrows down the study area.
Chapter 2. This chapter discusses the fundamental theories underlying the
research issue and past studies found on the internet. This paper addresses much
research and related literature on the working hours of working students, specifically
male working students.
Chapter 3. It goes into the study's design, the role of the researcher, and the
findings. Data collection and analysis are included among the participants. The study's
reliability and legitimacy, as well as its ethical considerations, are discussed.
Chapter 4. It explains the study's findings based on research questions
administered to participants, which provided information on the causes underlying the
phenomenological qualities of perspective. These are the opinions expressed by those
who took part in the discussion.
Chapter 5. It demonstrates the foundation of findings and the difference between
sociolinguistic authors' theories. Its conclusion also examines the explanation of its
relevance in practice, sociolinguistics, and future study to be performed.

Chapter 2
REVIEW OF RELATED LITERATURE
This chapter shows the following literature relevant to the present study. It is
composed of local and foreign literature, which contains facts and information on the
research problem. It also provides explanations and logical connections between
previous research and present work.
Online instructors in higher education play a key role in the success or failure of
electronic learning systems (ELSs). Their expertise in and use of technology tools in
ELSs influence the quality information presented, their system uses and satisfaction
during course delivery. This study adapted Holsapple and Lee-Post’s (Decis Sci J Innov
Educ 4(1):67-85, 2006) model to examine online instructor e-learning readiness (e-
readiness) at the online campus of a Caribbean university, and to assess their levels of
e-readiness and impact before, during and after course delivery. Responses from 208
online instructors were analysed from an online survey. Results show that while the
cohort was 90.6% e-ready, only 72.6% were individually e-ready by having access to a
dedicated network connection for substantial periods of time, routinely communicating
with persons using electronic technologies, being self-motivated and independent
learners, with a predisposition towards embracing and using new technologies. During
the pre-course phase, online instructor e-readiness had a moderate impact on both
technical (ELS quality and service quality) and non-technical (information quality)
aspects of the ELS. During the course delivery, its influence decreased with the
technical aspects (ELS use) but increased with the non-technical aspects of the course
(instructor satisfaction). At course completion, the main benefit was enhanced teaching
skills while lack of contact with others was the main challenge. The results could be
used to identify characteristics of online instructors suitable for online environment,
monitor their impact during the phases of a course, and serve as a benchmark for
comparing levels of e-readiness across institutions (Gay, 2016).
While a great deal has been written on the advantages and benefits of online
teaching, and research continues to proliferate, many practitioners are seeking
guidelines that can be applied to the design of assessment in online environments. The
last decade has seen the convergence of traditional distance education with on-campus
modes of delivery and work-based training signaling new models of flexible delivery. In
addition, demand driven education accentuates the learner’s role and needs while the
teacher has become a manager, mediator and motivator of student learning. Issues
raised by national and international bodies and quality assurance agencies now seem to
be addressing the same questions. How can a teaching and learning process that
differs so markedly from what has been practiced for hundreds of years maintain and
support quality? Who will be the guardians of quality and the innovators of learning and
assessment design?
The paper addresses current definitions of quality in online assessment and
examines emerging expectations of what constitutes appropriate online assessment. A
case study is presented of a Web-based assessment framework that is both interactive
and product-oriented and involves learners in making contributions to course resources
through learning activities. It is proposed that an interactive participatory model of

assessment utilizes the communicative features of technology while affording a
motivating and authentic assessment experience.
(Costley and Lange, 2016) emphasizes that instructional design is important as it
helps set the discourse, context, and content of learning in an online environment.
Specific instructional design decisions do not only play a part in the discourse of the
learners, but they can affect the learners’ levels of satisfaction and perceived learning
as well. Numerous studies have shown the value that both student satisfaction and
learning have on learner achievement. For this reason, the question of whether
instructors can impact satisfaction and perceived learning through various instructional
design decisions is important. Study looked at broad-based instructor decisions to see if
online environments with higher levels of instructor control led to higher levels of student
satisfaction and/or perceived learning. Three different online environments were used,
with each one containing progressively more instructor control. The results show that
there were no significant differences in regards to mean levels of satisfaction between
the three environments. However, there were significant differences among mean levels
of perceived learning based on the differing instructor-controlled environments. Study
shows that increasing the levels of instructor control within online environments leads to
an increase in perceived learning. Apparently, instructor control of learning
environments, specifically though means of controlling content and interaction, can have
positive effects of perceived learning of the students. Instructors need to be aware that
introducing more complete content, not only can give them a clearer understanding of
underlying concepts, but can also have a positive effect on how they perceive the
learning process as a whole. Additionally, promoting interaction through efficient

structure and organization can be beneficial to how students perceive learning as well.
Although it appears that an online environment that is more instructor controlled can
increase levels of learning, it is important to be aware that online communities should
still be student-centered. Instructor-control should be designed to facilitate a student-
centered environment, not make a teacher-centered one. Teachers who deliver
instruction online need to be aware that certain levels of control within the environment
can affect student outcomes positively. Perceived learning has been shown to be a
beneficial outcome and if instructors want to increase this, they might want to look into
instructional design decisions that emphasize a more instructor–controlled environment.
Faculty readiness to teach online is a state of faculty preparedness for online
teaching. In this study, it is measured by faculty attitudes about the importance of online
teaching competencies and faculty’s perceptions of their ability to confidently teach
online. Validity and reliability of faculty responses to an online instrument and factors
related to faculty perception are examined. MANOVA showed significant differences in
gender, years of teaching online, and delivery method for faculty perceptions of
importance of online teaching competencies. Significant differences were also noted in
years of teaching online and delivery method with respect to ability to teach online
(Martini, Budhrani, and Wang, 2019).
According to Gamage, Wijesuriya, Ekanayake, Rennie, Lambert, and
Gunawardhana 2020. Several of the key issues for online methods of laboratory and
workshop-based learning have been identified and discussed. Perhaps one of the most
profound is the student experience, referred to, often universally, as a stalwart of higher
education programmes. Many universities promoters lament that the student experience
is made worthwhile by the presence of people in the place of campuses. Laboratories
might well be viewed through the lens of one of these communities within a community.
This raises the question of the importance of culture and environment in the learning
experiences of students; the accidental, serendipitous, casual encounters in which
bonds are formed with peers and learning is convivial will be replaced. It is important
that these connections amongst learners are not eradicated and that they persevere as
a pivotal part of any good programme, in a di fferent format. The social development of
group cohesion, trust, respect, and belonging in order to build a community of learning
[27] will be one that we have a responsibility to maintain, no doubt using ingenuity and
innovative approaches to establish and build connections. As Garrison states: “cohesion
and sense of belonging are essential attributes in a community of inquiry” [28]. The
student experience of the near future will require universities to respond di fferently to
the challenges bought about by COVID-19. Universities will have to continue to think
carefully about how provision for well-being is delivered. Laboratories contribute
substantially to the social development of scientists and engineers where the
exogenous relationships formed with others teach the life skills required in
communication and teamwork. In a world where less face-to-face interaction is being
actively encouraged, this poses a risk to students who may find it too easy to become
even more disengaged with their peers and networks. The exacerbation of isolation can
be mitigated by the blending of in-person teaching with high quality online learning: the
latter is a place where the interactivity of the learner with others is more important than
ever. This will help ensure the student experience continues to be a major distinguishing
feature and developmental benefit of university education.

