Due to the current situation in the world, every institution was challenged to implement a flexible scheme for their academic program offerings and services to ensure that the students will realize the same quality of education (Coman et al., 2020; Tarayo et al., 2021). There were policies developed on flexible learning modalities, adoption of synchronous and asynchronous online learning, blended learning, and other learning modes to replace the conduct of face-to-face sessions following the strict health protocols. As an alternative, most institutions in the Philippines adapted internet-based learning to reach their student-clienteles who are willing to continue their course journey despite the challenges brought by the coronavirus pandemic.
In one state university in Laguna, a flexible learning scheme of using one-time synchronous and twice asynchronous online learning for every course subject was institutionalized during the imposed community quarantine. However, it challenged the university at first on how teachers and students will accommodate the idea and the underlying processes that need to be established to meet success on its implementation. Some believed that there were problems that might be encountered on its implementation, like the knowledge and skills of the teachers in handling online learning, the material preparation that needs to be uploaded for the students, low or no internet connectivity of both students and teachers and other expectations arising from the clientele (Martin, 2019; Mahyoob, 2020; Cicha, 2021). If these were not addressed at first, a poor learning experience might be expected as a result.
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