Challenges to Online Education and Adaptive Strategies

among Allied Health Educators of LPU Campuses

Mark Kerwin F. Sayas1 and Carina M. Magtibay2
Master of Science in Medical Laboratory Science
Graduate School, Lyceum of the Philippines University
Capitol Site, Batangas City
1 Student Researcher
2Faculty Adviser

*Correspondence: maksayas82@gmail.com

Abstract: The consequences of the COVID-19 pandemic had changed world differently. Restrictions to
social gatherings have led us to the suspension of the traditional classes that resulted in the implementation
of a purely online learning mode that had caused significant challenges to the learners as well as to the
educators. A mixed-method study was employed to determine the challenges to online education among
the allied health educators of the four LPU campuses. Results showed that allied health educators were
challenged in the assessment of the student's performance, communication, and mental health issues.
Furthermore, a thematic analysis was done and showed that complying with the teaching requirements had
been the greatest challenge because they must meet the diverse needs of the students. Mann Whitney and
Kruskal Wallis were employed to determine the relationship of demographic profile and it showed that age,
years of teaching, and to which program they belong have a significant relationship to classroom
management. Generation X educators have experienced the greatest challenges because of their
characteristics of being disciplinarian that also needs to balance life and career. LPU educators have
employed adaptive strategies that are significant to communication, use of technology and platforms,
classroom management, preparation to online class, and assessment of students’ performance. However,
challenges pertaining to online education were also experienced by all allied health educators because not
everyone is considered proficient in this set-up since it is new to all educators, likewise, a collaborative
effort of students and teachers, teachers, and administrators would have a great contribute to lessen the
challenges regarding online education.

