Research Article

Online learning support to reinforce motivation of university students during homeschool exodus

Cathy Mae Dabi Toquero 1 *
More Detail
1 College of Education, Mindanao State University, General Santos City, PHILIPPINES* Corresponding Author
Mediterranean Journal of Social & Behavioral Research, 7(2), June 2023, 85-91, https://doi.org/10.30935/mjosbr/13039
Published Online: 07 March 2023, Published: 01 May 2023
OPEN ACCESS   469 Views   391 Downloads
Download Full Text (PDF)

ABSTRACT

Due to the perplexity of students’ experience during online learning, they are demotivated in the current academic set-up. The support that they receive is crucial for their academic journey. This study aimed to determine the learning support to reinforce students’ motivation during homeschool exodus. It also examines how they deal with emergency remote education and the learning support they need to maximize their motivation during their exodus to homeschool classes. Guided by the principles of content analysis, analysis of the transcripts elucidate that students desire for digital empathetic language, relational, financial, familial, environmental, and technological learning support to reinforce their learning motivations and engage them for academic continuity during this emergency education. Drawing on motivation through context-specific materials, scholarship support, positive feedback, socialization strategies, and group dynamics during online learning can encourage students to persevere academically in times of radical changes.
Keywords: COVID-19, online learning, learning support, engagement, motivation, reinforcement

CITATION (APA)

Toquero, C. M. D. (2023). Online learning support to reinforce motivation of university students during homeschool exodus. Mediterranean Journal of Social & Behavioral Research, 7(2), 85-91. https://doi.org/10.30935/mjosbr/13039

