Challenges and Learning Gaps experience by CCJEF Students

In Virtual Laboratory Classes

Challenges and Learning Gaps experience by CCJEF Students

In Virtual Laboratory Classes

An Undergraduate Thesis Presented to the Faculty of the

College of Criminal Justice Education and Forensics

In partial fulfillment of the requirements for the Degree of

Bachelor of Science in Criminology/ Bachelor of Forensic Science

Casupanan, Patricia Anne S.

Laxamana, Patricia Mae M.

Pangilinan, Alyssa Nicole D.

2022
Challenges and Learning Gaps experience by CCJEF Students
In Virtual Laboratory Classes

HOLY ANGEL UNIVERSITY

Challenges and Learning Gaps experience by CCJEF Students
In Virtual Laboratory Classes 3

HOLY ANGEL UNIVERSITY

INTRODUCTION

This chapter discusses the researcher's introduction and its purpose, the literature

review, the theoretical or conceptual framework, and the research problem.

The College of Criminal Justice Education and Forensic Science (CCJEF)

Department of Holy Angel University offers a four-year degree program, specifically

the Bachelor of Science in Criminology and Bachelor of Forensic Science, that equips

learners with the skills to apply theoretical perspectives to practical applications.

Relating the laboratory classes to CCJEF students provides them with a stimulating

learning environment to acquire and develop practical skills (Bretz, 2019).

Laboratory practices are considered an integral part of education in various

disciplines, defined as learning experiences in which the learners interact with the

authentic material to observe theoretically taught events (Hofstein & Lunetta, 1982). As

the curriculum guide, laboratory training is mandatory, a requirement for all

professionals' academic accreditation. They aim to develop learners' application skills

such as observation, measurement, estimation, planning, hypothesis building, problem-

solving, collaboration, data acquisition, interpretation of results, and time management

(Kennepohl, 2013)

Due to the loss of in-person instruction caused by the global pandemic in 2020,

laboratory classes were quickly moved to online delivery (Colthorpe & Ainscough,

2021). Students believed that the lack of in-person laboratory sessions, connections with

classmates, and interactions with the faculty hindered their ability to study. The
Challenges and Learning Gaps experience by CCJEF Students
In Virtual Laboratory Classes 4

HOLY ANGEL UNIVERSITY

researchers indicates that the students prefer traditional laboratory classes rather than

online learning or laboratory. Some studies shows that they are favor on traditional

classroom instruction stating that “"online learners will quit more easily" and "online

learning can lack feedback for both students and instructors" (Atchley et al., 2013).

Psychological and physical effects most of the students complained of their

inability to focus in their homes (Bocar & Tizon, 2017), discomfort with distance

learning (Croft, 2010), and emotional stress brought on by the COVID-19 epidemic

because they are not used to full-swing distance learning (Coronel, 2020; UNICEF

Philippines, 2020). Psychological effects refers to, involving, or having to do with the

mind, especially as it relates to consciousness, emotion, or motivation. Due to a lack of

desire, students struggle to manage their time and participate in class. In addition, to

self-paced learning, educator and students reported irregular sleeping patterns. Self-

paced learning refers to a method of instruction that permits the student to move at their

own pace, as quickly or slowly as they choose. These effects included eye strain and

headaches from prolonged computer screen use (Harvard Medical School, 2017; Lissak,

2018) and back and neck pain from prolonged sitting (Karimi et,al. 2017), and irregular

sleeping hours.

Virtual laboratories have become extremely popular by using various

technologies in distance education ever since the pandemic happened (Dhawan, 2020).

To deal with the current issue in which schools and universities are facing, the

implementation of multidisciplinary approaches has made throughout the world,

integrating e-learning platforms as a catalyst (Soni, 2020). Therefore, to adapt in the

Challenges and Learning Gaps experience by CCJEF Students
In Virtual Laboratory Classes 5

HOLY ANGEL UNIVERSITY

new distance learning it compels instructors and students to make big adjustment in the

learning and teaching process in the creation of virtual lab simulation and other e-

learning laboratory platforms among CCJEF students. Distance learning refers to a form

of instruction where the physical division of students and teachers during instruction

and the use of various technologies to enable student-teacher and student-student

interactions are the key components.

Teaching and learning capabilities instructors and students are not prepared for

distance learning because most teaching and learning in Philippine schools takes place

in classrooms (Pamaran, 2020). This approach, to some extent, restricts interactions and

makes them challenging, which could result in learning that falls short of what is rare in

the classroom (Sadeghi, 2019). There are fewer opportunities for collaborations,

intellectual exchanges, and other learning-enhancing events. Additionally, teachers find

it challenging to share information about the number and nature of the tasks they give

their students, which results in an excessive size of work for the students and lowers

their quality of life and academic performance.