Education researchers have argued researchers have argued that values of
learning have shifted from modernism to post-modernism (Peters 1998; Saba 2005).
They argue that post-modern ideas and ICT have influenced curriculum design and
delivery and the development of any new learning model requires going through a
process of understanding learners. This entails scrutinizing learning patterns in the
online environment and researching how to maximize the effectiveness of learning with
communication and multimedia tools. Higher education maintains vestiges of its
historical antecedences with aspects of pre-modern, modern, and post-modern practice
(Peters 1998; Saba 2005). Therefore, it is vital for ICT-based learning design to
understand and define the learning constituents in terms of a highly interactive and
effective online learning environment. Poster (2006) maintains that the key constituents
of higher education are the student, the teacher and the content. These three
constituents, along with the deeply embedded discourses of a 1200-year-old institution
are required to be understood when considering ICT-based learning design.
Traditionally students were perceived as knowledge receivers, content as deliverables,
and teachers as didactic purveyors of information. The approaches to the constituents
would restrict the ICT-based learning design in terms of flexibility and interactivity. As
ICT and postmodern culture have changed the way in which people live and work,
education constituents are now being considered from the perspective of the online
learning environment. In the online learning environment, students become ‘interactive
learning participants’ rather than knowledge receivers (Park 2008a; Park 2007). This
has been affected by the features of the Internet and ICT such as synchronous
(communication in a same time-different place mode) and asynchronous tool

(communication in a different time-different place mode), manipulable and non-linear
approaches to content, and networking with web sites. The repositioning of teacher
identity and roles is required to facilitate and support the students’ active participation
and engagement in their learning. This means designing learning content in terms of
delivery formats that provide more productive and creative activities such as socially
networked learning experiences. The interface where students and teacher meet,
however, is a cyber space where learners are apt to lose interest in learning and
potentially can fail their course (Abrahamson 1998; Wiesener 1983). This means that
the teachers’ capacity of facilitating and interacting with students, including the
appropriateness of using multimedia for delivering and formatting learning content.
The availability of well-designed, effectively implemented, and efficiently
delivered online courses is essential in order to satisfy the unique needs of growing
numbers of adult learners (Daugherty and Funke, 1998; Palloff and Pratt, 2001). Some
academics, however, regard the “potential benefits [of e-Learning] as utopian claims
and unlikely to hold true in practice” (Furnell, Evans, and Bailey, 2000, p. 283). Still
others caution that because the pedagogical soundness of e-Learning has not yet been
fully investigated, there is not enough empirical evidence to support claims of its
effectiveness (McElhinney and Nasseh, 1999; Noble, 2002; Reeves and Reeves, 1997;
Speck, 2000).
The literature reveals a distressing gap between the use of technology and
sound pedagogical models (Khan 1997; Salmon, 2000; Willis 2000). Several
researchers have written about the need for quality standards to ensure the academic
integrity of e-Learning programs (Benson, 2003; Carstens and Worsfold, 2000; DeBard
and Guidera, 2000; Salmon, 2000; Speck, 2000). Defining these quality standards,
however, can be challenging. In a qualitative study of 13 participants from six different
stakeholder groups engaged in developing an online degree program, Benson (2003)
found that although everyone wanted quality courses, stakeholders brought different
definitions of quality, which impacted the planning process and shaped the learning
experiences.
Because of these challenges, evaluating and assuring quality in e-Learning
programs has become a critical issue. Not only is evaluation critical for program
improvement and long-term success (Rovai, 2003), Marquardt and Kearsley (1998)
suggest “evaluation is particularly important in the context of technology use because it
[technology] is highly susceptible to fads and marketplace trends” (p. 246). Robinson
(2001) reports that in her three-year international study of distance learning initiatives,
evaluation efforts were limited, largely due to lack of time and expertise.
The online teacher plays an important role in developing an atmosphere of
socially responsive discourse by modeling social encouragement with content
discussion. This begins with the teacher’s first messages and interactions that model
and explain communication strategies and tools that enhance social presence and
develop group cohesion, as well as continuing by threading students’ messages (best
done with humor and self-disclosure) into easily accessible discussion topics. By
playing an active monitoring role in large and small group discussions, organizing topic
threads, and suggesting that students use multiple communication media (such as
telephones, online synchronous chats, and group discussions), the teacher is
instrumental in moving the discourse forward in a productive and responsible manner.

Garrison (1997) calls this online conference moderation contextualizing, where the
teacher provides the communication model as well as organizing and focusing the
online discussion. While Garrison recommends initial face-to-face meetings of program
participants and teachers to facilitate the community-building process, when not
possible (as in Deakin University’s program) the teacher’s ability to monitor small group
interactions using multiple communication technologies becomes very important.
Garrison, Anderson, and Archer, (2000) defined a “community of inquiry” model that
holds the teaching presence as an important factor in structuring and facilitating active
learning. Stacey’s (2002) research demonstrated the importance of this role in
establishing a social interaction pattern that enables the social presence of the online
participants to build an environment of trust and supportive response. Planning and
designing these strategies into the course ensures that a sense of online community is
established (Stacey, Smith, & Barty, 2004).

Chapter 3
Methodology
This paper aimed to gather the feedbacks of the third year BEED students at
Camarines Norte State College-Abaño Campus in Professional Education Subjects in
an online class learning environment. This study is qualitative in nature.
This chapter presented the research design, role of the researchers, research
participants, and the process of data collection, data analysis, and trust worthiness that
includes the four criteria: credibility, confirmability, dependability, and transferability. All
individuals that were concern with this study was also included as well as the process of
ethical considerations.
Research Design
This phenomenological study describes the experiences (Creswell, 2009) of
third year BEED students at Camarines Norte State College-Abaño Campus. It focuses
into what common experiences the respondents had encountered in Professional
Education Subjects in an online class learning environment. We used phenomenology
because the group of individuals such as students from Camarines Norte State College-
Abaño Campus personally experienced the same phenomenon which is struggles in
adjusting when it comes to learning through online class particularly in Professional
Education Areas.
This study involves a qualitative research method that used a subjective report
which made utilization of a phenomenological way to deal with accumulating important
information. This approach concerns about understanding and interpreting the meaning
that participants provide to their everyday lives (De Vos, 1998).
The qualitative design manages information that is principally verbal and gets
significance from the participant's point of view and also expects to comprehend the
meaning that individuals append to their daily experience (Favor and Higson-Child,
1995; De Vos, 1998). A qualitative approach is the most appropriate approach for this
study; the reason is because of its data collection procedure which focuses on the
participants' subjective experiences on the disclosure progress and the procedure how it
is interpreted. Marshall & Rossman (1995), further elaborated that if a research study
aims to uncover the unexpected and to explore new avenues, the most suited approach
is the qualitative approach. The researcher will conduct in-depth interviews. Later
recounted the stories, centering the stories on a theme, connecting meanings among
interviewees’ responses, and linking the stories to an ordinary meaning.
Role of the Researchers
It was the initiative of the researchers to formulate the topic to end up with
interventions and recommendations describe the learning experiences of the students in
professional education Subjects during online class. Consequently, this will serve as the
future reference for administering the working hours as a challenge to help the working
students in furthering their education. As a future educator, it is important to take part in
satisfaction of the students to achieve quality education because the researcher
understand the struggles of being in adjusting in an online class environment.

