REFERENCES:

 Schools for more than 168 million children globally have been completely closed for almost an
entire year due to COVID-19 lockdowns, according to new data released today by UNICEF
(https://www.unicef.org/philippines/press-releases/covid-19-schools-more-168-million-
children-globally-have-been-completely-closed )
 Education is an important issue in one’s life.
(https://www.researchgate.net/publication/260075970_The_Importance_of_Education/citation
/download )
 Simbulan, 2020 (https://headfoundation.org/2020/06/04/covid-19-and-its-impact-on-higher-
education-in-the-philippines/)
 https://voxeu.org/article/impact-covid-19-education
 https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-
digital-learning/


The COVID-19 pandemic has changed the world, it has altered human behaviors, relations and
lifestyles, and had profound impacts on the economic, political, cultural landscapes and
education (Simbulan, 2020). Due to the nature and the massive spread of the virus they
imposed community quarantine, lockdowns and curfews in many parts of the world. The
lockdowns in response to COVID-19 results to the closure of schools, for more than 168 million
children globally have been completely closed for almost due to COVID-19 lockdowns (UNICEF,
2021). This pandemic brought despair and destruction to the learning of children; it has
interrupted the usual ways of learning (face to face). With this sudden shift away from the
classroom in many parts of the world, teaching is moving online, and student assessments are
also moving online.
Committed to their mandate, the leading universities and colleges in the Philippines,
particularly those affiliated with the ASEAN University Network – such as the University of the
Philippines, Ateneo de Manila University and De la Salle University, found innovative ways to
fulfil their three-pronged tasks of education, research and service. Everyone, from the
operations and support service units, to administrators and teachers, adjusted to work-from-
home arrangements (Simbulan, 2020). From their homes, teachers and administrators were put
to the task of revising and adapting course syllabi and requirements from the students as they
shifted to alternative or remote teaching modalities, both synchronous and asynchronous.
Students and teachers had access to electronic devices and reliable Internet connections,
learning managements systems such as Canvas, Moodle, Blackboard, and applications like
Google Hangouts, Zoom and Skype, were used.