Date of Completion

5-24-2021

Document Type

Thesis

Degree Name

Bachelor of Science in Speech Language Pathology

Keywords

remote teaching, emergency remote teaching, barriers, distance learning

Abstract

The noel coronavirus outbreak caused people to shift into this “new normal” where working and studying from home is the new norm. Due to this, various schools and institutions had to embrace this change through the drastic implementation of Emergency Remote Teaching (ERT). ERT is defined as a drastic shift of delivery to online mode due to a catastrophe but once the catastrophe is resolved, the delivery will return to the original format (Mohammed, Khidhir, Nazeer, & Vijayan., 2020). ERT was used in the Philippines to cope with the sudden change. Specifically, the sudden change is a concern for the education in BS Speech and language Pathology in De La Salle Medical and Health Sciences Institute (DLSMHSI) as different factors may influence its implementation. This study aims to determine the possible facilitators and barriers on the implementation of ERT that may be aligned with the current literature and can also be used by future researchers and the administrators of higher educational institutions. With this objective, the researchers analyzed the possible facilitators and barriers through the conduction of a Focus Group Discussion (FGD) to gather the perspectives of three faculty speech and language pathologists of the BS SLP department of DLSMHSI that taught during the sudden shift to ERT in the first semester of the academic year 2020-2021. After conducting a ninety (90) minute FGD, the data was treated using the Interpretive Phenomenological Analysis ([IPA] Palmer et al., 2010) to analyze and identify processes based on the responses of the participants, and the way they interact with each other. The findings revealed that there were more barriers (e.g., Toll on Mental Health, WorkLife Balance, Experience on Online Teaching and Learning, Technological Requirements for ERT, Changes in Pedagogy and Mode of Teaching, Student-Teacher Communication) than facilitators (e.g., Faculty Collaboration, Leadership, Past Blended Online Learning Program, Positive Aspects of the Shift) on the implementation of ERT. Thus, the findings of the study suggest that there is a need to provide proper guidelines during the implementation of ERT to determine the needed accommodations in order to achieve the desired learning outcomes for the course.

First Advisor

Kerwyn Jim Chan, CSP-PASP

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