Keywords: online learning, COVID-19, challenges, allied health educators

INTRODUCTION
According to the Association of Schools
Advancing Health Professions (2015), Allied
Health is a broad group of health professionals
who are skilled in performing scientific principles
and evidence-based practices for the diagnosis,
evaluation, and treatment of health-related
conditions. In the Philippines, Allied Health
Education is composed of BS Radiologic
Technology, BS Medical Laboratory Science
(Medical Technology), BS Midwifery, BS
Occupational Therapy, BS Pharmacy, BS
Nursing, and BS Physical Therapy (Health
Sciences – Courses in the Philippines: College,
TESDA, Online, Short Courses, n.d.). Being the
professionals skilled in performing health-related
activities such as venipuncture, administration of
drugs, diagnostic imaging, performing diagnostic
tests to name a few, requires them to undergo
extensive training which includes internship
programs and related learning experiences.
In the Philippine Educational setup,
online education is not new, but not all higher
educational institutions (HEIs) are implementing
online education. Since the Philippines is a third
world country, then under prevailing challenges of
online education are unreliable or sometimes no
internet connection, students do not consider
themselves capable of adapting the online
education and the instructors do not have enough
skills, resources necessary to teach courses
online (Baticulon et al., 2020). In the study
conducted by Arinto (2016), the greatest
challenge of online learning education in the
University of the Philippines Open Campus
System is the innovative practices of unengaged
instructors in online education, making it difficult
for the students to adopt to this methodology.
However, adaptability may vary among learners
and teachers. Educators who belonged to the
millennial generation are social-media savvy, and
social media is their primary source of
communication, have the highest adaptability of
online education (Rajab et al., 2020a). Based on
the same reference it showed that a good teacher
is a good teacher whether you have enough
experience in teaching be it online or face-to-
face.
One of the most significant global
concerns nowadays is the widespread cases of
COVID-19. It has a great impact on health,
economy, tourism, and most especially in the
education sector. According to the Weekly
Epidemiological Report of the World Health
Organization (2021), COVID-19 cases are
decreasing, but the threat of transmission and of
being infected should still be considered.
Colleges and universities enforced campus
lockdown which prohibited the utilization of the
traditional school set-up, wherein the teachers
and students can freely interact inside the four
corners of the classroom. HEis primarily those
who are offering allied health courses are
affected greatly by the sudden shift in the
educational pedagogy. New approaches,
techniques, and strategies have to be
implemented to respond to the needs of the
students (Simamora, 2020).
Most countries in the world experienced
unprecedented lockdown which led to the
immediate suspension of traditional face-to-face
modality (Flores & Swennen, 2020). The study
conducted by Onyema (2020), showed that
COVID-19 has devastating effects on education
that hinders instructors and learners to engage in
online education and some of these effects
include learning disruption, limited access to
learning facilities such as laboratories which is
essential in skills development. On the contrary,
Lucey and Johnston (2020) stated that this
pandemic will transform education including
medical and allied health education that has been
brewing in the past decades. Additionally, it will
provide opportunity to be dynamic in the
education section across the world.
The educational setup in the Philippines
was also affected by the COVID-19 pandemic
Memorandum Order (CMO) 4 series of 2020
released by CHED (2020), provided the
guidelines for the implementation of flexible
online learning education in higher educational
institutions. Flexible learning is a pedagogical
approach allowing students to enjoy the flexibility
of time and place. Flexible learning uses the
methods of distance education and facilities of
education technology; however, the use of
technology may vary depending on the
availability of the devices and internet
connectivity (CHED, 2020).
As online education is adopted fully in the
Philippines higher educational institutions should
strengthen their Education Continuity Plan in
times of pandemic (Cuaton, 2020). Chua et al.
(2020) uttered that the combination of effective
traditional and innovations teaching-learning
strategies involving the use of technology is
expected to be the new paradigm in institutions
offering allied health programs. Instructors must
adopt this shift in the education paradigm by
utilizing learning tools based on the needs of the
learners (Francisco & Barcelona, 2020).
The advent of Information and
Communication Technologies (ICT) made our life
easy, and it also influenced the education sector.
The integration of ICT in the education process
significantly enhanced the traditional school
methodology and shifted to the use of internet-
based education such as the use of a learning
management system (Assar, 2015). Learning
management system (LMS) has been essential
software for both instructors and students in the
teaching-learning process that is available online
(Khan & Qudrat-Ullah, 2021; Mishra et al., 2020).
Therefore, the use of technology makes the daily
life of instructors and students easy, but
reconstruction of teaching design must do, to
integrate the use of technology into learning and
teaching to achieve the goals of ICT (Oakley,
2016).
According to Dhawan (2020), online
learning is a tool that makes the teaching-learning
process student-centered, more innovative, and
even more flexible, wherein the students can
freely access their learning materials available in
the learning management system. Marcial et al.
(2015) defined online learning as a broad concept
that is hard to define; however, he said that online
learning is a type of learning that utilizes
technology. Flexibility is one of the promising
contributions of online learning that gives
opportunity to students to pause the lesson and
clarify topics before proceeding to the next
content. Online learning is a mode of learning like
other educational tools and the effectiveness of
online learning is not on the implementation but
rather it depends on the adaptability of both
instructors and learners (Lim, 2017).
Online learning education can be
classified into two namely: synchronous and
asynchronous. Synchronous learning is a live
interaction of students and teachers via online
platforms such as Zoom, MS Teams, and Google
Meet. This is an alternative to the classroom set-
up called the virtual classroom. The synchronous
learning environment is constructed in such a
way that students will be able to attend, listen and
participate in lectures that are given in real-time.
Additionally, synchronous learning can be
defined as a type of learning and teaching where
remote students participate in the class through
media technologies such as web conferencing
(Bower et al., 2015; Dhawan, 2020b; Fidalgo et
al., 2020).
In synchronous learning, the students
can access their modules into classroom, media,
and set-up a conference that enables the
instructors to deliver the lesson and meet the
student at the same time. Synchronous e-
learning has been utilized due to the demands in
the current education set-up, a type of learning
with no physical meeting suitable to prevent the
spread of COVID-19. It replicates the traditional
classroom experience in the face-to-face set up
but the interaction, exchanges of information,
socialization, and learning between instructors
and learners, as well as learners among fellow
learners, must be maintained because the heart
of synchronous online learning is time and
interactions (Karen Hyder et al., 2007; Khan,
2012; Shahabadi & Uplane, 2015). Time and
interaction are important in online synchronous
learning but also considered as challenges
because some of the students, as well as
teachers, experienced internet problems that
prohibit them to attend synchronous sessions. In
addition, students who attend online synchronous
class were passive learners.
Challenges in doing synchronous
learning include the lack of knowledge in the
technological background in terms of operating
the platforms necessary for a conducive learning
environment, lack or limited technological tools,
the time constraints it puts on the learners as well
as to instructors, the preparation of instructors in
class, and lastly the session itself is a challenge.
Technology and communication are one of the
challenges in online synchronous classes (Berry,
2017; Rajab et al., 2020b).
On the other hand, asynchronous
learning does not require the students to attend
virtual communication simultaneously. It is a
flexible mode of learning that allows the students
to access learning materials at their own pace.
The asynchronous online session gives enough
time for the instructors to prepare modules and
lessons that will be posted and available on digital
platforms. It also enables the instructors to check
the participation of their students. Asynchronous
online learning set-up gives instructors and even
students time to breathe (Daniel, 2020).
Furthermore, asynchronous learning allows
students to access the learning materials such as
recorded video lectures, participate in an online
forum, and individual learning activities anywhere
and anytime they wish to (Ebner & Gegenfurtner,
2019).
As the asynchronous session allows the
students and instructors to breathe for a while,
challenges of doing asynchronous session were
enumerated by Pappas (2015), and those are
lack of instant feedback, lacks personal
interaction, no live collaboration, and real-time
activities, cause lack of motivation affecting the
mental health, mainly the mental health of female
educators. This was discussed in an article Why
Are Women More Stressed Than Men? (n.d.)
wherein women aged between 35-54 were easily
stressed as compared to men. Fifty percent of
these women experienced work-related stress
affecting their mental health. Additionally, Leite et
al., (2020) stated that this pandemic and
prolonged social isolation creates loneliness,
anxiety, depression that lead to post-traumatic
stress affecting work-related activities.
Immediate feedback is impossible in
asynchronous online education as the instructors
are not always online, instant feedbacks or
assessment in online quizzes can be posted in
real-time because technological platforms
checked the quizzes immediately after the
student submitted their attempt, but the rationale
of the questions is not given immediately.
Assignments and outputs must be checked
manually which affected the patience of the
instructors most especially if the students failed to
submit their work on time and if the results of the
assessment are not impressive; thus, it affects
the mental health of the instructors for they can
get easily annoyed, stressed and burned-out.
Based on the study of Code et al., (2020 and
Rajab et al., (2020a), mental health is a barrier of
online synchronous and asynchronous learning.
Since the asynchronous session is learning of
students on their own pace, it lacks personal
interaction between teachers and fellow learners
and most importantly asynchronous learning
needs self-discipline requiring the students and
instructors to stay focused, goal-oriented and a
great time management skill.
Considering the use of synchronous and
asynchronous learning and face-to-face classes
known as Blended Learning, this has been used
by many institutions and found it more effective
and advantageous to instructors and students
(Coogle & Floyd, 2015). HEIs in the Philippines
particularly those offering allied health programs
considered the implementation of Blended
Learning, wherein the laboratory component and
related-learning experiences of the students will
develop their skills.
 Blended learning as defined by several
authors is an approach that is a combination of
limited face-to-face and online learning activities,
it also extends the advantage of face-to-face
learning with the aid of technological platforms,
additionally blended learning can be direct and
indirect online learning wherein the internet are
involved, and lastly, it uses both synchronous and
asynchronous methods along with face-to-face
classes in the same course, the method of
blended learning is supplemental to the students
as well as to instructors because it will not require
them to think innovatively on how to deliver skills
development in online classes (Mestan, 2019;
Oweis, 2018; Pinto-Llorente et al., 2017;
Rasheed et al., 2020). In the study conducted by
Baloran (2020), 31.89% of the participants
agreed that blended learning should be adopted
during community quarantine to deliver skills
development that is not possible in pure online
learning. But due to the COVID-19 restrictions, all
HEIs implemented full online learning adopting
flexible learning. Furthermore, DOH and CHED
(2021) recently released Joint Memorandum
Circular no. 1 providing the guidelines in the
gradual reopening of limited face-to-face during
the COVID-19 pandemic in selected allied-health
programs such as Medical Technology, Nursing,
and Physical Therapy to deliver specialized
laboratory courses and internship.
To embrace these changes in the allied
health education scenario, educators play a vital
role in adopting this new paradigm, they must be
innovative and think critically to provide the needs
of the students. In previously mentioned journals,
adaptability in this online education depends on
the students most especially the instructors as
instructors are the driving forces for the students
to appreciate and adopt this methodology.
Consequently, the educators face significant
challenges in adopting this online modality but to
adapt to this change caused by these challenging
times, instructors must be trained about the ICT
transformation process in education systems,
provide training that will make instructors
competent in teaching online, and providing
instructional materials suitable for online
education, and the educators must open
themselves for opportunities in advancement
König et al. (2020) stated that teachers are
expected to provide high-quality instructions
therefore, they must plan the lesson accordingly.
To fully adopt this transition to online education,
the administration and the faculty of HEIs must
strategically plan on how they will deliver the
education with utmost quality, collaboration
among other educators, and careful analysis on
the needs of the students as well as the
pedagogical shreds of evidence (Longhurst et al.,
2020).
Lyceum of the Philippines University, a
higher education institution founded by Dr. Sotero
H. Laurel with the ideals of former President Jose
P. Laurel “Pro Deo et Patria” and “Veritas et
Fortitudo”, offers allied health programs such as
Medical Laboratory Science, Nursing, Radiologic
Technology, Pharmacy, and Physical Therapy.
LPU-Batangas, LPU-St. Cabrini (LPU-Laguna),
LPU-Cavite, and LPU-Davao are the LPU
campuses offering allied health programs. In fact,
LPU-Batangas, the oldest LPU campus offering
allied health courses, was able to achieve a lot of
laurels. LPU campuses taking the lead to achieve
quality education utilize the use of technological
advancements in the teaching and learning
environment. At LPU, the use LMS was adopted
in 2017. Therefore, the instructors of LPU
campuses including the allied health educators
already have prior knowledge on how to use,
explore, and navigate the learning management
system. LMS enables instructors to post lectures,
modules, quizzes, and other learning activities
that will facilitate learning among students, while
the other activities can be given in traditional
school set-up such as major exams, experiments,
and related learning experiences that will hone
the skills of the students necessary in achieving
the outcomes of each program. As the
government declared community quarantine,
LPU campuses did not hesitate to implement
online learning-teaching modality. The use of
technological tools such as LMS, video
conferencing applications allows the continuity of
the learning process although the skills
development is greatly affected since laboratory
classes require to be done in a traditional face-to-
face setup. LPU campuses adopted the use of
virtual laboratory-like Labster® which allows the
students to experience laboratory activities even
in an online setting. Although some training and
seminars will enhance instructor’s capability to
adopt online education, still challenges arise.
The study aimed to determine the
challenges to online education among allied
health educators. Specifically, to identify the
demographic profile of the participants; determine
the challenges to online education as to
communication, use of technology and platforms,
assessment of students’ performance, mental
health, classroom management, and preparation
to online class; determine the adaptive strategies
of allied health educators to online education;
determine the relationship of demographic profile
and the challenges to online education, and lastly
to identify the relationship of challenges and
adaptive strategies.
METHODS
Research Design
This study utilized mix-method design
particularly the triangulation design: validating
quantitative data.
Participants of the study
The participants of the study were allied
health educators teaching at LPU-St. Cabrini
(LPU-Laguna), LPU-Batangas, LPU-Cavite, and
LPU-Davao with at least one semester
experience in online teaching regardless of the
number of courses handled. Those who were not
allied health educators, have not had any
experience yet in online education were not part
of the study. A total of 62 allied health educators
from the four LPU campuses were included in this
study.
Instruments
The research used a survey
questionnaire which was adopted from Rajab et
al. (2020) and some of the questions were self-
made. The said tool was composed of an
introductory part that informed the participants
about the purpose of the study and the
confidentiality of their responses. The tool
included close-ended questions answerable by a
Likert-scale option. The demographic profile was
included in the close-ended questions and the
variables in the Likert-scale questions. The
reliability of the survey questionnaire was
validated by three (3) faculty evaluators from
highly respectable HEIs who were not part of the
study. A pilot testing was conducted on 30
participants who were not affiliated with LPU.
Based on Cronbach’s alpha value, 0.942 was
considered reliable instrument.
Procedure
The survey questions were administered
using Google Forms®. Aside from the use of
survey-questionnaire, the researcher conducted
focus-group discussions with all participants per
LPU campus. The said FGD was held via Zoom
conferencing. The participants were informed
regarding the schedule of FGD. The purpose of
FGD was to validate the results of the survey.
Ethical Consideration
Informed consent containing the purpose
of the study were facilitated both in survey
questionnaire and focus-group discussions. The
researcher guaranteed the confidentiality of the
data and the identity of the participants. The
participants may opt to withdraw from the study
anytime they wish to. The researcher assured
that the data collected from the survey and FGD
will be utilized for a specific purpose of this study.
Furthermore, this study was approved by the
Ethics Review Board of LPU-Batangas.
Statistical Analysis
The statistical treatments used to
analyze the data include frequency distribution,
weighted mean, Mann Whitney and Kruskal
Wallis and Spearman rho. Frequency distribution
was utilized for the year of birth, gender, years of
teaching, and faculty of what program. Weighted
mean was utilized regarding the challenges of
allied health educators. Mann Whitney and
Kruskal Wallis analysis were used to compare the
demographic profile of the participants and the
challenges. Furthermore, Spearman rho was
used to determine the significant relationship of
the challenges and adaptive strategies.
RESULTS AND DISCUSSION
I. Demographics
Table 1 shows the distribution of
participants’ profiles across LPU-campuses. It is
evident that across LPU-campuses, majority of
the allied health educators belong to millennial
generation. According to (Rajab et al. 2020a),
educators belonging to the Millennial generation
whose age was between 25-40 years were the
technological savvy who can adopt easily on the
use of technological tools in this shift in the online
pedagogy. On the other hand, Baby Boomers and
Generation X were most probably the ones who
experience difficulty in using the technology
because they were not used to it. Based on the
study of Williams et al. (2014), age group among
instructors had a significant relationship on the
classroom management, where Baby Boomers
tend to require interactive classes. In terms of
gender, majority of the allied health educators in
LPU1, LPU2, and LPU3 were female educators,
while all allied health educators in LPU4 were
male. It was not surprising if female dominates
male in terms of gender. In the study conducted
by Abalos et al. (2020), 75% of the allied health
professionals in the Philippines were females
while the remaining 25% were males and based
on Philippine Statistics Authority (2020), more campuses. Comfortable in expressing
than half of the college educators were females. themselves during online classes got the highest
Drudy (2010) mentioned that more than half of the mean with 3.43, 3.59, and 3.67 for LPU1, LPU2,
Table 1
Percentage Distribution of the Participants’ Profile
LPU1 LPU2 LPU3 LPU4 LPU-Campuses
Year of Birth f % f % f % f % f %
1946 to1964 (Baby Boomers) 2 9.50 1 11.10 2 6.90 0 0.00 5 8.06
1965 to 1980 (Generation X) 1 4.80 3 33.30 9 31.03 1 33.33 14 22.58
1981 to 1996 (Generation Y or Millennials) 14 66.70 4 44.44 14 48.28 2 66.67 34 54.84
1997 to 2012 (Generation Z or Post-Millennials) 4 19.00 1 11.11 4 13.79 0 0.00 9 14.52
Gender
Female 12 57.10 7 77.78 22 75.86 0 0.00 41 66.13
Male 9 42.90 2 22.22 7 24.14 3 100.00 21 33.87
Years of Teaching
less than 2 years 8 38.10 4 44.44 15 51.72 0 0.00 27 43.55
2-4 years 7 33.30 1 11.11 4 13.79 0 0.00 12 19.35
5-8 years 3 14.30 0 0.00 2 6.90 1 33.33 6 9.68
more than 8 years 3 14.30 4 44.44 8 27.59 2 66.67 17 27.42
Faculty
Medical Laboratory Science 8 38.10 2 22.22 10 34.48 1 33.33 21 33.87
Nursing 4 19.00 5 55.56 10 34.48 0 0.00 19 30.65
Pharmacy 6 28.60 1 11.11 4 13.79 2 66.67 13 20.97
Radiologic Technology 3 14.30 1 11.11 3 10.34 0 0.00 7 11.29
Physical Therapy 0 0.00 0 0.00 2 6.90 0 0.00 2 3.23