In this qualitative study, the researchers ought to facilitate the entire data and
information reflecting the part of both the researchers and research participants as a
medium of providing context. Greenbank (2003) indicated that the qualitative researcher
needs to depict significant aspects and perception of self, including any predispositions
and assumptions, desires, and encounters, to qualify his or her capacity to conduct the
research. The researchers provide all of the study information before, during, and after
the process. The researchers outline interview questions and guidelines to acquire the
data needed for this study. Upon constructing the interview questions and guide, the
researchers then provided permission letters specified to the administration and
research participants for their perusal and approval. Once the consent is signed, the
researchers will proceed to do the In-depth interview. The researchers will provide raw
data, transcribe the acquired records, analyze and encode the data, and synthesize the
information. The findings were verified by a third-party evaluator and were submitted to
the research participants to know if the data were subject to changes before publishing
the transcribed context.
Research Participants
The participants of this will be the third year BEED students at Camarines Norte
State College–Abaño Campus. Using random sampling we will interview the selected
BEED students taking professional education subjects.

The 30 student respondents are selected through random sampling. The In-depth
Interview participants is composed of 15 students and Focus group discussion is
composed of 15 students.
Data Collection
After the approval of the panel members, the researchers will undergo the
following steps and procedures in gathering data for the study.
The researchers will ask permission to the Dean of the College of Education at
Camarines Norte State College-Abaño Campus to conduct a study regarding the online
class delivery in professional education subjects. Upon the approval, the letter of
endorsement will seek to accommodate the researchers to administer the survey
questionnaire thru google forms to the respondents of the study. The researchers will be
sending a set of google forms to the respondents. After that, the data will be coded,
analyze, and reduced into the most essential themes.
Data Analysis
The answer of participants was analyzed using thematic analysis. Thematic
analysis is a method of analyzing and reporting pattern or themes with a data (Boyatzis,
1998; Roulston 2001). Using thematic analysis on this study is very helpful because it is
flexible and useful research tool that can probably grant a substantial, complex, and rich
account of the data. As suggested by Boyatzis (1998), we will perform the following
steps in analyzing the data as to mention: familiarize data, generate initial codes, search
for themes, review the themes, define and name themes, and construct the report.
Data reduction will be use in analyzing the data, which means deleting
unnecessary data and modifying them into a useful material for the study so that many
readers can easily understand it (Namey et al, 2007; Atkinsoland Delamont, 2006;
Suter, 2012). In this method, we will ask the help of an expert one, a data analyst
particularly in handling, sorting and organizing voluminous qualitative data for us to
merge, manage, sort, and categorize data in easier way.
Trustworthiness of the Study
In establishing the trustworthiness of the study, the integrity and consistency of
this qualitative study should be maintained. According to Lincoln and Guba (1985), the
reliability of the study intends to expound the argument about the accuracy of the
findings making it "worth paying attention to." This section contains the discussion of
trustworthiness of the study in terms of its credibility, transferability, dependability, and
confirmability. To establish credibility, the researchers ought to present valid data with
an accurate calculated interpretation of the context. The information must not be altered
drawn from the original data. The data must not be a product of any research errors and
misunderstandings due to unknown factors. To establish transferability, the researchers
ought to classify the observations and data in a specific context, and generalization is
limited. The researchers will ensure to provide for ample amount of information to prove
that the findings may apply to other circumstances and situations. Furthermore, the
researchers will seek verification from the research adviser to substantiate the claims
and outcomes of this research. To check for confirmability, the raw data that will be
collected by the researchers will be given to the participants for them to review the
transcribed statements before publishing it. The data are subject to retraction and
changes if considered necessary by the participants.
Ethical Consideration
The researcher’s paramount ethical concerns in recruiting and using subjects
that the researcher needed to follow were (Hansen & Meyers, 2012): 1) Principle of
respect for persons which indicates that people should treated as autonomous agents
with the right self-determination and the freedom to participate or not to participate in a
research; 2) Principle of justice states that human subjects should be treated fairly in
terms of the benefits and the risks of research; 3) Right to privacy is the freedom people
have at the determined time; 4) informed consent of the respondents will be obtained; 5)
anonymity of the respondent’s responses, statements, and the answers that will be
acquired will be treated with the utmost confidentiality. All the information entrusted to
the researchers will be taken care of and will be strictly used only for the studies
purpose; 6) no harm will be involved to the respondents.
Also, proper citation of authors and other references based on American
Psychological Association (APA) will cite and acknowledge. The researcher did not
plagiarize any content of the research study.

Chapter 4
RESULTS
This chapter presents the result of the feedbacks of the third year BEED
students about the online class quality of professional education subjects.
When we approached the participants individually, we were glad because all
of them gave rich information that we really needed. They answered the same set of
questions. We gave them a letter specifying that they are our target participants before
the conduct of the interview. We, also gave them the freedom to express their answers
in any language that they are comfortable using with. After a short orientation of what
and how they could participate in this study, they started providing ideas and made
sense on their experiences, and produce interesting data.
When the participants were asked with the research questions, they answered it
in detail relating it to their experiences. The thirty (30) participants have shared their
views and understanding about their experiences and feedbacks in online class. We
gathered the data through in-depth interview with fifteen (15) Bachelor of Elementary
Education students and focus group discussion with another fifteen (15) Bachelor of
Elementary Education students. Out of the given data, the themes were drawn out.
In-depth interview was conducted through google forms where they are all
convenient in answering the queries. On the other hand, the participants from the focus
group discussion were asked to join in a meeting through google meet. The participants
have variety of experiences towards online class in professional education subjects.
They were all responsive in answering the open-ended questions. We used screen
recorder as well as a piece of paper and pen for note taking as our instruments. Before
it formally started, we allowed them to read and understand the consent form. When all
the clarifications and concerns were made, the interview started.
Before analyzing the data, transcribing and translating the answers of each
participant were all done.
Online Class Participation in Professional Education Subjects of Bachelor of

Elementary Education Students
On the first question posed, the participants shared whether they attend or
participate synchronous class in their professional education subjects.
Table 1 shows the collected data about the common responses of Bachelor of
Elementary Education Students in terms of attending their synchronous classes in
professional education subjects.
Responses Interpretation
Yes Out of thirty (30) participants, twenty-seven
(27) students answered yes which means they
attend online class in professional education
subjects.
Sometimes Out of thirty (30) participants, two (3)
students answered that they often attend
online class in professional education
subjects.
Perspective of Bachelor of Elementary Education Third Year Students to Online
Class Quality in Professional Education Subjects
In Bachelor of Elementary Education, students have different perspectives about
online class based on their learning experiences.
In fact, it was validated by the experience shared by IDI-01:
“Positive para sakin ang conduct of online class, kasi isa na akong nanay tapos may
nag-aaral pa akong anak which is grade 1 so natutukan ko sya, minsan naiisip ko kung nag
face to face tayo pano kaya ang anak ko, lalo kung nagmomodular sya? So ayon,
nagkakaroon din ako ng time, saka less sa gastusin lalo na at 100 a week lang nagagastos
ko para makaattend ng online class kesa sa 1000 nung nag face to face.”
(The online class's conduct is positive in my opinion. Since I am already a mother of a
grade 1 student, I am able to teach my child while I study. However, I sometimes wonder
what would happen to my child if we were in a face-to-face mode. However, online classes
allow me to devote enough time to my child. Also, I had less expenses because I only spent
100 pesos per week to attend online classes, as opposed to 1000 pesos during face-to-face
setup.)
FGD – 9 also said:

“For me, this online class is a very effective way to address today’s education in this
pandemic situation. It let me adapt to my own timing and convenience. It also allows
myself to learn from anywhere and at any time.”
FGD – 7 added:
“Online class is an effective alternative way to sustain or continue the students'
learning during this time of pandemic, since we can't conduct face to face class for it
may cause the spread of the covid.”
FGD – 5 further added:

“At first, it was tiring and draining mentally and emotionally but…, through time I was
able to cope up naman… kase nag papractice din naman tayo ng pagtuturo hindi lang
physically but sempre virtually din kase magiging teacher tayo kaya so far it was
enjoyable naman, yun lang po…”
(“At first, it was tiring and draining mentally and emotionally but…, through time I
was able to cope up…. we are also practicing on how to teach not only physically but
also virtually. We are also going to be future teachers , so, so far it is enjoyable. That is
all.”)
IDI-02 stated that:
“Unsatisfying - dahil hindi ako sapat na nakakapag aral lalo na minsan kapag
walang internet or load, hindi ako satisfied sa mga learning na naaachieve namin online
dahil walang maayos na interaction.”
(Unsatisfying - because I can't concentrate on my studies, especially when I don't have
access to the internet. Because there is no proper interaction, I am dissatisfied with my online
learning and achievements.)
FGD – 1 also said that:

“Uhm, yong online class para sa akin ay nakakastress talaga siya kase nga
diba...uhm…, lahat tayo hindi naman maalam sa computer kaya dapat yong mga
teacher talagang, uhm, maging considerate sila… Yong online class…, nakakapagod
talaga, nakakapagod, sobra. Uhm…, hindi gaya kapag face-to-face hindi mo
kailangan, uhm, mag-harap sa laptop, or mga gadget, hindi mo kailangan mag load,
magkaroon ng WiFi sa bahay nyo para lang makaattend ng online class, kaya
nakakapagod yun. Yun lang…”
(“Uhm, for me online class is stressful because you know…. uhm….., we are all not
computer literate, so teacher should, uhm, be considerate… Online class is really tiring,
draining. Uhm…, unlike in face to face where you are not required to face laptop or
gadgets, you are not needed to have load, and to have WiFi at your home just so you
could attend online class, which makes it tiring. That’s all.”)
IDI-03 said that:

“I can see the effectiveness of online class this semester. Also, nadevelop nito ung
discipline ko when it comes to self-studying.”
(I can see the effectivity of online classes this semester. This also aids in the
development of my study discipline.)

“So yong online class, uhm, for me is effective. It made things possible as it
crossed the bridge and…. Distance learning between teachers and students but
mahirap…, same din mahirap at mapagod yong online class though we use to be
flexible kase we are now adjusting sa mga nakalipas na dalawa o isang taon sa
pagiging online class ngayong new normal, ganon lang…”
( “ So in online class, uhm, for me is effective . It made things possible as it
crossed the bridge and…. Distance learning between teachers and students but it is
difficult…., though we are used to be flexible online class is difficult and tiring for we are
still adjusting for the past years in online class this new normal, that’s all.”)
IDI – 04 shared that:

“Ayos naman if may malakas kang internet, hindi sya effective kapag pawala wala
ka sa meet like mahina signal, nakaka-stress and mas lalong walang naiintindihan”
(Online classes are fine as long as you have a strong internet connection. It is,
however, ineffective if your internet connection is unstable. It is very stressful, and I am
unable to comprehend the lesson.)
FGD – 2 supported this by saying:

“Online class for me is fun but stressful kase kahit gusto naming pumasok sa klase ang
daming sagabal kaya napipilitan umabsent tulad nalang nung slow internet
connection, environment, yong pang-load din saka yong mga responsibility sa bahay.”
(“ Online class for me is fun but stressful because even though you want to attend class
there are many hindrances that is why you are left no choice but to be absent just like
when there is slow internet connection, the environment, the load, and responsibilities at
home.”)
IDI – 05 stated:
“For me online class is convenient especially now that we're in the midst of
pandemic, because wherever you are as long as you have internet connection, you'll be able
you attend in your class. But when it comes to learning quality, I think this mode of
learning is less effective because the interaction is limited, the students cannot express
themselves like how they participate in traditional setting.”
FGD – 6 agreed:
“So, for me, online class is challenging and not easy especially the first time it is
conducted since naninibago pa po ang students sa transition but ito po ay best
alternative in education despite the health crisis that we are facing. Aside from this po,
I can say that online class is not easy especially meron pong mga unexpected issues
such as internet connection and power interruption issues.”
(“So, for me, online class is challenging and not easy especially the first time it is
conducted. Since students are still adjusting with the transition, but it is the best
alternative in education despite the health crisis that we are facing. Aside from this, I can
say that online class is not easy especially there are unexpected issues such as internet
connection and power interruption issues.”)
IDI – 06 described online class as:

“Draining”
IDI – 07 viewed online class as:

“Online is difficult especially for students who have slow internet connection and
limited gadgets.”
FGD – 10 added:
“It is very challenging for me as a student because of unstable internet connection.”
IDI – 08 defined online class as:
“Less effective in online class because students can cheat on their test and sometimes
distracted by poor internet connection.”
FGD – 8 supported:
“Online learning is different from the usual, it needs a lot of effort for the
student especially not all the needed learnings can be discussed in a short period of
time, therefore student must put extra effort to help themselves so cope up in the new
learning system.”
IDI – 09 stated that:

“Online class is convenient because it is very accessible wherein you can access or join the
meeting anywhere.”
IDI – 11 that:
“Online class for me is flexible. There are things that the students can while
attending online class. (ex. doing part time job while attending online class).”
IDI – 10 shared that:
“For me online class is a mode of learning that is challenging for students especially for
those who have unstable internet connection but even though it is challenging we learn new
things when it comes to technology that we need as future teachers.”

“Online class is very creative and innovative setting for learning because it is virtually
created classroom wherein the purpose is to let the teachers and students collaborate and
create classroom environment digitally.”

“For me online class is good, but the internet connection which is being used to connect was
not. It's always lagging and it was too slow that makes me don't understand what is being
discussed.”
“It is very difficult specially when the internet is poor.”
IDI – 15 claimed that:

“It's very creative way of learning since we are experiencing pandemic that we minimize
having direct contact with other people, but on the other hand online learning became a
challenge to every student specially for the students who doesn't have stable internet and
phone that is suited in every apps that need to be installed for online class.”
FGD – 11 also added that:

“Online class is the best alternative in education since the health crisis occur.
Apart from this, it is not easy especially that there are some unexpected issues such
as internet connection and power interruption issues.”
FGD – 14 further added that:

“Online class is an effective alternative way to sustain or continue the
students' learning during this time of pandemic, since we can't conduct face to face
class for it may cause the spread of Covid. That’s all po.”
(“Online class is an effective alternative way to sustain or continue the students'
learning during this time of pandemic, since we can't conduct face to face class for it
may cause the spread of Covid. That’s all .”)
FGD – 3 shared that:

“For me po ano, online class is just like a regular class lang pero with different learning
environment set-up and mainly gumagamit ng technological devices tulad ng computers,
laptops, phones, internet, ganon. Same lang din sa traditional classroom, ang pagkakaiba
lang ay yong lugar kung saan tayo nag-aaral at gumagamit ng mga devices na ito unlike
noon sa school mismo nagaganap yong pag-aaral.”
(“ For me…. online class is just like a regular class but with different learning
environmernt set-up and mainly uses technological devices such as computers, laptops,
phone, internet, like those. It is similar to traditional classroom, the only difference is
the place where we study and only uses devices unlike in school where learning
happens.”)
FGD – 12 said that:

“Online class is quite crucial.”
FGD – 13 explained that:

“Uhmm, Online class is somehow tiring and convenient to me as student unlike face-to-face
classes.”
FGD – 15 Stated that:
“Online class is convenient for some students. It is a bridge between the Covid 19-pandemic
and the students.”
Feedbacks of Bachelor of Elementary Education Students to Professional

Education Subjects Teachers
Students have provided several feedback and observations to teachers
regarding how they deliver online classes in professional education subjects. The
following are the responses of third-year BEED students.
“Mas okay if there are recorded discussions para kung late or hindi nakaka-attend
makakapanuod parin or makakasunod sa discussions”
(It would be preferable if they recorded the discussions so that students who couldn't
attend the synchronous class could watch them and keep up with the discussion.)
FGD – 7 also added:

“I hope that the platform they will use for conducting online class are accessible to
everyone, and be considerate.”
IDI – 03 said that:

“They did a good job; however, they must try to offer wide variety of online
application that can help online learning be more engaging and fun.”
FGD – 4 further explained that:

“So, sempre, naappreciate ko yong efforts ng mga teachers during online class
but somehow there are instances na ang students ay nagkakaroon ng problema
katulad sa internet connection during synchronous class. I hope they would be more
considerate and also magandang gawin nilang interactive yong pagtuturo nila during
online class na kung saan dapat alam nga nila yong mga tools, tulad ng., yong mga
technology para mamotivate yong mga mag-aaral at makilahok sa mga talakayan,
yon lang.”
(“So, uhm, I appreciate the efforts of the teachers during online class but somehow there
are instances that students are having difficulties like internet connection during
synchronous class. I hope they would be more considerate and also it is better if they
make their teaching interactive when teaching online class wherein they should know
the appropriate tools, like, those technology to motivate students and for them to
participate, that is all.”)
IDI – 08 expressed that:

“Make the discussion more interactive to gain student interest. Decrease online task.”
FGD – 5 added that:
“Teachers are already doing their part to deliver their lesson effectively.
However, during online I notice that students find it boring when teachers are not
using any application and websites. So, for me, it would be better if they use different
application and websites as teaching tool to be more interactive and enjoyable.”

“Understand the situation that students are facing since there are lots of problems
that we are experiencing in online class. Be considerate and approachable.”
FGD – 9 also shared:

“All I ask is that they make the most of their time with us. and give us what we
really need like the knowledge, the considerations, etc. and establish a more productive
learning environment.”
“Sana po ay magpatuloy yung pagbibigay nang considerations at pang unawa na

din sa mga mag-aaral, tapos dun sa iba na di pa gamay yung pagconduct ng online
konting effort pa para matutunan kasi lahat naman tayo ay nag aadjust padin kailangan
lng ng konting effort.”
("I hope that they will continue to give considerations and more understanding to
the students, and that those who are unable to conduct online classes will put in a little
more attempt to learn in conducting one because we are all adjusting and need a little more
effort.”)
FGD – 1 also explained that:

“I want to tell teachers na naaappreciate ko yung mga efforts na ginagawa nila
kasi hindi lang naman students ang nag aadjust sa bagong sistema, pati na rin
teachers na hindi rin maalam sa computer kumbaga both are not computer literate.
The thing na dapat gawin ng teachers is to be considerate kasi hindi lahat ng students
nakakasabay sa discussion and activities na ginagawa nila lalo na kung dahil sa mga
bagay na hindi inaasahan like power interruption, no internet connection and so on.
Moreover, I wanted to tell them na in doing their presentations, be creative para mas
ma-catch ang attention ng students kasi nga diba boring naman kung malumbay ang
presentation, hindi magpaparticipate ang mga students. Also, their activities dapat ay
interactive, engaging and appropriate sa course content para maging effective ang
teaching and learning process. And if magpopost sila ng lessons sa classroom, they
need to make sure na may lamang file talaga yun kasi kung wala, ano na lang ang
pag-aaralan ng students, hindi na agad effective ang teaching and learning.”
(“I want to tell the teachers that I appreciate the efforts that they make because
not only students adjusts with this new system, also the teachers who are not
knowledgeable in computer, we can say that both are no computer literate. The thing
that teachers needs to do is to be considerate of the unexpected scenarios like power
interruption, no internet connection and so on. Moreover, I wanted to tell them that in
doing presentations try to be more creative to catch the attention of the students ,
because it will be boring if the presentation is unattractive, and students will not
participate. Also, their activities should be interactive, engaging and appropriate with the
course content for teaching and learning process to be more effective. And if they would
post lessons in classroom, they should always made sure that there is attached file ,
because when there is none, then there will be nothing to study, by that teaching and
learning process will not be effective.”)

“I think they should make the online class interactive, they should use some online
platforms, apps, site where the students can be able to engage and interact with each other.
They should think for some strategies to have an active participation and students will
become motivated.”
“Uhm, para po sa akin, uhm para po sa teachers., uhm, gusto ko sabihin sa mga
teachers, uhm, dapat, uhm, possessed talaga nila yong, uhm, adaptability and flexible
skills, saka familiar dapat sila sa paggamit ng different digital learning resources,
para yong, uhm, yong online class is smooth lang yong flow nong klase, ganon., yon
lang.”
(“Uhm,for me, uhm for the teacher, uhm, I just want to say to the teachers, uhm,
they should, uhm really possessed, uhm adaptabiliy and flexible skills, also they should
also be familiar with different learning resources, to, uhm, have smooth flow of
discussion, that is all.”)

“I want to tell them that they should record the synchronous session so that those
who cannot attend the online class can still watch the recorded discussion to help them keep
up with the lesson.”
FGD – 8 also suggested:

“I suggest teacher must be well organized and be specific on the instructions
that they giving to student, in that way in the student can understand easily what is
being ask to do.”

“I wanna commend them for doing great job and creativity. Creating an online
atmosphere for their students was not easy thing to do it takes a lot of patience and hard
work.”
“I think I want to tell the teachers that the online classes they are conducting are
exemplary. As a student po, we also experience to report online such as demo teaching
so we know that it needs a lot of preparation and patience. That's why I commend
them po for a great way of delivering lessons despite the health crisis that we are
facing.”
(“I think I want to tell the teachers that the online classes they are conducting are
exemplary. As a student , we also experience to report online such as demo teaching so
we know that it needs a lot of preparation and patience. That's why I commend them for
a great way of delivering lessons despite the health crisis that we are facing.”)
IDI – 02 said that

“Make it more interesting to learn”
IDI – 06stated that:

“Don’t load us with lots of works, to be completed for only few days.”
IDI – 14 further added:

“Make it once a week, and give consideration specially to those students who
struggle in terms of internet connection.”
“They must use educational software in giving activities because that platform can
catch the attention of the students.”

“Some teachers need to be considerate about the attendance.”
IDI – 13 expressed:
“Nothing. They’re all good in conducting online class.”

“The way they conduct the online class is very organized.”
FGD – 11 further added that:

“I think I want to tell them that the synchronous and asynchronous classes
they conducted are exemplary. As a student, we also experience to report online such
as demo teaching so we know that it needs a lot of preparation and patience. That's
why I want to commend them for a great way of delivering lessons despite the crisis
we are facing.”