For some teachers and students, their inability to use information and

communications technology (ICT) effectively prevents them from facilitating online

learning for students and themselves (Caluza et al., 2017). Information and

Communication Technology (ICT) refers to a wide range of technological resources

used to create, transmit, store, share, and exchange information. Additionally, teachers

spend all their time and energy finding out about their students' unique circumstances at

home and translating purportedly classroom-delivered lessons into online lessons.

Challenges and Learning Gaps experience by CCJEF Students
In Virtual Laboratory Classes 6

HOLY ANGEL UNIVERSITY

However, students faced difficulties due to their differences in analyzing and

understanding the instructions provided online and their burden for lacking in facilities

at home. Wilczewski et al. (2021) claimed that the online learning experiences of

students had a direct impact on academic adjustment, which in turn predicted

performance and satisfaction. Students' performances have been impacted by abrupt

changes to the learning environment because they are used to following traditional

classroom instructions.

Learning Environment in distance learning makes houses an informal component

of the learning environment (Bueli, 2012), some teachers and students struggle to create

a pleasant study space in their homes with the right furniture. Additionally, disruptions

from the house as challenging. Making dwellings suitable for DL is more challenging

by other conditions like high room temperatures imposed by the dry season (Arceo,

2020) and power outages (Cabuenas, 2020).

The Chairman of Commission in Higher Education (CHED), Mr. Prospero De

Vera declared that continuation of classes in both public and private institutions must

continue even during pandemic by giving them the option to determine the manner of

instruction under flexible learning (Magsambol, 2020). This decision has deeply

affected students in online learning as they struggle in adopting their new set up of

learning through online platforms with limited involvement of their instructors from

traditional classroom to face to face training (Kirem, 2015). The common hindrance for

their learning through online is their technical, computer literacy, and strong internet

connectivity not provided to them which fails students to catch-up with their lectures
Challenges and Learning Gaps experience by CCJEF Students
In Virtual Laboratory Classes 7

HOLY ANGEL UNIVERSITY

and given instructions. Therefore, it is crucial to determine the problems encountered

and effect of online learning to students. However, struggles will always be there in a

student life whether online or face to face learning set up depending on their capability

to carry the burden.

Learning Resources one obvious concern of teachers and students with the

unexpected move to DL is their resource readiness. Due to their location or the high

number of users in their homes, many people have stated that they do not have home

internet connections or that their interrelations are unstable (Jalli et,al. 2020). Many

students also struggle with a lack of supplies like computers and other technology

(Bagayas et,al. 2020). Additionally, numerous students complained that their textbooks

had been unrestrained in their dorms or schools, and professors discussed challenges in

developing or adapting their lesson plans to be suitable for DL. They are hurriedly

producing products like modules, video tutorials, and presentations (Business Mirror

Editorial, 2020).

The researchers conducted this study to determine the challenges of lived

experiences in the virtual laboratory and learning skills in exploring the learning gaps of

CCJEF students during their laboratory classes. Thus, as a result, this study potentially

informs educational practitioners, add to the body of knowledge in the field of learning

environments, and stimulates further investigations into the effectiveness of virtual

laboratories as an instructional method.

Keywords: learning gaps, lived experiences, distance learning, online laboratory

Challenges and Learning Gaps experience by CCJEF Students
In Virtual Laboratory Classes 8

HOLY ANGEL UNIVERSITY

Review of Related Literature

Learning Gaps on Online Laboratory Classes

In Bukidnon (Migalang and Azuelo, 2020) the study examines the learning gaps

rendered by students' inadequate aids, which directs to inferior achievement because the

group of students lacks the essential instruments and supplies to recreate home

laboratory. Learning gaps refers to a student's relative success during an online

laboratory class. The gap between what a student has gained and what was anticipated

of him or her. These are regarded as the problems that students face while taking online

laboratory classes. These gaps, which might result in inferior grades of technical

performance, may endanger the expected capabilities and competencies that students

will discover. As a consequence, students are left behind because they lack resources

and assistance.

In Cebu (Jaca and Javines 2021), it investigates the effectiveness of learning

aptitudes which reveals that the students' vulnerability are exposed due to a deficiency

of instructional aid, unclear contact, and the incapability to assess student output

properly as the teacher's multiple student load and inability to fully observe student

skills, as opposed to face-to-face laboratories where the teacher can observe the

students' practice and provide immediate feedback. The study demonstrates that using a

virtual lab does not ensure technical proficiency because of its inherent restrictions and

difficulties.
Challenges and Learning Gaps experience by CCJEF Students
In Virtual Laboratory Classes 9

HOLY ANGEL UNIVERSITY

Numerous nations have been affected by the COVID-19 epidemic, which has

interrupted daily life. The strict quarantine precautions in the Philippines have moved

the conventional college courses online (Lim et al., 2022). Due to their ongoing

isolation and lack of interaction with lecturers and other students, college students may

experience psychological repercussions from the abrupt switch to online classrooms.