educators both in basic education and in tertiary
were females because of the stigma that teacher
is a feminized profession. For the years of
teaching, 38.10%, 44.10%, and 51.72% from
LPU1, LPU2, and LPU3 respectively were in the
teaching vocation for less than two years. Lastly,
to which program under these faculty belongs
with show that 38.10% of the participants from
LPU1 came from the Medical Laboratory Science
program, 55.56% from LPU2 were nurses, while
both Nursing and Medical Laboratory Science got
the same number of participants from LPU3, and
lastly, 66.67% from LPU4 came from Pharmacy
department. Lastly, Innovative practices in
teaching strategies to adopt this sudden change
in the educational paradigm must be done by all
educators regardless of their age, gender, and
years of teaching (Cooper & Tschobotko, 2020).
II. Challenges to Online Education
Table 2 shows the challenges to online
education among allied health educators in terms
of communication. Among the cited parameters,
comfortable in expressing themselves during
online class, can deliver instructions well, and can
provide clear and concise instructions obtained
the highest weighted means across LPU-
and LPU4 respectively, while providing clear and
concise instructions got the highest mean in
LPU3. Items 2 and 5 got the lowest weighted
mean in all LPU campuses offering allied health
programs. Composite means of 3.20 and 3.36 in
LPU1 and LPU2, respectively indicate that the
variables under the communication were often
being experienced by allied health educators in
the said institutions, while the composite means
of 3.56 and 3.47 for LPU3 and LPU4, respectively
show that the variables were always experienced
by allied health educators.
As shown in the Table 2, the item that got
the highest mean in LPU1 was the comfortability
of expressing themselves during online class,
allied health educators often consider themselves
to be comfortable in the online class education.
According to LPU1P3 “I am very comfortable in
expressing myself, I have no hesitations even
though we were in the online class” on the
contrary of that statement LPU1P1 said that
“There was an awkward moment at first because
there was no response at all from my students
during online class” which was seconded by all
the participants in the focus group discussion.
This could be the reason why they just considered
themselves comfortable in expressing
themselves often due to the deafening silence
and awkward moments in the virtual room no one is answering, the additional burden is that
because of unresponsiveness of the students we have to be strategic in encouraging our
during online synchronous classes. Second, students to participate in the class.” While
Table 2
Challenges to Online Education Among Allied Health Educators in terms of Communication
LPU1 LPU2 LPU3 LPU4 WM VI R
1. I am comfortable in expressing 3.43 3.44 3.59 3.67 3.53 A 1
myself during an online class.
2. I can interact with my students 3.00 3.22 3.55 3.00 3.19 O 5
actively during online learning
modality
3. I can deliver my instructions well to 3.29 3.33 3.59 3.67 3.47 O 3
my students
4. I can provide clear and concise 3.24 3.44 3.66 3.67 3.50 A 2
instructions in activities and
assessments posted in LMS and
other educational platforms.
5. I can encourage my students to 3.05 3.33 3.41 3.33 3.28 O 4
interact and participate in online
discussions.
Composite Mean 3.20 3.36 3.56 3.47 3.40 O
Legend: 3.50 – 4.00 = Always (A); 2.50 – 3.49 = Often (O ); 1.50 – 2.49 = Sometimes (S); 1.00 – 1.49 = Never (N)
delivering the instructions well, during online LPU1P5 shared that “I asked my students to do
class was done by allied health educators in reporting, shared effort between their groupmates
LPU1 often, since most of them consider and there is a chance of having an interaction
themselves often comfortable. In fact, according during classes.” If the allied health educators from
to LPU1P6 “I can express myself better during the LPU1 will not be innovative in their teaching
traditional face-to-face set-up because I was strategies, encouraging students’ participation
trained in that modality. I can express and and interaction will remain a challenge to them.
elaborate well because I can see the reactions of Based on the results of the survey, all
my students.” and LPU1P4 mentioned that “I items under communication were often
have self-doubts because I can’t see my experienced by allied health educators from
students” affecting the way how LPU1P4 deliver LPU2. Being comfortable in expressing
instructions during online classes. LPU1 themselves and giving clear and concise
educators were challenged in encouraging their instructions got the highest weighted mean of
students to interact and participate in the online 3.44. LPU2P1 said that “communication becomes
discussion “Interaction is a challenge because challenging because students are off-cam you
there was no feedback from the students, maybe don’t know whom you are talking with”, “I think it
because of the barriers this online class to our will be better if we can see the reactions of our
students, that’s why there is no active interaction” students”. This can be the reason why they are
uttered by LPU1P2 and almost all the participants not always comfortable in the online classes, the
in the group discussion agreed that the student absence of the participation of the students in the
unresponsiveness during online classes was class-leading to this challenge among educators
frustrating; thus, affect their mental health status. of LPU2. The varying experiences of allied health
The lack of physical interaction could also be the educators in LPU2 could be the reason why the
reason why educators experienced those results of the survey were like that, according to
challenges. The strategies and methodologies of LPU2P3 “as per communication, I can say that it
the instructors could also be a factor on why they is not that challenging for me; however, I think the
cannot encourage their students to speak, year level of the students could be the factor why
interact, and involve in the online classes. If the they are not participating in the class”. Freshmen
strategies of the educators were not appropriate students tend to disengage in the class
in the online classes, then it will be challenging for interaction because they do not personally know
them to encourage their students to participate their classmates and then being lenient of
actively in the online classes. LPU1P4 mentioned educators is the other thing to consider because
that “the communication itself is a challenge since if there was no response from the students,
educators tend to call another student to answer.
LPU2P2 said that “I am struggling in the
interaction because I have been lenient and
considerate to my student”. This statement
proved that if there was a response from the
student then they call another student to answer,
which resulted in interaction and encouraging
students was a challenge to educators of LPU2.
In LPU3, all items were experienced
always by allied health educators. Providing clear
and concise instructions got the highest weighted
mean and comfortable in expressing themselves
and delivering instructions got the same weighted
mean. This means that allied health educators
from LPU3 experienced fewer challenges in
terms of those items; however, it is not an
assurance that they did not experience
challenges on those items. Because LPU3P1
mentioned that “barriers like internet connection
affected the communication of both educators
and students” aside from that “professors are not
aware who were their students, leading to feeling
not that comfortable to communicate because it
is too difficult to talk and interact with profile
pictures”. There were still challenges experienced
by the educators, particularly in giving
instructions although this parameter got the
highest mean (3.66). LPU3P2 said that “there
was a misunderstanding between teachers and
students in the instructions particularly in the
laboratory because the students can’t imagine
what is happening”; thus, the need to further
explain the instructions in synchronous mode.
LPU3P3 seconded the sentiments of LPU3P2 in
the way that it is a challenge to provide
instructions because of the limitations in the
available resources at home to be used as a
model in a demonstration for clear instructions for
the students to imagine. Furthermore,
encouraging students to participate and can
interact actively remains the same challenge to
LPU3 educators. Since they cannot see their
students and they do not know if their students
are focusing on what is happening in the virtual
class.
Likewise, allied health educators of LPU4
experienced always being comfortable in
expressing self during online class, always can
deliver instructions well, and can provide clear
and concise instruction. It is necessary to provide
clear and concise instructions nowadays because
our learning modality does not allow physical
interaction between educators and learners; thus,
clear instruction must be provided. One of the
strategies of the allied health educators from this
institution is to give step-by-step instruction for
the students to be guided. Calling the names
randomly during synchronous classes and having
open communication with the students were
noted to be the strongest points of the educators
from this institution. However, communication
remains a challenge to allied health educators
because educators cannot see how the students
behaved during online class since both parties
were in the comfort of their homes.
In general, all allied health educators
across LPU campuses shared the same
challenges to online education in terms of
communication. Moreover, LPU1 experienced
most of the items in communication as a
challenge with a composite mean of 3.20. The
unresponsive and uncooperative students tend to
be a challenge for the educators to have an
interaction with their students. Not seeing the
reactions and the students virtually was also
noted as a common experience between allied
health educators of all campuses. Nonetheless,
allied health educators must be aware of their
weaknesses because this could also be a reason
why the students were not active in the online
class. Baticulon et al. (2020) stated that poor
practices of educators could be a factor why
online classes became challenging to both
educators and students. According to the e-
learning Handbook authored by Hyder et al.
(2007), interaction and exchanges of information
are some of the challenging parts of online
education since the students tend to turn off their
microphones and camera, and not active in
participating in the online discussion. Based on
the results of the survey, allied health educators
of LPU campuses had a hard time interacting with
their students during online learning modality and
encouraging the students to interact and
participate during online discussions. However,
they are comfortable enough to express
themselves during online education; therefore,
they can still discuss the contents of their topic
even in online education as supported by Khan
(2012) and Rajab et al. (2020a) and regardless of
their teaching experiences. To lessen these
challenges, a communication-rich environment,
must be employed because it has the great
potential to surpass all communication barriers
and challenges to online education (Berge,
2015). Therefore, allied health educators must
establish open communication with their students
from the start of the semester.
As the implementation of online
education in the Philippines has been adopted
fully, the use of technology, technological tools,
and technological platforms plays an important
role in this sudden shift in the educational
paradigm. Table 3 shows the challenges to online
education in terms of the use of technology. All
allied health educators of LPU campuses can
always upload pre-recorded lectures, activities,
online quizzes, and assignments in the available
learning management system. Aside from that,
the available platform enables them to interact
with their students during synchronous and
asynchronous learning modes. In terms of the
navigation of the available LMS, LPU1 and LPU2
can often navigate the available LMS and
videoconferencing applications, while LPU3 and
LPU4 can always navigate the said tools. Since
online education requires innovative practices,
alternative sites, and tools such as YouTube,
virtual laboratories, and digital solutions will
greatly help the instructors to provide alternative
modules that will strengthen the understanding of
the students. In this case, only LPU1 educators
can often explore different sites (3.38) while
remaining educators from other LPU campuses
can always explore different sites. Lastly, it is
common for all LPU allied health educators to
often solve and troubleshoot problems
encountered in the learning management system
Table 3
Challenges to Online Education Among Allied Health Educators
in terms of Use of Technology Tools and Platform
(3.28).
Since 2017, the use of a learning
management system or commonly known as the
LMS has been utilized in the LPU campuses, but
challenges with regards to the use of the available
technological tool remain a challenge. It is
expected that all educators can upload learning
materials as the basic requirements of the
institution in utilizing the LMS. Furthermore, the
challenge of crafting, and aligning learning
materials, modules, lectures, assessments, and
activities suitable for online education has an
effect why allied health educators sometimes
cannot comply with these basic requirements. In
terms of the use of the available tools, it showed
that educators can always utilize those
applications; however, there were limitations in
the usage of such applications. Open LMS, the
official LMS for three LPU campuses, has the
feature called chat which allows instructors to
message the students and vice versa, but it
shows not to be functional because not all
educators are online 24/7 on LMS; thus, the use
of video conferencing applications particularly,
MS Teams, allows the exchanges of message
between the teachers and students. Aside from
that, LPU educators tend to use Facebook
Messenger as an alternative mode of giving
instructions and announcements due to ease of
use and all students have access to it. In
connection to synchronous mode, the official
video-conferencing application is the MS Teams
where the educators can create virtual
classrooms called teams. It has a feature where
educators can share PowerPoint slides, can see
who were present, they can also chat with each
other, and many more. But the technical issues
encountered by allied health educators as well as
the students affected the way how they can
communicate. According to LPU1P2, “the
application (MS Teams) allows me to interact with
my students; however, it requires more data
that’s why my students can’t interact and
participate well during online discussion”. This
could be the reason why other allied health
educators cannot encourage the students to be
engaged because of the data bandwidth
allocation of MS Teams. Additionally, this can be
considered as a factor why students are not
active in the online discussion. According to the
Department of Information and Communications
Technology (2021), the average broadband
internet speed in the Philippines is 32.73Mbps, an
indication that educators are also vulnerable to
experiencing internet issues that could lead to
problems in the navigation of LMS, video
conferencing applications, and other tools. In
connection to that, LPU3P1 said “As an educator,
I also experience internet issues and problems”
which was common among LPU campuses.
Furthermore, administrative and management
issues in terms of assistance and support to the
faculty can be a reason why LPU1 educators
cannot navigate well. With the experience of
LPU1P4, the educator shared that “management
problem is one of the reasons why the faculty
could not comply with the requirements of the
institution, our access in the LMS was given late,
my students have already the access in the LMS
but I as an instructor don’t have the access,
therefore, I can't navigate and upload the
necessary materials for my class, luckily we have
an alternative which is the MS Teams”.
Table 4 shows the challenges to online
education in terms of mental health. It showed
that all items under mental health were often
experienced by allied health educators; thus, their
mental health status is also at risk. Among the
items included, being pressured on the deadlines
and submissions of the requirements like major
exams, table of specification and grades got the
highest weighted mean (3.26), while being
stressed in teaching during online classes got the
lowest rank with a weighted mean of 2.87.
Of all the parameters under mental
health, being worried if their students learned was
noted as the most challenging aspect of mental
health among the allied health educators from
LPU1, to be followed by being stressed during
online classes and the pressure of submitting the
requirements related to online education. On the
other hand, LPU2 and LPU3 shared the same
experiences wherein being pressured in
submitting the requirements related to online
class got the highest weighted mean, next to the
feeling of being tired in preparing modules and
content needed in the LMS, while for LPU4 being
pressured in the submission was also the major
concern followed by the feeling of sadness if the
students do not participate in the online classes
and being tired in preparing the necessary
modules needed for the online class.
Different experiences encountered
before, during, and after the online education
were considered as the factor why the allied
health educators of LPU campuses have different
responses in the survey. In the case of LPU1, the
feeling of being worried got the highest mean. It
was validated and supported by the statements of
the educators from that institution that they were
worried if their students learned because the
results of the assessments and quizzes of the
students were not promising. Since students’
interaction and engagement were lacking as
repeatedly mentioned by the participants,
educators associated it with students’ academic
performance. “I am very much affected, to the
point that I feel worried and disappointed every
time that the quizzes of my students are not good”
shared by LPU1P5. On the other hand, being
stressed was also noted because of the personal
issues as well as the participation of the students
according to LPU1P4 “I am stressed and worried
because of the output that they are submitting”.
Furthermore, LPU1 allied health educators also
considered the personal circumstances and alibis
of the students as a factor on why they were
stressed and worried about the outcomes of
online education. Online education requires more
time as this will consume almost half-day to be
able to come up with a module that is necessary
for this modality in addition to the other materials
and requirements that need to be submitted
“Submission of requirement is stressful because
I feel that they always want to have an instant
paper works”, “My mental health is affected
because of the pressure in submitting the
requirements like the exams, TOS, the course
plan. I am cramming in submitting those
requirements.”, “Submission of grades is a
challenge affecting my mental health because of
the pressure of the institution and because of the
alibis of the students” were noted as some of the
strongest points because allied health educators
of LPU1 got pressured in submitting their
requirements.
Moreover, LPU2 allied health educators
considered, being pressured in complying with
the requirements as the leading item that affected
their mental health. In terms of making
examinations, allied health educators made sure
that the exams they prepared were not
searchable on the internet as this could not
assess the comprehension of the students.
LPU2P1 mentioned that “preparing modules and
test questions require more time and effort” in
addition LPU2P2 stated that “Extension of
Table 4
Challenges to Online Education Among Allied Health Educators in terms of Mental Health
LPU1
1. I experienced stress in teaching 2.95
during online classes
2. I feel sad whenever my students do 2.90
not participate nor engage during
online teaching.
3. I get pressured on the 2.90
deadlines/submission of
requirements related to online
teaching. (Ex: major exams, TOS,
Grades, etc.)
4. I feel tired in preparing modules and 2.86
content needed in LMS
5. I am worried if my students learn 3.29
through my online teaching
Composite Mean 2.98
Legend: 3.50 – 4.00 = Always (A); 2.50 – 3.49 = Often (O ); 1.50 – 2.49 = Sometimes (S); 1.00 – 1.49 = Never (N)
submission of requirements affected submission
of my requirements (grades) on time”. Allied
health educators also considered the mental well-
being of their students; thus, adjusting and
waiting for the students to comply with their
academic requirements has a significant effect on
the compliance of educators with their teaching
requirements.
Almost the same scenario was
experienced by allied health educators of LPU3,
wherein being pressured in complying with the
requirements, being tired, and being sad were
noted as the top three circumstances that
affected their mental health status. Educators
ensured that the questions in their assessment
tools were self-made, and the students could not
search it in google. LPU3P2 mentioned that “… I
am making sure that the questions in my exam
are not searchable…” therefore, it takes hours
before allied health educators can ensure the
authenticity of their test questions. Since it
requires a lot of time; hence, it was tiring and
exhausting. But online class education made
positive impacts also in administering the
examination because of the ability of the learning
management system to generate real-time
scores of the students. Aside from that, the item
analysis can be easily generated from the
software making it easy for allied health
educators to have a valid source of the item
analysis. LPU3P3 uttered that “it is much easier
for me to prepare item analysis since I can
generate it in mrooms”. Other factors why they
were worried were the alibis of the students,
personal circumstances of the students that they
must consider, late submission of requirements,
being late in the checking of the activities, and
LPU2 LPU3 LPU4 WM VI R
2.89 2.97 2.67 2.87 O 5
3.22 3.21 3.33 3.17 O 3
3.44 3.34 3.33 3.26 O 1
3.33 3.24 3.00 3.11 O 4
3.33 3.17 3.00 3.20 O 2
3.24 3.19 3.07 3.12 O
likes.
In the study conducted by Pappas
(2015), he stated that lack of interaction between
instructors and learners affected the
psychological aspect of an educator leading to
being worried about students learning. As the
HEIs fully adapt the online education, the
workload, and the learning load of adopting a new
delivery mode were taking a huge burden on the
lives of educators most especially in the higher
educational institutions. Educators took the huge
responsibility of transforming teaching and
learning materials suitable to online education.
The additional workload of transforming teaching
materials and anxieties were heaped upon
multifaceted duties and responsibilities of
educators, leading to burnout (Schroeder, 2020)
Additionally, this pandemic leads us to anxiety
and depression affecting one's productivity
causing stress-related work (Leite et al. 2020).
And lastly considering the demographics of the
participants, majority of the participants were
females who were millennials and were
considered vulnerable to work-related stress
based on the journal entitled Why Are Women
More Stressed Than Men?(n.d.).
Table 5 shows the challenges in the
assessment of student performance during online
education. It was noted that all items were often
experienced by allied health educators. The data
also show the commonality of the challenges the students to comply, LPU2P1” uttered those
experienced by all educators from the four justifications why they could not check and
campuses. They were challenged in checking the assess as well as discuss the results.
work of their students, giving feedback, and Furthermore, the type of assessment and
discussing on time the results of the assessment. activities also contributed to the reasons why
Given that they cannot check and review on time educators cannot give timely feedback and
the output of their students because of the taxing discuss the results to their students as some
workload of this online class, it has a domino educators from all LPU campuses said, “no more
Table 5
Challenges to Online Education Among Allied Health Educators
in terms of Assessment of Students’ Performance
LPU1 LPU2 LPU3 LPU4 WM VI R
1. I can create authentic examination 3.29 3.11 3.48 3.67 3.39 O 1
that will assess thecomprehension of
my students during online teaching
2. I can check and review on time 3.10 3.11 3.14 3.67 3.25 O 3
the output of my students submitted
in the online learning platform.
3. I can give immediate feedback on 2.90 2.89 3.10 3.33 3.06 O 4
the work and requirements Igave to
my students.
4. I use appropriate assessment tools 3.29 3.33 3.45 3.33 3.35 O 2
for my online classes. (Ex: rubrics
for lecture and laboratory)
5. I can discuss on time the results of my 3.00 2.89 3.17 3.00 3.02 O 5
assessment with each student in my
class especially those with difficulty in
the course.
Composite Mean 3.11 3.07 3.27 3.40 3.21 O
Legend: 3.50 – 4.00 = Always (A); 2.50 – 3.49 = Often (O ); 1.50 – 2.49 = Sometimes (S); 1.00 – 1.49 = Never (N)