“None”
FGD – 12 shared that:

“As far as I can tell, I want to tell them that they must assume that not all students
have the same privilege like others.”

“I hope that the platforms they will use for conducting online class are accessible to
everyone, and be considerate.”

“Be prepared and considerate for giving such activities.”

“Thanks a lot for your service. Keep up the good work.”

“The things that I want to tell to the teachers on how they conducted online class… one
is that, sana knowledgeable sila sa paggamit nong technology para sa effective teaching and
learning process. And, uhm, during online class din sana maging considerate sila and then,
uhm, sana magbigay sila ng learning materials ahead of time para uhm, smooth yong
lessons.”
(“The things that I want to tell to the teachers on how they conducted online class… one
is that, I hope that they are knowledgeable in terms of using technology to have effective
teaching and learning process. And uhm.., during online class I hope they would be considerate,
and then, uhm, I hope that they would also give learning materials ahead of time to have uhm,
smooth flow of lessons.”)
Students’ Suggestions for the Improvement of Online Class Implementation

“Sana di lang once a week ung synchronous lalo na sa mga mahihirap na subjects or
kung pwede sana ay mag-record ang teacher nung discussion nila para dun sa ibang
students na di nakaka attend ng online class, kasi minsan kulang din sa initiative ung
ibang kaklase na nag aattend ng online na mag-turo sa kaklase nila kaya napapag iwanan.
Iilan lang yung naoobserve kong gumagawa ng ganito simula nong pandemic.”
(I hope that the synchronous class is not only once a week, especially in difficult
subjects, or that the teacher will record their discussion for other students who can’t attend
the online class, because other classmates who attend online sometimes lack initiative to
teach their classmates so they can leave. Since the pandemic, I’ve only seen a few people do
this.)
FGD – 10 added:
“I just want to suggest for me to make my online class more effective in a way
that teachers should give a video lesson of them during asynchronous for us to better
understand the lesson even in asynchronous class.”
IDI – 05 suggested that:

“I think they should make the online class interactive, they should use some online
platforms, apps, site where the students can be able to engage and interact with each other.
They should think for some strategies to have an active participation and students will
become motivated.”
FGD – 4 further explained that:

“Maybe, gawin nilang mas engaging, mas interactive, mas masaya between
students and teachers. Para hindi tahimik ang klase. Since online class mas turuan
sana nila ang students kung paano magmanipulate ng maigi ang students ng mga
website,apps na connected sa technology para yung mga walang gaanoong
alam(tulad ko) mas madali silang makasabay. Sa paraan na yun maiimprove natin
ang online class kasi walang maiiwan lahat mkakasabay.”
(“Maybe, they need to make engaging, more interactive, fun between students
and teachers. To avoid dead air during synchronous. Since it is online class, it is better if
they would teach the students on how to manipulate websites and apps that are
connected to technology. For those who are not knowledgeable like me are able to keep
up. In this way we can improve the online class and also made sure that there will be no
one left behind.”)
“Internet access for all – (imposible lalo na sa mga mabundok na lugar) pero nais ko
na lahat ay maachieve ang nararapat na knowledge na kailangan nila sa klase.”
(Internet access for all—while this may be impossible for those in remote areas, I still
wish that all students have access to the internet in order to learn the necessary knowledge.)
IDI – 13 supported:
“The internet connection.”
IDI – 11 agreed:
“Internet connection”
FGD – 7 also supported:

“I hope that there is free internet access and free gadgets that is suitable for
online for students that has none of these, so that they can keep up with the learning.”
IDI – 03 explained that:

“I can see the effort of COEd faculty to deliver their lessons effectively, however due
to internet difficulty nagkakaroon minsan ng problema sa online class. So, I believe kung
may need iimprove it is the internet accessibility in the school.”
(I can see the effort of COEd faculty to deliver their lessons effectively, but there are
some instances where the lesson is not properly delivered due to internet difficulties. So, if
there is one thing that needs to be improved, I believe it is internet accessibility.)
“I wish to improve the internet connection and the gadgets that we are using.”
IDI – 06 expressed:
“More consideration and hoping for them to understand the stand of the students.”

“Use an application that is easy to use. Allow students to use materials that are
accessible to them.”
“I wish to improve some of the platforms used because sometimes it is not
easy to navigate especially if some gadgets are not available.”
FGD – 6 also said:

“So, I wish to improve po some of the platforms used because sometimes it is not
easy to navigate especially po if some gadgets are not available such as laptop which is
mahirap pong ma access ang ibang sites na ginagamit sa online class if you're not
using laptop.”
(“ So I wish to improve some of the platforms used because sometimes it is not
easy to navigate especially if some gadgets are not available such as laptop which is
difficult to access. Especially some sites being used in online class if you are not using
laptop.”)
IDI – 09 said:
“Increase student engagement.”

“I think teachers should try to incorporate games during synchronous classes in
order to make the lesson more interactive and make the students enjoy and learn at the
same time.”
FGD – 1 explained:
“To improve online class, I wish that teachers ay dapat gumawa nga ng mga
presentations and activities na interactive para hindi boring ang klase. Also, dapat
gumamit ang teacher ng different platforms na talagang lahat makakasabay kasi
lahat naman hindi talaga maalam sa computer. I wish na dapat considerate and
approachable ang teachers para mas maging maganda talaga ang relationships and
effective yung teaching and learning. And I wish na teachers provide time para mas
makapag-adjust lahat sa new learning modality na ito.”
(“To improve online class, I wish that teachers should really make presentations
and activities that are interactive to avoid boring class discussion. Also, teachers should
use different platforms that would cater all for not everyone is computer literate. I also
wish that teachers are considerate and approachable to establish good relationship.”)
FGD – 02 further explained:

“I wish to improve on how online classes are conducted in a way of teaching of
some of teachers, pwede sila mag apply ng game-based learning para mas maging
interactive or magbigay sila ng activity na magpropromote ng meaningful
communication and effective learning, yun lang.”
(“I wish to improve on how online classes are conducted in a way of teaching of
some of teachers, they can appply game-based ;earning to have a more interactive or give
activity that would promote meaningful communication and effective learning, that’s
all.”)

“Make recorded discussions.”
“I wish it will be more fun and livelier.”
FGD – 12 further added:

“As far as I can tell, I wish that they must improve their teaching approach
especially on how to convince students/learners to attend synchronous
session/online class.”
IDI – 08 recommended that:

“Wish all the activities be check and give comments or suggestions to improve.”

“I am satisfied on our online class.”

“The availability of tools to support the teaching and learning of each students
attending online classes.”

