Flexible learning modalities in a Philippine State University: BASC Faculty perspectives with implications for integrated life and health sciences in advancing SDG 4 on quality education
Paper Details
Flexible learning modalities in a Philippine State University: BASC Faculty perspectives with implications for integrated life and health sciences in advancing SDG 4 on quality education
Abstract
This study aims to examine the flexible learning modalities used by faculty members of Bulacan Agricultural State College (BASC) and their relationship to the challenges and opportunities encountered in delivering quality education during the strict quarantine restrictions due to the COVID-19 pandemic. The findings will assist administrators in implementing necessary interventions to enhance learning delivery. This research is grounded in the theories of flexible learning and technology-enhanced education, particularly drawing from the work of Shivangi Dhawan (2020). These frameworks highlight how educators adapt to digital learning environments and the associated challenges and benefits. A quantitative, descriptive survey method was utilized, employing a self-developed, validated four-part questionnaire to gather data. The questionnaire assessed faculty members’ preferred flexible learning modalities, the challenges they faced, and the opportunities presented. The study specifically focused on the use of asynchronous learning tools such as Google Classroom and PowerPoint presentations. Findings indicate that BASC faculty predominantly relied on PowerPoint presentations shared through Google Classroom in asynchronous learning settings. Many educators used their personal gadgets and employed flexible or flipped classroom strategies. However, poor internet connectivity and time management, particularly in addressing students’ difficulties, emerged as primary challenges. On the other hand, the ability of faculty members to develop new skills and adapt to digital education was seen as a key opportunity. Statistical analysis revealed no significant relationship between flexible learning modalities and the challenges or opportunities perceived by faculty members. The results underscore the need for institutional interventions to improve internet access, faculty training, and support systems to enhance the effectiveness of flexible learning. The study provides insights into how higher education institutions can refine their strategies for digital learning implementation. This study contributes to the growing literature on flexible learning in higher education, particularly in the context of pandemic-induced remote instruction. By identifying commonly used modalities and associated challenges and opportunities, the research provides valuable recommendations for improving digital education strategies in similar academic settings.
Abante A. 2021. A comparative analysis on the challenges of online learning modality and modular learning modality: A basis for training program. International Journal of Multidisciplinary Research and Analysis.
Arinto P. 2016. Issues and challenges in open and distance e-learning: Perspectives from the Philippines. International Review of Research in Open and Distributed Learning.
Arora A. 2020. Impact of pandemic COVID-19 on the teaching-learning process: A study of higher education teachers. Indian Journal of Management 13(4).
Basilaia G. 2020. Transition to online education in schools during a SARS-CoV-2 coronavirus (COVID-19) pandemic in Georgia. Pedagogical Research.
Bozkurt A, Sharma RC. 2021. On the verge of a new renaissance: Care and empathy oriented, human-centered pandemic pedagogy. Asian Journal of Distance Education 16(1).
Brown L. 2017. Instructor usage of learning management systems utilizing a technology acceptance model. Montana State University.
Chen DT. 2003. Uncovering the provisos behind flexible learning. Journal of Educational Technology and Society 6(2), 25–30.
Daniel J. 2020. Education and the COVID-19 pandemic. Springer Nature.
Dhawan S. 2020. Online learning: A panacea in time of COVID-19 crisis. Journal of Educational Technology Systems.
Gaba A, Bhushan B, Rao DK. 2021. Factors influencing the preference of distance learners to study through online during COVID-19 pandemic. Asian Journal of Distance Education 16(1), 194–206.
Hampel G. 2014. Learning in a virtual environment. Acta Technica Corviniensis – Bulletin of Engineering 7(4), 35–40.
Imran R, Fatima A, Salem IE, Allil K. 2023. Teaching and learning delivery modes in higher education: Looking back to move forward post-COVID-19 era. The International Journal of Management Education 21(2), 100805.
Joan DRR. 2013. Flexible learning as new learning design in classroom process to promote quality education. I-manager’s Journal of School Educational Technology 9(1), 37–42.
Kariippanon K. 2019. Flexible learning spaces facilitate interaction, collaboration and behavioural engagement in secondary school. PLoS One.
Martin M. 2020. Flexible learning during COVID-19: How to ensure quality higher education at a distance. World Education Blog.
Müller C, Mildenberger T. 2021. Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education. Educational Research Review 34, 100394.
Murphy M. 2020. COVID-19 and emergency e-learning: Consequences of the securitization of higher education for post pandemic pedagogy. Journal of Contemporary Security Policy.
Naidu S. 2016. The case for open educational practice. Distance Education 31, 1–3.
Okmawati M. 2020. The use of Google Classroom during pandemic. Journal of English Language Teaching 9(2), 438–443.
Setyawan A, Aznam N, Paidi, Citrawati T, Kusdianto. 2020. Effects of the Google Meet assisted method of learning on build student knowledge and learning outcomes. Universal Journal of Education Research 8(9), 3924–3936.
Soomro K. 2020. Digital divide among higher education faculty. International Journal of Educational Technology in Higher Education.
Uy AM. 2020. Blended learning in virus-hit Philippines. The ASEAN Post, June 7.
Viner R. 2020. School closure and management practices during coronavirus outbreaks including COVID-19: A rapid systematic review. The Lancet Child and Adolescent Health 4(5), 397–404.
Mellanie Briones Pascua, Sigrid Ann Villanueva Jao, 2025. Flexible learning modalities in a Philippine State University: BASC Faculty perspectives with implications for integrated life and health sciences in advancing SDG 4 on quality education. Int. J. Biosci., 27(2), 57-68.
Copyright © 2025 by the Authors. This article is an open access article and distributed under the terms and conditions of the Creative Commons Attribution 4.0 (CC BY 4.0) license.