effect on the discussion of the results as well as
in giving feedback on the work of the students.
Pre-pandemic, educators were used to checking
outputs using a red ink pen to note their
corrections on the work of the students; however,
in online education, outputs and activities of the
students were submitted online via learning
management system; thus, the teachers must
have a good strategy in checking and assessing
those output so as not take to take too much of
their time. Another reason why they cannot do
this routine was that their vacant and free time
was allotted in preparing and making modules for
the next topic. Online education is demanding in
terms of time as LPU3P2 mentioned that “I cannot
do it on time … I have to prepare for my next
class” the same sentiments with LPU1P1 saying
that “I can’t give immediate feedback because of
the heavy workload of online education”. Next to
that was the late completion of students on their
academic requirements that left teachers with no
choice but to move the deadline for consideration
and to show leniency “alibis and failure of the
student to submit their work on time is a factor,
LPU1P2”, “the timeliness of the submission of
students, LPU3P1”, “Adjusting the deadlines for
to essay questions”. Moreover, the number of
students per classes was not appropriate “since I
have fewer number of students per class, I can
easily give feedbacks LPU3P3” on contrary to the
statement of LPU3P1, LPU3P2, LPU2P2,
LPU1P5, LPU1P6 that the bigger the class size
is, the more challenging it is to check. And lastly,
internet issues and the LMS itself should also be
considered why educators cannot check and
assess the activities online on time.
One of the most important aspects of
teaching-learning activities is the assessment of
students’ performance as this will allow the
students to know their progress in a certain field
of interest. As defined by Kearns (2012), student
assessment is fundamental in teaching-learning
activities. Nonetheless, based on this study,
giving immediate feedback on the work and
requirements submitted by the students was
considered a challenge to allied health educators.
This may be due to the taxing workload of
teaching online that affected the prompt feedback
on students’ work. Second, since immediate
feedback was not possible, educators tend not to
discuss on the time the results of their
assessments to each student especially those
with difficulty in the course. Based on the study of This study shows that allied health educators of
Guangul et al. (2020), educators have a hard time LPU campuses provided course syllabus or
giving feedback immediately because the number course plan; however, the challenge on crafting
of students in one class is not relatively small in one was considered a challenge as LPU3P2
number, but he stated that alternative mentioned that “it is stressing to make course
assessments could lessen these challenges. plan most especially if you need to rush on it”.
Alternative assessments including online Course syllabus or course plan contains detailed
presentations wherein giving feedback can learning outcomes, content, and teaching-
immediately be done and the use of e-portfolio learning activity that will take place in a certain
can also minimize the probability of being period. Educators were considered as the
dishonest in academic requirements. fundamental focal point of the educational set-up.
Table 6 depicts the challenges to online They must be presentable at all times as this will
education as per preparation for online classes. somehow show their professionalism and
The data showed that allied health educators personal well-being. In the advent of COVID-19
from the four LPU campuses were always pandemic, educators teach at the comfort of their
providing course syllabus/course plan, and homes, but they must take into their mind that
teaching guide, they also make sure that they being presentable should be considered despite
project well in the box during the online being at home since their students can see them
synchronous mode and always provide engaging and possibly even the relatives of the students. In
instructional materials like books and e-books to the study of Demir et al. (2021), he pointed out
name a few. On the other hand, they often that the physical features of the educators
provide flexible learning materials and often, they showed a positive impact on the appreciation of
were organized and well prepared in the online the students in the learning environment. The
Table 6
Challenges to Online Education Among Allied Health Educators
in terms of Preparation for the online class
LPU1 LPU2 LPU3 LPU4 WM VI R
1. I select and provide varied and 3.48 3.44 3.59 3.67 3.54 A 3
engaging instructional materials
(like books/e-books, readings,
websites, handouts, study guides,
laboratory manuals, videos, etc.)
that align with learning outcomes.
2. I provide flexible learning materials 3.52 3.56 3.52 3.33 3.48 O 4
that are relevant to the diverse
needs of students.
3. I am organized and well prepared 3.33 3.11 3.48 3.67 3.40 O 5
in the delivery of the lessononline.
4. I make sure that I will project well in 3.43 3.44 3.72 3.67 3.57 A 2
the virtual classroom.
5. I provide a syllabus/course 3.57 3.67 3.76 3.67 3.67 A 1
plan/teaching guide that shows the
alignment of learning activities and
materials that supports thelearning
outcomes
Composite Mean 3.47 3.44 3.61 3.60 3.53 A
Legend: 3.50 – 4.00 = Always (A); 2.50 – 3.49 = Often (O ); 1.50 – 2.49 = Sometimes (S); 1.00 – 1.49 = Never (N)

