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
Almahasees, Z., Mohsen, K., & Amin, M.O. (2021). Facultys and students' perceptions of online learning during COVID-19. Front. Educ. 6:638470. https://10.3389/feduc.2021.638470
Ajuwon, P. M., Sarraj, H., Griffin-Shirley, N., Lechtenberger, D., & Zhou, L. (2015). Including students who are visually impaired in the classroom: Attitudes of preservice teachers. Journal of Visual Impairment & Blindness, 109(2), 131-140. https://doi.org/10.1177/0145482x1510900208
Anderton, R. S., Vitali, J., Blackmore, C., & Bakeberg, M. C. (2021). Flexible teaching and learning modalities in undergraduate science amid the COVID-19 pandemic. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.609703
Asia Society Philippine Foundation, Inc. (2021). Back-to-School: Challenges for the Philippines and responses from around Asia. Asia Society Philippine Foundation, Inc. Retrieved from https://asiasociety.org/philippines/asian-perspective
Asian Development Bank. (2021, April). Learning and earning losses from Covid-19 school closures in developing Asia: Special topic of the Asian development outlook 2021. Asian Development Bank Institute. https://think-asia.org/handle/11540/13607
Ayllón, S., Alsina, N., & Colomer, J. (2019). Teachers' involvement and students' self-efficacy: Keys to achievement in higher education. PLOS ONE, 14(5). https://doi.org/10.1371/journal.pone.0216865
Baticulon, R. E., Sy, J. J., Alberto, N. R. I., Baron, M. B. C., Mabulay, R. E. C., Rizada, L. G. T., Tiu, C. J. S., Clarion, C. A., & Reyes, J. C. B. (2021). Barriers to online learning in the time of COVID-19: A national survey of medical students in the Philippines. Medical Science Educator, 31(2), 615-626. https://doi.org/10.1007/s40670-021-01231-z
Bourne, R., Adelson, J., Flaxman, S., Briant, P., Bottone, M., Vos, T., Naidoo, K., Braithwaite, T., Cicinelli, M., Jonas, J., Limburg, H., Resnikoff, S., Silvester, A., Nangia, V., & Taylor, H. (2020). Global prevalence of blindness and distance and near vision impairment in 2020: Progress towards the vision 2020 targets and what the future holds. Investigative Ophthalmology & Visual Science,61(7). https://iovs.arvojournals.org/article.aspx?articleid=2767477#:~:-text=The%20estimated%20number%20of%20blind,UI%3A0.48%25%2D0.75%25).
Clemen, I. G., Ali, H., Abdulmadid, A.-N., & H Jabbar, J. (2021). Education during COVID-19 era: Readiness of students in a Less-Economically developed country for E-Learning. IMCC Journal of Science, 1(2).
Commission on Higher Education [CHED] (2017). Guidelines in the admission of students with disabilities in higher education and postsecondary institutions in the Philippines. https://baixardoc.com/documents/chedguidelines-in-admission-of-pwds-090826-5c9d2ee03e56f
Commission on Higher Education [CHED] (2020). CHED MEMORANDUM ORDER NO.4. Retrieved from https://ched.gov.ph/wp-content/uploads/CMO-No.-4-s.-2020-Guidelines-on-the-Implementation-of-Flexible-Learning.pdf
Correa-Torres, S. M., Conroy, P., Rundle-Kahn, A., & Brown-Ogilvie, T. (2018). Experiences of students who are visually impaired receiving services by disabilities support services (DSS) offices in higher education institutions. Journal of Blindness Innovation and Research, 8(2). https://doi.org/10.5241/8-160
Christensen, M., Welch, A., & Barr, J. (2017). Husserlian descriptive phenomenology: A review of intentionality, reduction and the natural attitude. Journal of Nursing Education and Practice, 7(8), 113. https://doi.org/10.5430/jnep.v7n8p113
Cmar, J. L., & Markoski, K. (2019). Promoting self-determination for students with visual impairments: A review of the literature. Journal of Visual Impairment & Blindness, 113(2), 100-113. https://doi.org/10.1177/0145482x19839796
Cohen, J. (1960). "A coefficient of agreement for nominal scales". Educational and Psychological Measurement. 20(1): 37-46. https://10.1177/001316446002000104
Cortes, S. T. (2020). Flexible learning as an instructional modality in environmental science course during COVID-19. Aquademia, 4(2), ep20024. https://doi.org/10.29333/aquademia/8444
Crawford, J., Butler-Henderson, K., Jurgen, R., Malkawi, B. H., Glowatz, M., Burton, R., Magni, P., & Lam, S. (2020). COVID-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3. https://doi.org/10.37074/jalt.2020.3.1.7
Cubillan, L. (2018). Philippine national survey of blindness and eye disease study project. Department of Health, NP-CS-GOP-2014-05.