“I hope that there is free phone or any gadgets fit for conducting online class
for students that has none of these, so that they can keep up with the learning.”
IDI – 14 supported:
“Free phones, tablets, etc. to those students who have no gadgets to join online class.”
FGD – 3 explained that:

“Hmm, I think teachers or school in general must improve the way they assess the
situation of their students in online leaning. Ano ba talaga ang tunay na kalagayan ng mga
students? Napag-aralan ba talaga nila yong ibinigay na online learning materials?
Naimprove ba ang skills or naka gain ba talaga ng additional knowledge and understanding
ang students sa mga activities na ibinigay at sa mga itinuturo sa synchronous or ginagawa
lang nila ito dahil required para pumasa? Mga ganung bagay po ay dapat pag-isipan at i-
make sure ng teachers or school na ma-achieve, ito na siguro yong wish ko.”
(“ Hmm, I think teachers or school in general improve the way they assess the situation
of their students in online learning. What is the real situation of the students? Do they really
read the given online learning materials? Did their skills improved? Or did students gain any
additional knowledge and understanding about the activities given and also in synchronous? Or
did they only accomplish it for them to pass? Those are the things that a teacher or school
should think of and make sure, that is what I wish for.”)
FGD – 5 suggested that:

“The classroom management, set rules that students need to follow. Since online class,
some students take advantage like sleeping in class or not paying attention. Rules will help
teacher to discipline the student and be strict in implementing it.”
FGD – 8 suggested:
“I wish they more have references that could share to students, because online learning
can be difficult for the student, sometimes the only reference they use is from the google.”
FGD – 9 said:
“I hope the activities they give have enough time to finish like quizzes, essays,
assignments and group discussions and I hope they are discussed with us first so that at least
we have background knowledge. Also, I wish teachers could identify and support struggling
students. And for me, considerations really matter.”
Chapter 5
DISCUSSIONS
This chapter presents the discussions with the views and concepts from different
authors and conclusions drawn from the results of the study, implication for teaching
practices and recommendation for further research.
The purpose of this phenomenological study was to describe and comprehend
the feedbacks and experiences of the third year, Bachelor of Elementary Education
students in an online class learning environment particularly in professional education
subjects, as well as their suggestions on how to improve the implementation of online
class. This study will also guide the students in coping up with the challenges they
encounter in online class. Furthermore, it will help the teachers to improve their ways
and strategies of delivering online classes. Thus, enhancing the implementation of
online class for a better teaching and learning process.
The data from the individual in-depth interviews and focus group discussion
conducted to the participants served as the most significant data we used to come up
with answers to the questions for this study.
Online Class Participation in Professional Education Subjects of Bachelor
of Elementary Education Students
In terms of online class participation of online class students the following data
emerged: there were twenty seven (27) students who answered yes in attending online
class in professional education subject out thirty (30) participants. While only three (3)
students had answered that they often attend online class in professional subjects.
Perspective of Bachelor Elementary Education Third Year Students to
Online Class Quality in Professional Education Subjects
The Bachelor in Elementary Education students have different views and
perceptions about online class based on their learning experiences.
According to the data gathered from the in-depth interview and focus group
discussion conducted, there are basically three perspectives: positive, negative and
neutral feedbacks.
Based on the data, there were nine (9) participants who have positive feedbacks
about their online class experiences in professional education subjects. The in-depth
interview resulted that online class is positive and beneficial; in a way, they would give
enough time to the students to manage other things. It is way more convenient for other
students, such as those have part-time jobs; it is an effective alternative and a way to
continue learning during the time of the pandemic. Creative and innovative learning
because a virtual classroom allows the teachers and other students to collaborate and
participate. Versatility and accessibility; it offers more opportunities to some students
because the virtual class does not need a specific physical classroom to attend;
everyone can join anywhere they are as well as they can study in their own schedule.
On the other hand, thirteen (13) participants stated that online class harms their
learning experiences in professional education subjects. Students felt that online class
is unsatisfying and less beneficial for them because of different factors that affect their
learning. They find it difficult to adjust and cope in this learning environment for some
reasons such as unstable internet connection, uncomfortable learning environment, and
lack of resources. Also, they are having difficulties managing their time in online
learning because of individual household responsibilities. Some students said that
online class is less effective than face-to-face classes because they are finding it hard
to focus on online discussion, making them feel unsatisfied with their learning.
Furthermore, not all students have the means to attend online classes,
particularly those who have no resources such as laptops, smartphones, and internet
connections. Also, it has come to they observed that some teachers and students are
not computer literate which affects the teaching-learning process. Since online class
limits the amount of interaction between students and teachers, students cannot
concentrate and start to lose interest in studying and participating. These factors affect
students' well-being as they find it stressful, tiring, and mentally and emotionally
draining.
Apart from the participants' positive and negative feedback stated above, there
were also eight (8) participants who have expressed their feedback in both positive and
negative manner. At first, they find it difficult and challenging to adapt to the transition of
the educational system from the traditional model of learning into the new normal
educational system. Eventually, they can now adjust to the online learning environment
and find it a fun, creative, and innovative alternative way of learning. They also added
that it is crucial to develop the students as future educators wherein they can practice
their functional and digital literacy as preparation for their future profession.
Feedbacks of Bachelor of Elementary Education Students to Professional
Education Subjects Teachers

Based on the study results, the students have various messages and requests
from their teachers in professional education subjects. They are very thankful and
appreciative to the teachers for doing a good job and exerting effort to adjust to this new
normal system of education to deliver quality education. However, they also have some
requests regarding the delivery of instruction. They hope that there are recorded
discussions of lessons available so that students who cannot attend synchronous
classes can watch them at their convenient time. They also request that they decrease
online tasks and activities because not all students are fast learners. They have
different skills and abilities, learning styles, and available resources.
Furthermore, they expect them to be more creative in making lesson
presentations using different applications and websites as teaching tools to make the
class fun and interactive. Students also request to establish a more productive learning
environment to enhance the teaching-learning process. Lastly, they want to let the
teachers know that they will appreciate it more if they are more considerate,
understanding, and approachable to students, especially when unexpected
circumstances occur, such as power interruption and unstable internet connection.
Student Suggestions for the Improvement of Online Class Implementation
Based on the study's findings, students provided various suggestions for the
improvement of online class implementation according to their experiences. They have
suggested having more days of synchronous classes, especially for complex subjects,
and providing video lessons during asynchronous courses. They also indicate that the
school and faculty teach students to operate different educational websites and
applications to enhance the teaching-learning process. Moreover, they proposed
utilizing learning platforms and applications that are convenient and accessible for all
students but are engaging and interactive. Students presented the concepts to the
school to provide more available learning resources and internet access for all.
Additionally, they suggested improving the teaching approach and strategies and the
platforms to increase student engagement in online classes and support teaching and
learning. They also stated that it is vital for the school to improve the way they access
the situation of their students in online learning to ensure that they achieve the goal of
providing quality education.
Recommendation for Further Research
Since the findings presented were focused only on the student's online class
participation in professional education subjects, perspective on online classes and
suggestions for the improvement of the online class implementation of third-year BEED
students, the implication of this study suggests that further research study should be
made to validate all the answers of the students using larger sample size or more
significant number of informants. The results of this study may be the same with all
other students in different courses having online classes. Although this paper was still
far from perfect, the researcher constructing the same research in a new context,
location, and culture can be the basis to provide more relevant information in the study.
Concluding Remarks
Conducting research is not an easy task; it needs time, people, effort, finances,
and resources. What gives us hope is that this postgraduate study would help us
improve and reach our degree aspirations. The entire process is demanding and
challenging, but it has made us wiser and more resolute in making judgments and
analyzing things. This research broadens our knowledge and skills in specific areas.
The difficulties and hardships we faced demonstrated how unselfish our group was.
This research project opened our eyes to new possibilities. It helped us both
personally and professionally. We learned about the Bachelor of Elementary Education
in a way that we had never learned before, the difficulties students had while completing
this course, and how it helped strengthen our skills and talents in the various disciplines
of Bachelor of Elementary Education. Students must be physically, financially, and
mentally prepared to accomplish the tasks and challenges. Furthermore, this research
study assists the institution in being aware of what is going on around them and what
the students are currently experiencing. They will be able to recognize their
inadequacies and what they need in the curriculum so that the school administration
may take appropriate steps.
Based on the results of this study, we can infer that the academic endeavor in
Bachelor of Elementary Education is essential in developing students' skills. This study
found that most students have numerous issues with virtual learning and that it has
drawbacks and negative impacts on them. At the same time, the remaining learners
struggled at first but learned how to adapt and manage as time passed. This course
may appear too tricky, but it will undoubtedly bring enjoyment and appreciation for the
love of research if pursued.

