Transitioning to Emergency Remote Learning amidst Covid-19 and Its Effects on Higher Education Students: A Case Study

Abstract

The worldwide spread of the Covid-19 pandemic has affected all aspects of human beings, including education. Schools at all levels closed the doors and transitioned to emergency remote learning modalities. In the theory of independent study and transactional distance, Moore (2019) argues that students’ ability to manage learning must be analyzed before getting involved in the online learning process. Unfortunately, the Covid-19 pandemic has forced students to embark on emergency remote learning without preparation. This qualitative case study aimed to describe the experiences, discover the challenges and effects of emergency remote learning on higher education students at one faith-based institution in the Philippines. Researchers used semi-structured interviews to collect data from students. Data was coded, categorized, and themed for analysis and thick description. Findings revealed that students experienced stress, anxiety, and uncertainty when learning remotely. Furthermore, students faced poor internet connection, lack of space for studies, lack of feedback from some faculty, and dramatic health lifestyle changes, including sleep patterns, eating habits, and physical and health ailments. This study has implications for school administrators, faculty, and students.