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Abstract
Due to the rising cases of COVID-19, educational institutions have been faced with the challenge to migrate instruction from face-to-face, physical classrooms to online and remote learning. With this, developing materials and lessons using educational technology was paramount for engaging and motivating remote learners. Educators were ushered into utilizing different options for teaching, such as delivering live online lectures, pre-recorded video lectures, or self-paced with students using the learning guides. The study used qualitative research approach and employed phenomenology as research design. After analysis of data, four facets of remote learning were formulated as themes: Access; Effectiveness; Readiness; and Interconnectedness. Most of the student-interviewees appreciated pre-recorded video lectures due to the creative content of the developed videos and the easy accessibility to said videos. The live online lectures were also enjoyed by the students because they can interact with their teachers. But based on the interview results, students who had problems with internet connection could not consistently attend synchronous live online lectures or could attend but with the sub-optimal quality of the live online lectures’ experience. Thus, they prefer the asynchronous pre-recorded video lectures. Lastly, the self-paced learning guides, in interviews, some students did not find the content of the learning guide extensive and found learning on their own unmotivating. Delivering live online lectures is thus still indispensable in facilitating student-teacher interaction, especially in addressing misconceptions immediately, but pre-recorded video lectures complement and reinforce remote learning course materials more equitably.