class. diverse needs of the students during traditional

Providing a course syllabus is important
in the educational setup most especially at the
tertiary level as this allows the students to have
an overview of what will happen throughout the
semester. The course syllabus was defined as a
written document between instructor and
learners. It helped students to promote effective,
efficient, and engaging learning (Merrill, 2020).
face-to-face education have been a challenge to
educators, the same challenge was also
significant in today’s set-up the innovative
practices of educators in providing the needs of
the students have a substantial contribution to the
understanding of the students. It is considered a
challenge because while teaching online,
educators must be able to convert their prepared
activities which were designed specifically for
face-to-face, to be an excellent learning material
suitable for online education.
COVID-19 can have a positive impact on
the educational setup because it allows HEIs and
instructors to be dynamic and to be innovative in
the teaching and learning strategies. However,
according to Gillett et al. (2020), instructors have
several needs to successfully achieved an
effective online experience. This includes course
transformation, time, technical support, issues in
teaching style including classroom management,
and preparation for the online class. Additionally,
teachers must find time in preparing for the online
class. Time to meet instructional technology, time
questions and responded on it promptly. Second,
setting rules to follow was also noted as one of
the best practices of all LPU allied health
educators most especially the educators from
LPU4. Third, attending the synchronous online
class was also not a challenge to allied health
educators since all the educators of LPU
campuses can always attend their class
particularly the educators from LPU2. Lastly,
calling the attention of unruly student/s during
synchronous online education got the lowest
mean of 3.47 which is verbally interpreted as
often.
Maintaining order and harmony in the
classroom and making it conducive for learning