Moreover, problems are inevitable and should handle with enthusiasm. To
overcome such challenges, one must have self-esteem and discipline. This study
demonstrates that Bachelor of Elementary Education students can deal with the tangle
of changes in their academic pursuits.
To sum it up, the students would not be able to overcome their problems if they
were not driven by family, friends, professors, classmates, and themselves, who stood
up during the challenging situations. The encouragement and support provided by these
people have a significant impact on the student's dedication and passion for their
studies.
REFERENCES
Bates, T., (2019, March 17). Learning theories and online learning: Tony Bates. Tony Bates |.
Retrieved March 9, 2022, from https://www.tonybates.ca/2014/07/29/learning-theories-and-online-
learning
Roe, J. E. and M. (n.d.). Theoretical models for teaching and research. Retrieved March 9,
2022, from https://www.opentext.wsu.edu/theoreticalmodelsforteachingandresearch/chapter/
online-collaborative-learning-theory.
The Manila Times. (2022, March 9).News: Opinion;Philippines: Asia: World. The Manila Times.
Retrieved March 9, 2022 fromhttps://www.manilatimes.net.
Central Philippine University. (2021, August 24). Central Philippine University Online Learning
netiquette. Central Philippine University. Retrieved March 9, 2022, from
https://cpu.edu.ph/lms/central-philippine-university-onine-learning-netiquette.
Google scholar. (n.d). Retrieve March 9, 2022, from https://scholar.google.com/.
Gamage, K. AA., Wijesuriya, D., Ekanayake S., Rennie A. W.,Lambert, C.G., and
Gunawardhana N. (2020). Education Sciences 10 (10),291. Online delivery of teaching and
laboratory practices: continuity of university programmes during COVID-19 pandemic. Retrieved
from https://scholar.google.com/scholar?
hl=en&as_sdt=0%2C5&q=online+class+quality+and+online+class+delivery&btnG=#d=gs_qabs
&u=%23p%3Dt-TYaPk5uCYJ
Park, J. Y., (2011). International Journal of Art & Design Education 30 (2), p. 176-187. Design
education online: earning delivery and evaluation. Retrieved from
https://scholar.google.com/scholar?
hl=en&as_sdt=0%2C5&q=online+class+quality+and+online+class+delivery&btnG=#d=gs_qabs&u=
%23p%3D7FqknskMYKcJ.
MacDonald, C.J., and Thompson, T. L., (2005). Internal Review of Research in Open
and Distributed Learning 6 (2). p. 1-25. Structure, content, delivery, service, and
outcomes: Quality e-learning in higher education. Retrieved from
https://scholar.google.com/scholar?
&u=%23p%3Dxmi5f3rCkk4j
Gay, G. H., (2016). Journal of Computing in Higher education 28 (2), p. 199-200. An
assessment of online instructor e-learning readiness before, during, and after course
delivery. Retrieved from https://scholar.google.com/scholar?
&u=%23p%3DwJ8heI5oVMJ
McLoughlin, C. E, and Luca, J., (2001). Australia Society for Computers in Learning in
Tertiary Education. Quality in online delivery:what does it mean for assessment in E-
learning environment?. Retrieved from https://scholar.google.com/scholar?
&u=%23p%3DJV3iw2_9bmAJ
Wiesenberg, F., Stacey E. (2005). Reflections on Teaching and learning online: Quality
program design, delivery and support issues from a cross - global perspective: Distance
Education 26, (3), 385 - 404. Retrieved from https://scholar.google.com/scholar?
hl=en&as_sdt=0%2C5&q=online+class+quality+and+online+class+delivery&btnG=#d=g
s_qabs&u=%23p%3D4+dCA96V2ilJ

Manuscript 1 5

Uploaded by

Copyright:

Available Formats

Manuscript 1 5

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Manuscript 1 5

Uploaded by

Copyright:

Available Formats

Chapter 1

Flexible learning for higher education institutions, according to the Commission

return to traditional, overcrowded, face-to-face classrooms,” De Vera declared. “The

Estrada, Managing Director of the Coordinating Council of Private Educational

Associations of the Philippines, said that long-term investment in education should go

educational challenges in the face of the Covid-19 pandemic,” Kabataan stated in a

problems,” it said, citing De Vera’s commitment to this “new normal in education.”

#LigtasNaBalikEskwela and CHEd have been trending on Twitter, with netizens

responding to De Vera’s statement on May 21,2021, and raised concerns on the

implementation of flexible learning.

resulted in significant changes to the educational system, it is clear that we have

in an online class, particularly in professional education areas. In light of this, the

class of professional education subjects.

(Costley and Lange, 2016) emphasizes that instructional design is important as it

design decisions is important. Study looked at broad-based instructor decisions to see if

satisfaction and/or perceived learning.

When establishing online classes, it is vital to ensure that the delivery of

instruction is well-organized and capable of offering quality education catering the

defined educational purpose, and appropriate conversation subjects, for example.

when it comes to conversation in an online class, affecting the quality of learning. As a

students at Camarines Norte State College-Abaño Campus in online class of

professional education subjects.

professional education areas. Furthermore, both teachers and students must be

assisted in increasing the quality of the teaching-learning process.

Purpose of the Study

The purpose of this study is to accumulate relevant information and feedbacks

to conversation in an online class, affecting the quality of learning.

education in an online learning environment by providing the essential data and

1. How do the education students find the quality of online learning?

values they need to become compassionate, self-sufficient, productive, and patriotic

as the field offices.

Local attempts to improve the quality of basic education will be encouraged by

for the students they serve.

Collaborative learning is a method of teaching in which students of varying abilities work

approach that shifts collaborative learning from face-to-face to online.

Harasim (2012) established Online Collaborative Learning theory (OCL) from

foundations in computer-mediated communication and networked learning during the

contemporaneous development of both constructivist learning techniques and the

integrates cognitive development theories that focus on conversational learning, deep

learning circumstances, academic knowledge progression, and knowledge creation.

According to Harasim (2012), in OCL, students are encouraged to work together to

are completely integrated into the learning cycle.

Online Collaborative Learning (OCL) is a constructivist teaching technique that

approach to promote and support students in collaborating to develop knowledge,

issues. Instructors, as a link to the knowledge community, are critical in providing

Significance of the Study

The results of the study will significantly benefit the following:

practices of the institutions.

of instructions reflect to the students’ learning experiences in an online class

struggles and their overall learning experience in online class.

relevant ideas and information that is directly related to this study.

rules and netiquette.

manner of delivering a well-organized and clear instruction of lesson to the students.

Feedback. The term refers to the information or statements of opinion of students

about their learning experiences Professional Education Subjects in an online class

Delimitations and Limitations

This study is limited to the context of implementing online class at Camarines

Norte State College-Abaño Campus specifically in professional education subjects. The