Davis, K. (2021). Teaching special education in the midst of covid-19: Current conditions of delivering special education services during distance learning [Master's thesis, California State University]. CSUSB Scholar Works. https://scholarworks.lib.csusb.edu/etd/1166
Dhawan, S. (2020). Online learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
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
Firmanda, T. H. (2020). The impact of COVID-19 on the blind and visually impaired in Indonesia. AIDRAN. https://aidran.org/2020/04/01/the-impact-of-covid-19-on-the-blind-and-visually-impaired-in-indonesia/
Fraenkel, J. R., Wallen, N. E. & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-Hill
Gocotano, T. E., Jerodiaz, M. A. L., Banggay, J. C. P., Nasibog, H. B. R., & Go, M. B. (2021). Higher education students' challenges on flexible online learning implementation in the rural areas: A Philippine case. International Journal of Learning, Teaching and Educational Research, 20(7), 262-290. https://doi.org/10.26803/ijlter.20.7.15
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. Published. 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
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Houghton, C., Casey, D., Shaw, D., & Murphy, K. (2013). Rigour in qualitative case-study research. Nurse researcher, 20(4), 12-17. https://doi.org/10.7748/nr2013.03.20.4.12.e32
Joan, R. (2013). Flexible Learning as New Learning Design in Classroom Process to Promote Quality Education. I-Manager's Journal on School Educational Technology, 9(1), 37-42. https://doi.org/10.26634/jsch.9.1.2401
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 paper available at researchgate. https://www.researchgate.net/publication/323833804_Challenges_Experienced_by_Visually_Impaired_Students_in_Education
König, J., Jäger-Biela, D., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622. https://doi.org/10.1080/02619768.2020.1809650
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. 2018 Vision ustralia report: Barriers to online learning experienced by university students who are blind or have low vision.
McKenzie, L. (2021). Bridging the digital divide: Lessons from COVID-19. Inside Higher Ed.
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
Simon, M. K., & Goes, J. (2013). Dissertation and scholarly research: Recipes for success (2013 ed.). Seattle, WA: Dissertation Success, LLC. ISBN:1479336505. http://www.dissertationrecipes.com/
Singh, J., Steele, K., & Singh, L. (2021). Combining the best of online and Face-to-Face learning: Hybrid and blended learning approach for COVID-19, post vaccine, & Post-Pandemic world. Journal of Educational Technology Systems, 50(2), 140-171. https://doi.org/10.1177/00472395211047865
Snijders, I., Wijnia, L., Kuiper, R. M., Rikers, R. M. J. P., & Loyens, S. M. M. (2021). Relationship quality in higher education and the interplay with student engagement and loyalty. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12455
Stone, B. W., Kay, D., & Reynolds, A. (2019). Teaching visually impaired college students in introductory statistics. Journal of Statistics Education, 27(3), 225-237. https://doi.org/10.1080/10691898.2019.1677199
Toquero, C. M. (2020). Challenges and opportunities for higher education amid the COVID-19 pandemic: The Philippine context. Pedagogical Research, 5(4), em0063. https://doi.org/10.29333/pr/7947
Toquero, C. M. (2020). Inclusion of people with disabilities amid COVID-19: Laws, interventions, recommendations. Multidisciplinary Journal of Educational Research, 10(2), 158. https://doi.org/10.17583/remie.2020.5877
Tormey, R. (2021). Rethinking student-teacher relationships in higher education: A multidimensional approach. Higher Education, 82(5), 993-1011. https://doi.org/10.1007/s10734-021-00711-w
United Nations. (n.d.). Goal 4. https://philippines.un.org/en/sdgs/4
United Nations Educational, Scientific and Cultural Organization [UNESCO]. (2017). Inclusion in education. https://en.unesco.org/themes/inclusion-in-education
United Nations [UN]. (2020). Education during COVID-19 and beyond: Policy Brief. Author World Health Organization. (2021). Vision impairment and blindness. https://www.who.int/news-room/fact-sheets/detail/blindness-and-visual-impairment