Table 7
Challenges to Online Education Among Allied Health Educators
in terms of Classroom Management
LPU1 LPU2 LPU3 LPU4 WM VI R
1. I check the attendance of my 3.14 3.78 3.69 4.00 3.65 A 4
students during synchronous and
asynchronous classes.
2. I attended my synchronous class on 3.57 4.00 3.79 3.67 3.76 A 3
time and end it on time.
3. I set rules to follow during 3.62 3.89 3.83 4.00 3.83 A 2
synchronous and asynchronous
sessions.
4. I immediately call the attention of 3.14 3.56 3.52 3.67 3.47 O 5
unruly student(s) during
synchronous class.
5. I give time for my students to ask 3.71 3.89 3.97 4.00 3.89 A 1
questions and promptlyrespond to
the questions.
Composite Mean 3.44 3.82 3.76 3.87 3.72 A
Legend: 3.50 – 4.00 = Always (A); 2.50 – 3.49 = Often (O ); 1.50 – 2.49 = Sometimes (S); 1.00 – 1.49 = Never (N)

to be prepared for online teaching, time to be
prepared in making learning materials, and time
to be an enthusiast in using technological
platforms. Lastly, doing something as complex as
teaching in online education takes great time,
effort, and mental energy to adopt. And for the
educators to be prepared enough for the online
class, support from the university or institution is
necessary by pushing the faculty into the roles of
online educators aside from transitioning them via
training (Lichoro, 2020). A successful instructor’s
preparation for online education is a must and it
could only be achieved by the help and support of
the higher educational institutions.
Table 7 exemplifies the challenges to
online education in terms of classroom
management and the data showed that all allied
health educators across the four campuses can
always perform all the items specifically allied
health educators from LPU1, LPU2, LPU3, LPU4
can always give time for their students to ask
allowed the students to appreciate the
environment thus will result in positive outcomes
of the educational goal. Amidst this COVID-19
pandemic, all educators including allied health
professionals as a facilitator of learning should be
diligent in managing the virtual classroom making
it appropriate to the learning needs of the
students. In addition, similar study conducted by
Babadjanova (2020) showed that classroom
management was described as a prerequisite to
achieve the goals of education and to ensure the
safety of both students and educators; however,
the overwhelming nature of imposing classroom
management remains a challenge in teachers be
it in traditional and online education (McGarr,
2021). In connection to calling attention to the
unruly behavior of the students which got the
lowest mean, it can be implicated that student
behaved well during online class and the
educators did not call their attention to a virtual
room because of the fear that the students might
be a victim of cyber-bullying and instead of doing assessment of student’s performance got the
that in synchronous mode, educators tend to talk lowest mean in LPU3.
to the student privately.
According to Gordon (2020), educational Thematic Analysis of Challenges to Online
set-up whether residential or online education, Education
effective classroom management is a key to a
productive environment. This will allow the Table 9 shows the summary of the
students to feel that they were in the traditional responses of the participants in the focus group
classroom set-up. But challenges to classroom discussion. It was noted that complying with
management in online education should still be teaching requirements such as the submission of
considered. One, the students have the benefit grades, exams, TOS, making learning materials,
that their educators are not physically present; and modules got the highest frequency. This
thus, affecting the way how the educators can call theme was about the pressure in the teaching
the attention of unruly and non-participative requirements such as the exams, lectures,
students. Correlating the challenges in terms of videos, grades, and likes, the time that was
students’ participation, interaction, and needed to craft a learning module, materials, and
engagement could also be affected by classroom activities, and aligning it to the attainment of
management, the teacher's teaching strategies learning outcomes. Some of the responses
and classroom management skills are not concerning this theme were “Making questions
appropriate to encourage the participation of for the major exam should be not searchable in
students. According to Bord (2020), classroom the google since the examination is given online.
management is considered the hardest part of Thus, it requires a lot of time to prepare for one
Table 8
Summary Table on the Challenges to Online Education Among Allied Health Educators
LPU1 LPU2 LPU3 LPU4 WM VI R
1. Communication 3.20 3.36 3.56 3.47 3.40 O 4
2. Use of Technology Tools and 3.34 3.49 3.66 3.80 3.57 A 2
Platform
3. Mental Health 2.98 3.24 3.19 3.07 3.12 O 6
4. Assessment of Students’ 3.11 3.07 3.27 3.40 3.21 O 5
Performance
5. Preparation to online class 3.47 3.44 3.61 3.60 3.53 A 3
6. Classroom Management 3.44 3.82 3.76 3.87 3.72 A 1
Composite Mean 3.26 3.40 3.51 3.53 3.43 O
Legend: 3.50 – 4.00 = Always (A); 2.50 – 3.49 = Often (O ); 1.50 – 2.49 = Sometimes (S); 1.00 – 1.49 = Never (N)