Remote learning in this Philippine environment demonstrates a digital divide

among Filipino pupils (Santos, 2020). The current state of online learning could very

well create hurdles and worsen already existing inequities. For instance, nationwide

cross- sectional research revealed that out of 3, 670 Filipino medical students surveyed,

32% and 22%, respectively, had trouble transitioning to new learning approaches and

did not have dependable internet connection (Baticulon et al., 2020).

A global health emergency called the coronavirus pandemic (COVID-19) has had

an impact on educational worldwide systems. The introduction of remote learning to

carry on students' education has presented challenges for both the students and the

educational institutions. In response to this occurrence, a study was carried out by the

College of Teacher Education of North Eastern Mindanao State University to evaluate

the students' level of completion of tasks from printed remote learning modular

materials (Bustillo & Aguilos, 2022). The study examined problems that students had

with online education.

These challenges include bad learning environments, insufficient learning

resources, trouble comprehending module material and assessment instructions, too

Challenges and Learning Gaps experience by CCJEF Students
In Virtual Laboratory Classes 10

HOLY ANGEL UNIVERSITY

many remote learning activities, issues with internet connectivity, and mental health

issues. It showed that the nation's digital divide widened. As we used the remote

learning system's new mode, this became clear.

The digital age's quick development of information and communication

technologies has significantly altered how distance education (DE) is practiced around

the world (Arinto, 2016). The term "open and distance e-learning" (ODeL), created by

DE practitioners at the Open University in the Philippines, is used to describe the

emerging forms of DE that are characterized by the fusion of an open learning

philosophy, DE pedagogies, and e-learning technologies. The problems and difficulties

that the study's participants noted can be divided into two categories: (1) the need to

promote creative practice; and (2) the need to encourage, support, and maintain

innovative practice among innovators. In order to meet the issues that the world must

face, it is true that ongoing innovation is necessary. Every aspect, including the field of

education, should make use of all the resources at their disposal to enhance how

knowledge and skills are imparted to pupils in order to ensure that learning continues

despite any problems.

In Kenyang Monrovia, Liberia, (Hoftijzer et al., 2020). They were stated that

learning is usually delivered remotely through the use of the following; internet, radio,

and television. However, the level to which learning can still occur outside the

classroom including Technical Vocational Education and Training (TVET), the

trainee’s having difficulties to attend on their online laboratory training due to limited

access for some such as the lack of electricity, internet connections, devices, media, the
Challenges and Learning Gaps experience by CCJEF Students
In Virtual Laboratory Classes 11

HOLY ANGEL UNIVERSITY

learning platforms isn’t well developed to carried out or support the online set-up and

the inadequate preparation of instructors and students for remote learning. One of the

needs of TVET trainees to be effective, efficient, and fully equipped with knowledge is

to focus on practical skills and job preparedness, which makes remote learning

extremely challenging. The practical skills the trainees must have are commonly

obtained through learning-by-doing, which occurs in a laboratory, school-based

workshops, or hands-on experience towards the work site— doing so equipped students

with enough knowledge and skills for their future aspirations. So, through practical

exercises, online learning is a poor replacement method, especially when the instructors

require the trainees to use materials or a piece of equipment that is not commonly found

inside their homes. Generally, the Technical Vocational Education and Training

(TVET) programs that rely primarily on hands-on learning suffer the most with distant

learning adaptation.

In England, the Bristol ChemlabS project has developed an interactive, dynamic

online laboratory manual. The manual will assist students in understanding their

laboratory by viewing video clips, interactive simulations, formative and summative

assessment in which the manual contains. It also brings convenience to students by

removing the need for laboratory recordings after class. Useful concepts and techniques

can be easily illustrated through videos which prepare students before going into actual

laboratory work (Gamage, K. et al, 2020). Virtual laboratories have been utilized

worldwide with different approaches used to ensure the continuity of teaching- learning.

12
during their Online Laboratory Classes
Challenges and Learning Gaps experience by CCJEF Students
In Virtual Laboratory Classes

HOLY ANGEL UNIVERSITY

Despite being effective, the fact must remain that virtual laboratories have limitations

when it comes to developing practical laboratory skills.

In Pakistan (J Coll Physicians Surg Pak 2020) stated that Pakistan is considered

one of the most low-income nations incapable of producing modern technologies, unlike

technologically advanced countries, which adapt to e-learning and online education as

their new learning system. Therefore, providing quality education during this pandemic

and massive extensions of lockdowns has been a severe problem. These are the

following issues faced by medical students and faculties with the implementation of

online laboratories. These include concerns with internet access, managing student

involvement, online examinations, lack of instructor training, support mechanisms, and

issues comprehending the specific dynamics of online education.

