Year: 2022
Type: article
Abstract: The COVID-19 pandemic has brought major changes in the landscape of the educational system around the world. In a matter of three months, learning institutions have to make all the necessary adjustments to assure continuing learning to its beneficiaries. One of which is the adaptation of the distance learning. Distance learning, a totally different set-up from face-to-face learning, implies studying from home, where the students are distant from teachers. Synchronous meetings may be done using online platforms, but learning modality may be asynchronous like the use of self-paced learning modules. This qualitative study used Active Interviewing and followed Strauss an grounded theory design to collect and code interview data to identify emergent themes and generate a theory. The research participants unveiled three emergent themes, (1) Adaptation to the New Learning Environment, (2) Independence and Learner Control, and (New Leaning Skills and Opportunities), with the Students Attitude Towards the New Learning Environment as the core category. The Grounded Theory of Adaptation-Autonomy reveals that students’ ability to adapt (adaptation) to a new learning environment is crucial for them to thrive and continue their formal education. This would then allow them to gain self-control and independence (autonomy) which leads to new doors of learning opportunities, and a perspective that the new learning environment may bring a lot of good things in their academic life. In summary, the theory highlights on the students’ attitude towards a new learning environment and the adaptability and autonomy they need to flourish.
Author: Grace Negrido-Camasin
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4282833293