teaching and one of the teacher’s top
professional development needs. Additionally,
she said that a seasoned faculty could attest to
the relevance of classroom management.
Table 8 shows the composite mean of the
challenges to online education among the allied
health educators of four LPU campuses namely
LPU-Batangas, LPU-Cavite, LPU-Davao, and
LPU-St. Cabrini. This arrangement of LPU
campuses has nothing to do with the code used
in this study. Among the six variables, classroom
management, use of technology tools and
platforms, preparation for the online class were
always practiced by allied health educators
showing less challenge. Communication,
Assessment of Student’s Performance and
Mental Health showed to be more challenging
than the other items. Mental health got the lowest
mean in LPU1, LPU2, and LPU4, while
question.”, “Preparing questions in the exam is
challenging for me because I must make sure that
the questions in my exam are not searchable on
the internet.”, “I am struggling in making learning
tools since I have to make tools necessary for
online education”. It was followed by difficulty with
interacting, engaging, and encouraging the
students with a frequency of 44. This was all
about the communication that hinders the
continuity of the learning process in this learning
modality. Participants’ responses to this theme
were “Communication becomes challenging
because students are off-cam you don’t know
whom you are talking with”, “Interacting is a big
challenge because they are not focusing on what
is being flashed on the screen, they are out of
focus.”, “Interaction of students in online class
discussion is a challenge because we don’t know
what the students are doing during synchronous
class since they are not opening their camera.”, following were mentioned - “It is impossible for me
“There was an awkward moment at first because a part-time instructor to give immediate
Table 9
Summary of the Qualitative Data on the Challenges to Online Education Among Allied Health
Educators
Themes Frequency Percentage (%) Rank
1. Difficulty with interacting, engaging, and encouraging the
44 20.56% 2
students.
2. Giving clear instructions and directions in online education. 9 4.21% 10
3. The utilization of the available learning management
20 9.35% 8
system to online education.
4. The problems, issues, and concerns encountered in the
27 12.62% 6
technological tools such as LMS and MS Teams.
5. Collaboration with fellow educators. 1 0.47% 13
6. Administrative support in the use of technology and
16 7.48% 9
instructions delivery.
7. The effects of class size in assessing and feedback, as well
31 14.49% 5
as the assessments itself, and feedback mechanism.
8. The feeling of being sad, tired, and worried. 36 16.82% 3.5
9. The excuses, personal issues, attention, and attitude of
36 16.82% 3.5
students towards online education.
10. Complying with the teaching requirements (grades, exams, 48 22.43% 1
TOS, modules, learning materials) and the effort on it.
11. Managing class, setting rules, and policies in online
21 9.81% 7
education.
12. Limitations in the available tools, models, and skills
5 2.34% 11
development for laboratory components.
13. Personal circumstances of the educators. 4 1.87% 12
there were no responses at all from my students feedbacks on the work of my students because
during online synchronous class.”. The feeling of ...”, “The number of students per class is too big,
being tired, worried, and sad, as well as the that's why I can't give immediate feedbacks to the
excuses, personal issues, attention, and attitudes activities of my students”, “I can give immediate
towards online learning, got the same frequency feedbacks to my students since I have lesser
of 36. All statements regarding mental health students, I think it is an advantage to have a
issues were counted, statements under this lesser class size since we really can assess and
category were “I am very much affected and to monitor the performance of the students.”.
the point that I feel worried and disappointed Educators also shared their experiences and
every time that the quizzes of my students are not challenges encountered in the use of technology
good.”, “I am stressed because I am giving the tools, technological platforms, and other
activity 2 weeks before the submission but still alternative sites such as “The use of short-answer
there are students who submitted their work late category in making question is quite challenging
sometimes their excuses are not acceptable but because of the other possible answers that the
since we were task to be considerate then I am students are encoding that are also acceptable.
accepting the work of my student”, “Most of the Thus, requires me to recheck the answers of my
times I submit my grades late because of the students one by one.”, “Recording of the
alibis and personal challenges of my students. I annotations in the white board in MS teams is not
must adjust the deadline.”, “…their attention is not possible.”. Managing class, setting rules, and
on the online class.”. The effects of class size in policies in online education were all about the
assessment and feedback, as well as the experiences of educators in this category they
assessment itself, and feedback mechanism said the following statements “I am imposing
were all about the factors and challenges grace periods, No LMS beyond 15 minutes”, “I am
experienced in giving prompt feedback and setting rules for my student to follow, it is
discussing the feedback. During the FGD, the important to set rules.”. On the eighth stop was
the utilization of the available learning
management system to online education. this
was regarding their experiences in the use of
LMS “Basic features of LMS such as uploading of
video lectures, assignments, quizzes, and other
materials were already mastered.”, “I am aware
on how to utilize the basic features of LMS such
as uploading quizzes, activities, assignments,
uploading video lectures.”. Other issues and
concerns of the allied health educators regarding
to online class were “MIS department (CTEE)
staff are efficient in extending their help in
troubleshooting the problems and errors
encountered in the LMS and MS teams. They
respond as soonest as possible and fix the error
in the LMS on their own.”, “I am tried, pressured,
and stressed in the demands of my students as
well as the demands of the management”, “Our
MIS department should work hand in hand in
dealing with the concerns of faculty in the LMS
and MS teams as well as the problems and issues
of the students. After all, if the students can't
access the LMS then we have to give
considerations and adjustment in the deadline
and other activities causing frustrations and
stress because I have to beat the deadline.”.
Giving clear instructions and directions in online
education has a frequency of nine. These were
concerning the “Challenge in giving clear
instructions most especially in the laboratory
because students cannot imagine the
procedures. That requires the teacher to meet the
class synchronously to explain further the
instructions and directions.”, “Written instructions
must be explained thoroughly to the students.”.
Limitations in the available tools, models, and
skills development for laboratory component was
also considered as a challenge to the online
education, educators shared that “Due to
limitations in the available resource I got tried in
preparing my modules and activities.”,
“…resources like for example in professional
courses and laboratory are limited.”. And lastly
personal issues and circumstances of the
educators that could affect their teaching
strategies in this online education “Since I am a
neophyte in the teaching profession, I have self-
doubts.”, “…I have a little doubt on myself”, “I am
not 100% comfortable …”. This data implies that
aside from variables presented in the survey
questionnaire there were other challenges to
online education experienced by allied health
educators in the four campuses of LPU.
III. Adaptive Strategies
Table 10 shows the different adaptive
strategies of allied health educators to online
education. In the case of LPU1, educators can
often fully utilize the use of LMS and other
technological tools necessary to online education
to be followed using new technologies and
resources, they can also manage their time well,
collaboration with fellow instructor, rank fourth,
fifth is the ability to do different strategies to online
education and lastly, the ability to develop new
resources and transforming resources suitable
for online education. Furthermore, in terms of the
adaptive strategies of LPU2, it was noted that the
utilization of the technological tools as well as the
use of new technologies and resources were
being adopted often as well as the development
of new resources suitable for online education to
be followed by the ability to manage time
collaborate among other educators and the
adaptation to different strategies in online
teaching got the lowest mean of 3.11. Similarly,
to the results of LPU1 and LPU2, LPU3’s
educators stated that they can fully utilize the use
of LMS and the use of different technological
tools, they can also collaborate, manage time
well, and do different strategies in teaching
garnered the lowest mean of 3.21. On the other
hand, LPU4 educators can show the highest
adaptability in all strategies presented wherein all
items got a mean of 3.67 which was verbally
interpreted as always. It was noted that all allied
health educators among all campuses can fully
utilize the technological tools such as the LMS,
video conferencing applications, and virtual
laboratories, followed by using new technologies
and resources necessary to online education.
Allied health educators also collaborate with
fellow instructors for exchanges of ideas and
innovations in online education and the adaptive
strategy that garnered the lowest mean is the
ability to do different strategies in teaching online.
As shown, educators from all campuses
utilized the use of technology in teaching as this
was believed to be the best solution for the
continuity of the educational process. Technology
plays a vital role in this online education. To fully
adopt on this sudden change in the educational
paradigm, educators must be able to do different
innovative teaching approaches and technologies
to meet the challenges that go along with this set-
up (Mirata et al., 2020). In addition, Chua et al.
(2020) and Lucey & Johnston (2020a) mentioned
that these innovative practices and effective
traditional face-to-face strategies will be the new
face of medical and allied health education that
has been sleeping for almost a decade.
 Table 10
Adaptive Strategies to Online education
LPU1 LPU2 LPU3 LPU4 WM VI R
1. I can develop new online 3.10 3.33 3.10 3.67 3.30 O 5
resources and transform my
learning modules suitable to
online education
2. I can use new technologies and 3.48 3.22 3.48 3.67 3.46 O 2
resources necessary for online
education
3. I can manage my time well in 3.38 3.22 3.21 3.67 3.37 O 3
terms of attending classes
online, making authentic
assessments, submission of
requirements ontime.
4. I can collaborate with my fellow 3.24 3.22 3.31 3.67 3.36 O 4
instructors in exchange of ideas
and innovations in teaching
online
5. I can do different strategies in 3.14 3.11 3.21 3.67 3.28 O 6
teaching online such as t h e
use of online polls, surveys,
word cloud applications.
6. I can fully utilize the use of 3.48 3.56 3.55 3.67 3.56 A 1
technological tools such as
LMS, Video conferencing
applications, virtual laboratories
during an online class.
Composite Mean 3.30 3.28 3.31 3.67 3.39 O
Legend: 3.50 – 4.00 = Always (A); 2.50 – 3.49 = Often (O ); 1.50 – 2.49 = Sometimes (S); 1.00 – 1.49 = Never (N)

Furthermore, these adaptive strategies have observed that there was a significant difference in
promoted the transformation of the higher classroom management when grouped according
education institution most especially the allied to the year of birth, years of teaching, and
health education sector. This COVID-19 program. This means that the responses differ
pandemic has been constant in changing the significantly and based on the post hoc test
landscape of medical education including allied conducted, it was found out that Generation X,
health education and this shift in the educational teaching for more than 8 years, and from the
modality allowed educators to redefine Nursing department encountered greater
collaboration involving the integration of activities challenges to online education. Effective teachers
that requires partnership and shared were good classroom managers. Effective
responsibility and authority Brown & Finn (2021), classroom management is considered to be the
which is important in today’s arrangement. It will most important responsibility of an educator in
lessen the burden to an educator because it will any mode of the learning environment (Stewart,
also give opportunities in new crafting devices 2008). Good classroom management will enable
and materials that can be used in this online educators to foresee and recognize problems and
education as the educators must be able to make address them accordingly. In a similar, it showed
quality learning materials that will address the that effective classroom management enhances
diverse needs of the students König et al. (2020). and upholds the academic excellence and
integrity of the students which are all important in
all allied health programs, as their programs
IV. Comparison between the Challenges to aimed to produced efficient and excellent
Online Education Among Allied Health healthcare providers with the value of integrity
Educators and the demographic profile and virtues of a healthcare provider. Seasoned
faculty who had been in the teaching profession
Table 11 presents the comparison of attested to the relevance and significance of
responses on the challenges to online education maintaining effective classroom management to
when grouped according to profile. It was be conducive for learning. Furthermore,
seasoned faculty were considered more also at the state of balancing the family life and
disciplinarian than those who were new in career which includes teaching that put them at
teaching; on the contrary, neophytes and young the center of being vulnerable in experiencing
educators were idealistic and dynamic in carrying greater challenges. Additionally, differences in
out classroom management (Bord, 2020; the teaching experiences could also be a factor
Queroda, 2021). (Don et al., 2020; Jimenez, 2021; Rolle-
Table 11
Difference of Responses on the Challenges to Online Education Among Allied
Health Educators When Grouped According to Profile
Year of Birth U / λ2c p-value Interpretation
Communication 5.201 0.158 Not Significant
Use of Technology Tools and Platform 4.96 0.175 Not Significant
Mental Health 0.943 0.815 Not Significant
Assessment of Students’ Performance 5.967 0.113 Not Significant
Preparation to online class 2.399 0.494 Significant
Classroom Management 8.569 0.036 Significant
Sex
Communication 367 0.337 Not Significant
Use of Technology Tools and Platform 377.5 0.422 Not Significant
Mental Health 417.5 0.846 Not Significant
Assessment of Students’ Performance 330.5 0.133 Not Significant
Preparation to online class 426.5 0.951 Not Significant
Classroom Management 424.5 0.925 Not Significant
Years of Teaching
Communication 3.609 0.307 Not Significant
Use of Technology Tools and Platform 1.713 0.634 Not Significant
Mental Health 4.37 0.224 Not Significant
Assessment of Students’ Performance 0.801 0.849 Not Significant
Preparation to online class 0.618 0.892 Not Significant
Classroom Management 9.986 0.019 Significant
Program
Communication 12.683 0.013 Significant
Use of Technology Tools and Platform 4.827 0.305 Not Significant
Mental Health 4.697 0.320 Not Significant
Assessment of Students’ Performance 6.985 0.137 Not Significant
Preparation for online class 8.797 0.066 Not Significant
Classroom Management 13.168 0.010 Significant
Campus
Communication 5.244 0.155 Not Significant
Use of Technology Tools and Platform 5.615 0.132 Not Significant
Mental Health 1.471 0.689 Not Significant
Assessment of Students’ Performance 1.22 0.748 Not Significant
Preparation to online class 1.698 0.637 Not Significant
Classroom Management 6.873 0.076 Not Significant
Legend: Significant at p-value < 0.05

