Using Flexible Learning Design in Teaching English: Narratives of First-Year College Students of Southern Philippines Amidst Pandemic
Bibliographic record
Abstract
This study explored the experiences of first-year college students in learning the English language using the flexible learning modality during the COVID-19 Pandemic. It described students' experiences using the phenomenological approach, specifically during the lockdown period. The data were gathered using semi-structured interview guide questions to ten first-year college students who were purposely chosen. The interview was done individually and face-to-face, following the standard health protocols. Results showed that participants' experiences were categorized as favorable and negative. Participants enjoyed using the internet to learn and explore during their free time. Technology and instructor guidance helped them learn independently. However, they found it unfavorable when they could not interact with their peers because classes were situated online, and some did not have smart devices. Students also noted that poor internet connectivity restricted their online learning. Also, students faced difficulties. However, offline tasks like doing assignments, watching downloaded pre-recorded video lectures, and asking peers for help addressed these issues. While the study found that flexible learning cannot replace face-to-face instruction, it was noted that student ICT abilities were beneficial.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".