Flexible Learning and Student-Teacher Relationship Experience of College Students with Visual Impairment
Main Article Content
Keywords
COVID-19, flexible learning, inclusive higher education, special education, visual impairment
Abstract
In the absence of guidelines and policies on flexible learning delivery to students with special needs from the Commission on Higher Education, this study aimed to describe the lived experiences of flexible learning and the student-teacher relationship of four college students with visual impairments who were mainstreamed in a Philippine higher education institution during the COVID-19 pandemic. The researchers utilized the Husserlian descriptive phenomenological approach and performed a thematic analysis of the data gathered from the interview. As a result, the themes that emerged for flexible learning were (1) environmental and (2) personal factors. On the other hand, the themes that emerged for student-teacher relationships were (1) instructional and (2) motivational interactions. During flexible learning, the students encountered factors beyond their control, making them feel ambivalent and experience adverse health consequences. Despite the challenging circumstances, they coped by upskilling and through social support. The students received accommodation, care, and encouragement from their teachers but asserted that their unique needs must be considered when their teachers design academic tasks and instructional materials. The insights gained from the study imply that education leaders and university administrators may improve the flexible learning experience of students by crafting inclusive quality education policies and capacitating teachers on disability awareness, appropriate teaching strategies, and the use of assistive technology for students with visual impairment.
Publication History
Version of Record online: December 19, 2023
Manuscript accepted: December 11, 2023
Manuscript revised: December 5, 2023
Manuscript received: August 17, 2022
References
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Dela Fuente, J. A. (2021). Implementing inclusive education in the Philippines: College teacher experiences with deaf students. Issues in Educational Research, 31(1), 94-110. http://www.iier.org.au/iier31/dela-fuente.pdf
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Gombas, J., & Csakvari, J. (2021). Experiences of individuals with blindness or visual impairment during the COVID-19 pandemic lockdown in Hungary. British Journal of Visual Impairment. https://doi.org/10.1177/0264619621990695
Hagenauer, G., & Volet, S. (2014). Teacher-student relationship at university: An important yet under-researched field. Oxford Review of Education, 40(3), 370-388, http://10.1080/03054985.2014.921613
Hallare, K. (2020). PH internet speed for mobile, fixed broadband slightly improves, says Global Index. INQUIRER.Net. https://technology.inquirer.net/106825/ph-internet-speed-for-mobile-fixed-broadband-slightly-improves-says-global-index
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Lim, L. T. S., Regencia, Z. J. G., Cruz, J. R. C. D., Ho, F. D. V., Rodolfo, M. S., Ly-Uson, J. T., & Baja, E. S. (2022). Assessing the effect of the COVID-19 pandemic, shift to online learning, and social media use on the mental health of college students in the Philippines: A mixed-method study protocol. PLOS ONE, 17(5), e0267555. https://doi.org/10.1371/journal.pone.0267555
Kapur, R. (2018). Challenges Experienced by Visually Impaired Students in Education. [Unpublished manuscript. ResearchGate. https://www.researchgate.net/publication/323833804_Challenges_Experienced_by_Visually_Impaired_Students_in_Education
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Lischer, S., Safi, N., & Dickson, C. (2021). Remote learning and students' mental health during the Covid-19 pandemic: A mixed-method enquiry. PROSPECTS. https://doi.org/10.1007/s11125-020-09530w
McEwin, A. (2018). Foreword. In 2018 Vision Australia report: Barriers to online learning experienced by university students who are blind or have low vision (p. 2). Vision Australia.
McKenzie, L. (2021). Bridging the digital divide: Lessons from COVID-19. Inside Higher Ed. https://www.insidehighered.com/content/bridging-digital-divide-lessons-covid-19
Naidu, S. (2017). How flexible is flexible learning, who is to decide and what are its implications? Distance Education, 38(3), 269-272. https://doi.org/10.1080/01587919.2017.1371831
National Council on Disability Affairs. (2013). Universities/Colleges accepting students with disabilities. https://www.ncda.gov.ph/universitiescolleges/
Oswab, W. (2022). Coming to terms with COVID-19 reality in the context of Africa’s higher education: Challenges, insights, and prospects. Front. Educ. 7:643162. https://10.3389/feduc.2022.643162
Perveen, A. (2016). Synchronous and asynchronous e-language learning: A case study of virtual University of Pakistan. Open Praxis, 8(1). https://doi.org/10.5944/openpraxis.8.1.212
Pianta, R. C. (2015). Teacher–student interactions. Policy Insights from the Behavioral and Brain Sciences, 3(1), 98-105. https://10.1177/2372732215622457
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the COVID-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2(3), 923-945. https://doi.org/10.1007/s42438-020-00155-y
Reyes, J. R. S., & Grajo, J. D. L. (2021). Assessment of Filipino higher education students' readiness for e-learning during a pandemic: A Rasch technique application. The Philippine Journal of Science, 150(3). https://doi.org/10.56899/150.03.34
Richards, L., & Morse, J. M. (2013). A user's guide to qualitative methods. Sage Publications.
Rosalina, E., Nasrullah, N., & Elyani, E. P. (2020). Teacher's challenges towards online learning in pandemic era. LET: Linguistics, Literature and Language Teaching Journal, 10(2), 71-88. https://doi.org/10.18592/let.v10i2.4118
Ryan, R. M., & Deci, E. L. (2017). Self-determination theo ry: Basic psychological needs in motivation, development, and wellness. In Guilford Press eBooks. https:/doi.org/10.1521/978.14625/28806
Salac, R. A., & Kim, Y. S. (2016). A study on the internet connectivity in the Philippines. Asia Pacific Journal of Business Review, 1(1), 67-88. https://doi.org/10.20522/apjbr.2016.1.1.67
Schakel, W., Bode, C., Elsman, E. B. M., Aa, H. P. A., Vries, R., Rens, G. H. M. B., & Nispen, R. M. A. (2019). The association between visual impairment and fatigue: A systematic review and meta‐analysis of observational studies. Ophthalmic and Physiological Optics, 39(6), 399-413. https://doi.org/10.1111/opo.12647
Senjam, S. (2020). Impact of COVID-19 pandemic on people living with visual disability. Indian Journal of Ophthalmology, 68(7), 1367. https://doi.org/10.4103/ijo.ijo_1513_20
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Published
Dec 19, 2023
Article Details
How to Cite
Ocampo, J., Salvador, C., Luen, L. C., Yahya, A. Y., & Dela Peña, S. M. (2023). Flexible Learning and Student-Teacher Relationship Experience of College Students with Visual Impairment. The Normal Lights, 17(2). https://doi.org/10.56278/tnl.v17i2.2161
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Research Article
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