The statue of Siever with her arms wide open, the gateway to the Central Luzon State University is as warm and inviting as the university herself. Whenever one enters CLSU, there is always this blend of excitement and coziness - the intense hues of green and gold. Familiar sight include people moving in a rush -- the clack of bicycle chains as Kuya Nine pushes the pedals of his small business cart, the chatter from the various students practicing dance moves at the Rizal Park or near the Chinese temple, the crack of dry leaves as the students walk the pavements going to their respective classes, the distinct scent of barbecue emanating from the old market.

The statue of Siever with her arms wide open, the gateway to the Central Luzon State University is as warm and inviting as the university herself. Whenever one enters CLSU, there is always this blend of excitement and coziness - the intense hues of green and gold.

Familiar sight include people moving in a rush -- the clack of bicycle chains as Kuya Nine pushes the pedals of his small business cart, the chatter from the various students practicing dance moves at the Rizal Park or near the Chinese temple, the crack of dry leaves as the students walk the pavements going to their respective classes, the distinct scent of barbecue emanating from the old market.

These are some images of CLSU before the universities and schools and practically all establishments in the country closed in March 2020. Consequently, the progressive change has demanded the paradigm shift from face-to-face classes to the conduct of virtual classes thru the Google Classrooms.

Adhering to the needed shift, teachers have been provided with engagement, mentoring, and advancement. A Flexible Learning Systems Training Course was conducted in series to accommodate all the teaching force. The faculty members have to embrace the changes, comprehend, and expand the possibilities that online education presents. This means developing the modules and preparing for the online asynchronous delivery.

Faculty members were given flexibility in the design of asynchronous learning courses to better suit students' different learning styles.

From this perspective, asynchronous learning seems to be the best resort. However, some concerns do exist. The student, faculty member, and material sometimes feel ‘disconnected.' Since there is no immediate feedback in this mode of learning, the modules' contents could easily be misunderstood. If the students’ queries are not entertained right away, it might be too late before the student receives the needed remediation. Extra attention must be taken to ensure that students’ needs are met.

The asynchronous mode of learning at times causes feelings of isolation. Social media and email cannot replace real-time interaction. The nonappearance of opportunities to discuss, debate, and network with colleagues and students have been at times exasperating for some, if not for all.


On the Use of Instructional or Learning Materials and Technological Aids

Things have changed as we entered the “new normal.” Teachers are most of the time working in their laptops - uploading modules, recording video lectures, checking assessments and student outputs, responding to emails and queries with phone calls and text messages every now and then or in between. Instructional materials have shifted from the traditional (textbooks, workbooks, graphic organizers, teacher-made resources) to the use of online materials, computer applications, online journals, and PDFs. Students and teachers have adapted to the changes by attending webinars and virtual trainings on how to use computer applications that are appropriate for asynchronous flexible learning, such as Google Classroom, FlipGrid, etc. However, most teachers are unsure if real learning has been attained by the students through these applications.


On Teacher-Student Interaction

With the online asynchronous modality, we won't be able to physically see our students, read their gestures, facial expressions, and how they react behind the computer screens as we upload our modules and video lectures. We won’t be able to decipher their nonverbal cues. Did they truly understand the lesson? Did they learn something from the online modules?


On Pedagogical Effectiveness and Efficiency of Faculty Members

Our students possess individual learning factors and multiple intelligences which affect their learning processes. There are some who prefer to hear explanations, while some prefer to jot down notes during discussion to aid them in remembering. Some students like learning with images, wall displays, diagrams, or videos. We also have students who learn better through ‘hands-on’ experiences. Moreover, there are topics in the course syllabi that can only be learned outside the classroom. Admittedly in this context, real learning may not be fully achieved or realized by the students under the asynchronous online learning modality. Learning through the online modality or online modules may not be as efficient and effective as face-to-face or actual classroom set-up. But then, this is the needed paradigm shift.


Limited Internet Connection

Limited access to internet connection is what is seen as the biggest challenge in using the asynchronous online modality. Not all students and faculty members have stable internet connection. This is probably the bottom line. Only internet would make it possible to do the coursework. Technical difficulties hamper their learning.


Embracing the Changes

Things have indeed changed. What the paradigm shift has dictated becomes the ‘new normal’. It won’t be too long before we enter the gates of CLSU again – the hues of green and gold, the trees, sunflowers and buildings with the blend of excitement and a sigh of relief.

The Siever is sure standing tall with her arms wide open.