Whitburn, B. (2014). A really good teaching strategy: Secondary students with vision impairment voice their experiences of inclusive teacher pedagogy. British Journal of Visual Impairment, 32(2), 148-156. https://doi.org/10.1177/0264619614523279
Ajuwon, P. M., Sarraj, H., Griffin-Shirley, N., Lechtenberger, D., & Zhou, L. (2015). Including students who are visually impaired in the classroom: Attitudes of preservice teachers. Journal of Visual Impairment & Blindness, 109(2), 131-140. https://doi.org/10.1177/0145482x1510900208
Anderton, R. S., Vitali, J., Blackmore, C., & Bakeberg, M. C. (2021). Flexible teaching and learning modalities in undergraduate science amid the COVID-19 pandemic. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.609703
Asia Society Philippine Foundation, Inc. (2021). Back-to-School: Challenges for the Philippines and responses from around Asia. Asia Society Philippine Foundation, Inc. Retrieved from https://asiasociety.org/philippines/asian-perspective
Asian Development Bank. (2021, April). Learning and earning losses from Covid-19 school closures in developing Asia: Special topic of the Asian development outlook 2021. Asian Development Bank Institute. https://think-asia.org/handle/11540/13607
Ayllón, S., Alsina, N., & Colomer, J. (2019). Teachers' involvement and students' self-efficacy: Keys to achievement in higher education. PLOS ONE, 14(5). https://doi.org/10.1371/journal.pone.0216865
Baticulon, R. E., Sy, J. J., Alberto, N. R. I., Baron, M. B. C., Mabulay, R. E. C., Rizada, L. G. T., Tiu, C. J. S., Clarion, C. A., & Reyes, J. C. B. (2021). Barriers to online learning in the time of COVID-19: A national survey of medical students in the Philippines. Medical Science Educator, 31(2), 615-626. https://doi.org/10.1007/s40670-021-01231-z
Bourne, R., Adelson, J., Flaxman, S., Briant, P., Bottone, M., Vos, T., Naidoo, K., Braithwaite, T., Cicinelli, M., Jonas, J., Limburg, H., Resnikoff, S., Silvester, A., Nangia, V., & Taylor, H. (2020). Global prevalence of blindness and distance and near vision impairment in 2020: Progress towards the vision 2020 targets and what the future holds. Investigative Ophthalmology & Visual Science,61(7). https://iovs.arvojournals.org/article.aspx?articleid=2767477#:~:-text=The%20estimated%20number%20of%20blind,UI%3A0.48%25%2D0.75%25).
Clemen, I. G., Ali, H., Abdulmadid, A.-N., & H Jabbar, J. (2021). Education during COVID-19 era: Readiness of students in a Less-Economically developed country for E-Learning. IMCC Journal of Science, 1(2).
Commission on Higher Education [CHED] (2017). Guidelines in the admission of students with disabilities in higher education and postsecondary institutions in the Philippines. https://baixardoc.com/documents/chedguidelines-in-admission-of-pwds-090826-5c9d2ee03e56f
Commission on Higher Education [CHED] (2020). CHED MEMORANDUM ORDER NO.4. Retrieved from https://ched.gov.ph/wp-content/uploads/CMO-No.-4-s.-2020-Guidelines-on-the-Implementation-of-Flexible-Learning.pdf
Correa-Torres, S. M., Conroy, P., Rundle-Kahn, A., & Brown-Ogilvie, T. (2018). Experiences of students who are visually impaired receiving services by disabilities support services (DSS) offices in higher education institutions. Journal of Blindness Innovation and Research, 8(2). https://doi.org/10.5241/8-160
Christensen, M., Welch, A., & Barr, J. (2017). Husserlian descriptive phenomenology: A review of intentionality, reduction and the natural attitude. Journal of Nursing Education and Practice, 7(8), 113. https://doi.org/10.5430/jnep.v7n8p113
Cmar, J. L., & Markoski, K. (2019). Promoting self-determination for students with visual impairments: A review of the literature. Journal of Visual Impairment & Blindness, 113(2), 100-113. https://doi.org/10.1177/0145482x19839796
Cohen, J. (1960). "A coefficient of agreement for nominal scales". Educational and Psychological Measurement. 20(1): 37-46. https://10.1177/001316446002000104
Cortes, S. T. (2020). Flexible learning as an instructional modality in environmental science course during COVID-19. Aquademia, 4(2), ep20024. https://doi.org/10.29333/aquademia/8444
Crawford, J., Butler-Henderson, K., Jurgen, R., Malkawi, B. H., Glowatz, M., Burton, R., Magni, P., & Lam, S. (2020). COVID-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3. https://doi.org/10.37074/jalt.2020.3.1.7
Cubillan, L. (2018). Philippine national survey of blindness and eye disease study project. Department of Health, NP-CS-GOP-2014-05.
