Remote Learning Constructs Toward Blended Learning Modality Among HEI Teachers and Students Amid Covid19 Pandemic

Abstract

Across the globe, the impact of Covid19 pandemic on the education sector is unprecedented. Most Higher Education Institutions (HEIs) utterly changed the mode of delivery of their curricular programs. Before the pandemic, blended learning is considered a supplemental mode of delivery, while remote learning is an alternative or optional mode of study. However, remote learning has become a dominant option for teachers and students to embrace during these trying times. This empirical research aims to determine the respondents’ constructs toward remote learning. In this context, the construct is anchored on the ‘personal construct theory,’ which suggests that a person develops a construct based on understanding, observation, and experience. An online survey was conducted to test the hypothesis that the level of teaching methods, IT skills, and IT tools variables differ between teachers and students. The quantitative approach, descriptive research design, and snowball sampling technique were employed to address the research questions. Responses were analyzed using t-test and Spearman. The result showed the more desirable the remote learning methods are, the higher the willingness constructs. IT skills and resources can influence the respondents' likelihood and willing constructs to engage, and positive construct defines the willingness to engage. On this basis, the respondents’ collective positive construct can be translated to their self-readiness and preparedness for remote learning.