REFERENCES

  1. Aguilera-Hermida, A. P. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1, 100011. https://doi.org/10.1016/j.ijedro.2020.100011
  2. Ahorsu, D. K., Lin, C. Y., Imani, V., Saffari, M., Griffiths, M. D., & Pakpour, A. H. (2022). The fear of COVID-19 scale: Development and initial validation. International Journal of Mental Health and Addiction, 20(3), 1537-1545. https://doi.org/10.1037/t78404-000
  3. Barrot, J. S., Llenares, I. I., & Del Rosario, L. S. (2021). Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, 26(6), 7321-7338. https://doi.org/10.1007/s10639-021-10589-x
  4. 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., Clarion, C., & 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
  5. Bozkurt, A., & Sharma, R. C. (2020a). Emergency remote teaching in a time of global crisis due to coronavirus pandemic. Asian Journal of Distance Education, 15(1), i-vi. https://doi.org/10.5281/zenodo.3778083
  6. Bozkurt, A., & Sharma, R. C. (2020b). Education in normal, new normal, and next normal: Observations from the past, insights from the present and projections for the future. Asian Journal of Distance Education, 15(2), i-x. https://doi.org/10.5281/zenodo.4362664
  7. Bozkurt, A., & Sharma, R. C. (2021). On the verge of a new renaissance: Care and empathy oriented, human-centered pandemic pedagogy. Asian Journal of Distance Education, 16(1), i-vii.
  8. Castleman, B., & Meyer, K. (2019). Financial constraints & collegiate student learning: A behavioral economics perspective. Daedalus, 148(4), 195-216. https://doi.org/10.1162/daed_a_01767
  9. Cleofas, J. V., & Rocha, I. C. N. (2021). Demographic, gadget and internet profiles as determinants of disease and consequence related COVID-19 anxiety among Filipino college students. Education and Information Technologies, 26, 6771-6786. https://doi.org/10.1007/s10639-021-10529-9
  10. Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., Magni, P. A., & Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1-20. https://doi.org/10.37074/jalt.2020.3.1.7
  11. El-Sabagh, H. A. (2021). Adaptive e-learning environment based on learning styles and its impact on development students’ engagement. International Journal of Educational Technology in Higher Education, 18, 53. https://doi.org/10.1186/s41239-021-00289-4
  12. Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86. https://doi.org/10.3390/soc10040086
  13. Grewenig, E., Lergetporer, P., Werner, K., Woessmann, L., & Zierow, L. (2020). COVID-19 and educational inequality: How school closures affect low-and high-achieving students (No. 260). Discussion Paper. https://www.econstor.eu/handle/10419/233484
  14. Gustiani, S. (2020). Students’ motivation in online learning during COVID-19 pandemic era: A case study. Holistics, 12(2), 23-40.
  15. Haeck, C., & Lefebvre, P. (2020). Pandemic school closures may increase inequality in test scores. Canadian Public Policy, 46(S1), S82-S87. https://doi.org/10.3138/cpp.2020-055
  16. Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020,). The difference between emergency remote teaching and online learning. Educause Review. https://er.educause.edu/
  17. Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288. https://doi.org/10.1177/1049732305276687
  18. Huang, R. H., Liu, D. J., Tlili, A., Yang, J. F., & Wang, H. H. (2020). Handbook on facilitating flexible learning during educational disruption: The Chinese experience in maintaining undisrupted learning in COVID-19 outbreak. Smart Learning Institute of Beijing Normal University.
  19. Hussein, E., Daoud, S., Alrabaiah, H., & Badawi, R. (2020). Exploring undergraduate students’ attitudes towards emergency online learning during COVID-19: A case from the UAE. Children and Youth Services Review, 119, 105699. https://doi.org/10.1016/j.childyouth.2020.105699
  20. Jandric, P. (2020). Postdigital research in the time of COVID-19. Postdigital Science and Education, 2, 233-238. https://doi.org/10.1007/s42438-020-00113-8
  21. Kapasia, N., Paul, P., Roy, A., Saha, J., Zaveri, A., Mallick, R., & Chouhan, P. (2020). Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India. Children and Youth Services Review, 116, 105194. https://doi.org/10.1016/j.childyouth.2020.105194
  22. Karalis, T. (2020). Planning and evaluation during educational disruption: Lessons learned from COVID-19 pandemic for treatment of emergencies in education. European Journal of Education Studies, 7(4), 125-142.
  23. Khlaif, Z. N., & Salha, S. (2020). The unanticipated educational challenges of developing countries in COVID-19 crisis: A brief report. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 11(2), 130-134. https://doi.org/10.30476/IJVLMS.2020.86119.1034
  24. Lischer, S., Safi, N., & Dickson, C. (2021). Remote learning and students’ mental health during the COVID-19 pandemic: A mixed-method enquiry. Prospects, 51, 589-599. https://doi.org/10.1007/s11125-020-09530-w
  25. Maqsood, A., Abbas, J., Rehman, G., & Mubeen, R. (2021). The paradigm shift for educational system continuance in the advent of COVID-19 pandemic: Mental health challenges and reflections. Current Research in Behavioral Sciences, 2, 100011. https://doi.org/10.1016/j.crbeha.2020.100011
  26. Moneva, J. C., Pestano, R. F. L., & Vertulfo, R. M. (2020). Parental financial support and students motivation in learning. Macrothink Institute of Social Science, 8(1), 9-20. https://doi.org/10.5296/iss.v8i1.16908
  27. Nantwi, W. K., & Boateng, B. (2020). COVID-19 and education in Ghana: A tale of chaos and calm. African Journal of Emerging Issues, 2(5), 41-52.
  28. Patrick, S., & Powell, A. (2009). A summary of research on the effectiveness of K-12 online learning. iNACOL. https://www.k12.com/sites/default/files/pdf/school-docs/NACOL_ResearchEffectiveness-hr.pdf
  29. Pozzi, F., Manganello, F., Passarelli, M., Persico, D., Brasher, A., Holmes, W., Whitelock, D., & Sangrà, A. (2019). Ranking meets distance education: Defining relevant criteria and indicators for online universities. International Review of Research in Open and Distributed Learning, 20(5), 42-63. https://doi.org/10.19173/irrodl.v20i5.4391
  30. Sakib, N., Bhuiyan, A. I., Hossain, S., Al Mamun, F., Hosen, I., Abdullah, A. H., Sarker, A., Mohiuddin, M. S., Rayhan, I., Hossain, M., Sikder, T., Gozal, D., Muhit, M., Islam, S. M. S., Griffiths, M. D., Pakpour, A. H., & Mamun HSC, M. A. (2020). Psychometric validation of the Bangla fear of COVID-19 scale: Confirmatory factor analysis and Rasch analysis. International Journal of Mental Health and Addiction, 20, 2623-2634. https://doi.org/10.1007/s11469-020-00289-x
  31. Smith, J., Guimond, F. A., Bergeron, J., St-Amand, J., Fitzpatrick, C., & Gagnon, M. (2021). Changes in students’ achievement motivation in the context of the COVID-19 pandemic: A function of extraversion/introversion? Education Sciences, 11(1), 30. https://doi.org/10.3390/educsci11010030
  32. Yuwono, K. T., & Sujono, H. D. (2018). The effectiveness of e-learning: A meta-analysis. Journal of Physics: Conference Series, 1140, 012024. https://doi.org/10.1088/1742-6596/1140/1/012024
  33. Zhao, Y. (2020). COVID‑19 as a catalyst for educational change. Prospects, 49, 29-33. https://doi.org/10.1007/s11125-020-09477-y