Differences in the teaching and adoption Greenidge & Walcott, 2020). Reyes et al. (2020),
of online education were noted to be significant in categorized allied health educators as
terms of experiencing challenges. In this study, competence-centered, empathetic-centered,
educators who belong to Generation X innovative-centered, and flexible-centered
encountered challenges to online education generation. Generation X was categorized as
mainly because of their characteristics such the flexible-centered but despite that classification,
need for guidance in the use of technology since they were considered to experienced greater
they were used to the traditional setup along with challenges.
Baby Boomers. Generation X educators were
 Table 12
Relationship Between Challenges to Online Education Among Allied
Health Educators and Adaptive Strategies to Online education
Online education has a significant effect
on all educators across programs most
specifically in the Nursing program. BS Nursing,
a four-year program, provides intensive Nursing
practicum that will refine further the competencies
of nurses; thus, related learning experience was
considered important (CHED, 2017). Nursing
educators experienced greater challenges
because they must transform the attributes of
nurses to their students in a virtual classroom
which was not possible because of the limitations
of available medium. The interaction between
teachers and students was missing in the online
classroom since students tend to turn off the
camera and were not responding to the call of
their instructors. Soft skills including the
behavioral and psychological aspects of being
nurses were important but due to this pandemic,
the educators could not give everything. The
development of senses which were considered
the core of the Nursing profession was not
possible due to the limitations of online education
(Dewart et al., 2020).
Furthermore, there was also a significant
difference in communication since the obtained p-
value of 0.013 was less than the 0.05 alpha level.
The result reveals that the responses vary and
from the pairwise multiple comparison. The
Nursing educators encountered greater
challenges on communication. Communication
particularly interaction is important in the nursing
profession since most of the time they have
constant communication with patients.
Communication has been a challenge to all
health educators most specially to Nursing
educators because they must teach their
students how to communicate with patients thru
verbal and non-verbal communication. Since
students were hesitant to participate actively in
the online education, this put communication as a
significant challenge to the nursing program
(Buheji & Buhaid, 2020; Sheroun et al., 2021).
V. Relationship of Challenges to Online
Education and Adaptive Strategies
Table 12 displays the association
between the challenges and adaptive strategies
to online education. It was observed that the
obtained rho-values indicate a moderate direct
correlation, and the resulted p-values were less
than 0.01 alpha level. This means that there was
a significant relationship exists and implies that
the more challenges experienced, the more
adaptive strategies employed to online education.
However, there was no significant relationship
between mental health and adaptive strategies
since the adaptive strategies presented in the
survey question were mainly focusing on the
adaptive strategies in teaching during online
education; thus, it showed that the adaptive
strategies presented have no significant
relationship to mental health.
CONCLUSION
The consequences of the COVID-19
pandemic had led us to an entirely different setup
more specifically in the educational sector. As the
HEIs in the Philippines implemented the purely
online learning modality, it brought significant
challenges. Students were affected but also the
educators who were considered as the frontlines
of the academic community. This study showed
that classroom management, preparation to the
online class, and the use of technology
contributed challenges to the allied health
educators particularly, calling of the attention of
unruly behavior of the students, being organized
in the online education and troubleshooting of
errors encountered in the technological tools.
Interacting with students, encouraging students’
active participation were noted as the challenges
to online education in terms of communication.
On the other hand, being pressured in the
demands of online education in submitting
teaching requirements, being worried if students
learned during online education and the feeling of
being sad whenever students do not participate in
the online teaching were the factors that affected
the allied health educators in terms of mental
health. Lastly, in assessment of student’s
performance it showed that discussing on time
the results of the assessments, giving immediate
feedbacks, and checking the activities of the
students were the notable challenges. All these
challenges were due to the personal
circumstances of the students, failure of the
students to comply on time, problems and issues
on the internet, the number of students per class
and the type of the assessment given.
Adaptive strategies of educators to online
education had a significant relationship to the
challenges experienced by the allied health
educators. Furthermore, the year of birth, years
of teaching experience, and program had a
significant relationship to classroom
management. Effective classroom management
was a technique allowing the environment to be
suitable in learning. Baby Boomers and
Generation X educators were disciplinary
educators; Generation Y were the innovative
educators and Generation Z were technological
educators the reason why age and years of
teaching had a significant relationship to the
classroom management. Program competencies
that need to be developed were the factor why
program has a significant relationship with
classroom management.
Lastly, Generation X, teaching for more
than 8 years from Nursing program showed the
greatest challenges to online Nursing program.
Although online education has been a challenge
to allied health educators, it provided an
opportunity for educators to be flexible,
innovative, and creative in the teaching strategies
to meet the diverse needs of allied health
students. It also opened the door of HEIs to
change the landscape of medical and allied
health education in the Philippines. Therefore, to
lessen these challenges, educators’ commitment,
adaptation, and effort, as well as the collaborative
efforts of students, administration as well as the
support from the government were key factors for
the success of online education.
RECOMMENDATIONS
One of the objectives of this study was to
propose a plan of action that could recommend
university officials and educators to fully adopt
online education and to lessen the challenges.
Therefore, the researcher recommended the
following intervention and actions.
To increase instructors/professors’
adaptation in the use of the available learning
management system (LMS), video conferencing
applications, virtual laboratories, and simulations.
The following are the key strategies and activities
(1) Provide effective and efficient technological
experts who will assist the concerns of the
instructors/professors in the use of the LMS,
video conferencing applications, and likes. (2)
Provide access to the digital solutions and
simulations before the start of the semester,
therefore the instructors/professors could preview
the available activities and simulations. It will also
allow the instructors/professors to integrate the
use of the available virtual laboratories in their
course plan/course syllabus. (3) Back up files and
activities uploaded in the LMS.
To effectively assess and evaluate the
performance of the students during online
education LPU Campuses instructors should (1)
Limit subjective type questions/tests like an essay
that requires too much time in assessing and
evaluating the answer of the students. (2) Use of
institutionalized (standardized) rubrics in
assessing the output (essay, audio-visual
presentation, class reporting, group work, etc.)
and performance (return demonstration, oral
presentation, etc.) of the students. (3) Use of
alternative assessments like case presentations
for those courses with at least 3 units credit to
facilitate the presentation. (4) Utilizing one
assessment that will be good for at least two
different courses wherein the course intended
learning outcomes will be addressed accordingly.
(5) Utilization of the instant feedback in the LMS,
for the students to know immediately the rationale
of the questions/activity. (6) Implement an
appropriate teacher-student ratio in a class.
Online education had been taxing to both
instructors and students thus effective and
appropriate teacher-student ratio in a class would
be a great help for the instructors to effectively
assess and evaluate the performance of the
students.
To improve instructional delivery,
methods, and strategies. (1) Unified curriculum
and instructional strategies across LPU
campuses offering allied health courses to
produce efficient allied health professionals
embodied with the core values of the institution.
(2) Openness to collaborate with fellow educators
in the college or even in the other campuses to
share the best practices in instructional delivery.
(3) To lessen the burden during asynchronous
learning mode. Instructors/professors are
encouraged to provide pre-recorded lectures that
will be uploaded in the learning management
system for the students to watch. Provide guide
questions that will allow the student to understand
the lesson, the pre-recorded lecture will answer
the guide questions. (4) During online
synchronous mode, instead of doing full-blown
lecture highlight topics and concepts that are
essential and ask problem-based questions to
facilitate higher-order thing skills. (5) Allow
instructors to use the resources of the institution
most importantly the laboratory facilities to record
video lectures about the procedures and
concepts of each laboratory activity. (6) Establish
the importance of open communication between
students-instructors and students-students
during the start of the semester. (7) Allot time for
the instructors to improve their modules and
learning materials that will address the diverse
needs of the students.
To ensure the well-being of the
instructors. (1) Implement at least a 3-day
academic break every after the major
examination. No requirements must be submitted
during these days. No meetings and conferences.
(2) The deadline of academic requirements
should be clear and consistent.
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