Davis, K. (2021). Teaching special education in the midst of covid-19: Current conditions of delivering special education services during distance learning [Master's thesis, California State University]. CSUSB Scholar Works. https://scholarworks.lib.csusb.edu/etd/1166
Dhawan, S. (2020). Online learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
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
Firmanda, T. H. (2020). The impact of COVID-19 on the blind and visually impaired in Indonesia. AIDRAN. https://aidran.org/2020/04/01/the-impact-of-covid-19-on-the-blind-and-visually-impaired-in-indonesia/
Fraenkel, J. R., Wallen, N. E. & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-Hill
Gocotano, T. E., Jerodiaz, M. A. L., Banggay, J. C. P., Nasibog, H. B. R., & Go, M. B. (2021). Higher education students' challenges on flexible online learning implementation in the rural areas: A Philippine case. International Journal of Learning, Teaching and Educational Research, 20(7), 262-290. https://doi.org/10.26803/ijlter.20.7.15
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. Published. 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
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Houghton, C., Casey, D., Shaw, D., & Murphy, K. (2013). Rigour in qualitative case-study research. Nurse researcher, 20(4), 12-17. https://doi.org/10.7748/nr2013.03.20.4.12.e32
Joan, R. (2013). Flexible Learning as New Learning Design in Classroom Process to Promote Quality Education. I-Manager's Journal on School Educational Technology, 9(1), 37-42. https://doi.org/10.26634/jsch.9.1.2401
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 paper available at researchgate. https://www.researchgate.net/publication/323833804_Challenges_Experienced_by_Visually_Impaired_Students_in_Education
König, J., Jäger-Biela, D., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622. https://doi.org/10.1080/02619768.2020.1809650
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. 2018 Vision ustralia report: Barriers to online learning experienced by university students who are blind or have low vision.
McKenzie, L. (2021). Bridging the digital divide: Lessons from COVID-19. Inside Higher Ed.
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
Simon, M. K., & Goes, J. (2013). Dissertation and scholarly research: Recipes for success (2013 ed.). Seattle, WA: Dissertation Success, LLC. ISBN:1479336505. http://www.dissertationrecipes.com/
Singh, J., Steele, K., & Singh, L. (2021). Combining the best of online and Face-to-Face learning: Hybrid and blended learning approach for COVID-19, post vaccine, & Post-Pandemic world. Journal of Educational Technology Systems, 50(2), 140-171. https://doi.org/10.1177/00472395211047865
Snijders, I., Wijnia, L., Kuiper, R. M., Rikers, R. M. J. P., & Loyens, S. M. M. (2021). Relationship quality in higher education and the interplay with student engagement and loyalty. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12455
Stone, B. W., Kay, D., & Reynolds, A. (2019). Teaching visually impaired college students in introductory statistics. Journal of Statistics Education, 27(3), 225-237. https://doi.org/10.1080/10691898.2019.1677199
Toquero, C. M. (2020). Challenges and opportunities for higher education amid the COVID-19 pandemic: The Philippine context. Pedagogical Research, 5(4), em0063. https://doi.org/10.29333/pr/7947
Toquero, C. M. (2020). Inclusion of people with disabilities amid COVID-19: Laws, interventions, recommendations. Multidisciplinary Journal of Educational Research, 10(2), 158. https://doi.org/10.17583/remie.2020.5877
Tormey, R. (2021). Rethinking student-teacher relationships in higher education: A multidimensional approach. Higher Education, 82(5), 993-1011. https://doi.org/10.1007/s10734-021-00711-w
United Nations. (n.d.). Goal 4. https://philippines.un.org/en/sdgs/4
United Nations Educational, Scientific and Cultural Organization [UNESCO]. (2017). Inclusion in education. https://en.unesco.org/themes/inclusion-in-education
United Nations [UN]. (2020). Education during COVID-19 and beyond: Policy Brief. Author World Health Organization. (2021). Vision impairment and blindness. https://www.who.int/news-room/fact-sheets/detail/blindness-and-visual-impairment
Whitburn, B. (2014). A really good teaching strategy: Secondary students with vision impairment voice their experiences of inclusive teacher pedagogy. British Journal of Visual Impairment, 32(2), 148-156. https://doi.org/10.1177/0264619614523279
Article Sidebar
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
Section
Research Article
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.