In India, Wolf, T. (2019). The schools emphasize practical issues such as

insufficient time constraints, financial concerns, and unavailability of materials and

tools for a subject to cater to relevant skills in a particular course. Most students said

they do not meet the competencies they want to achieve because these barriers hinder

their opportunities to learn and develop technical skills. This kind of setup is not

appropriate for everyone for impoverished students due to the lack of resources directly

affecting students' performance. Low achievers are closely correlated with a lack of

resources. Therefore, the virtual laboratory is the main problem that needs to be solved

to cater to the students' needs for the quality education they deserve.
Challenges and Learning Gaps experience by CCJEF Students
In Virtual Laboratory Classes 13

HOLY ANGEL UNIVERSITY

Another study from India found that the Universities in India and schools all over

the world has adopted the implementation of virtual laboratory based on online

examination platforms to prevent delay in semester laboratory examination (Ray &

Srivastava, 2020). According to instructors, the integration of online laboratories in the

curriculum has lessened their cognitive load and let students to self-organize and

understand their study with less involvement of the instructors (Radhamani et al., 2014;

Achuthan et al., 2017). Further, virtual laboratories pave the way to lower the expenses

of students and improved laboratory maintenance by providing them quick access to

online system. However, such online laboratory instruction or services put limits to the

experience and knowledge of students to engage in hands-on laboratory before they

graduate.

In Jordan, Alshurman et al. (2021). The fact that there are challenges facing

applying virtual laboratories in terms of the lack of space at home for online laboratories

courses, lack of gadgets, slow internet service, and absence of tools and equipment are

problems that arise inside the learners' homes. These are hidden problems that students

want to tell everyone, but no one hears them. However, students left no choice but to

overcome those challenges and were able to comply with the subject matter. The study

identifies that these students embrace change and overcome the provocations that are

valuable learning they absorb through these challenging times. Coping mechanism is

any pressure action taken, consciously or unconsciously, in response to a stressful

problem or issue. Also known as the students' approach of resolving their problems.
Challenges and Learning Gaps experience by CCJEF Students
In Virtual Laboratory Classes 14

HOLY ANGEL UNIVERSITY

Despite the crisis, students find their way to adapt and continue education to pursue

their courses and take risks of the challenges in online learning laboratories.

This study will benefit the CCJEF faculty of Holy Angel University in terms of

identifying the lived experiences of CCJEF students associated with the utilization of

virtual laboratories, the solution for overcoming the challenges, and what significant

values students can learn from it. Specifically, the findings obtained in this study will

assist the school in developing the best and sound policies regarding the students'

learning challenges during online laboratories. Hence, the school administrator will

address some of the educational issues or school improvement plans in making the

students to cope up with the online delivery of skill subjects. Furthermore, the study will

guide teachers to better manage their students when imparting skill subjects through

online, as well as identifying which strategy they should utilize to improve the teaching-

learning process and provide quality education to their students. The results will help

the CCJEF students to prepare them for virtual laboratory activities and envision

possible ways of dealing with the changes in their learning environment. Lastly, this

study will further open doors for future researchers to add to the body of knowledge that

other researchers can use as a reference material.

Theoretical Framework

The study is anchored from the theoretical support of Experiential Learning

Theory (ELT) by David Kolb (1984). This theory outlines the key components of

"learning by doing," how it operates, and the traits that contribute to "meaningful
Challenges and Learning Gaps experience by CCJEF Students
In Virtual Laboratory Classes 15

HOLY ANGEL UNIVERSITY

practice" (Kolb, 1984). The focus of experiential learning is on the idea that practical

experience is the greatest way to pick up new concepts. The model of the theory is

known for its holistic approach that provides support into student learning, which

includes action/reflection and experience/abstraction (Kolb & Kolb, 2011). Experiential

learning theory, everything takes place in a social setting (John Deweys, 1938).

Experience serves as the basis for knowledge, which is socially formed. This knowledge

needs to be organized into real- world examples that provide context into an

information. The teacher is in charge of organizing this material and to facilitate the

actual experiences. The learner's aptitude and perseverance determine the experience. A

crucial component of theories is the quality of experience. After finishing the

experience, learners will be equipped with the knowledge and skills necessary to apply

it to different or actual circumstances.

Teaching practical skills to laboratories are basically a form of experiential

learning (Abdulwahed & Nagy, 2009). Instead of learning in a theoretical classroom,

students in experiential learning can actively engage with their surroundings to learn.

According to Kolb (1984), experiential learning is a cycle that involves obtaining real

experiences, reflecting on those experiences, generating abstract ideas, and then putting

those ideas to test in new circumstances. Learning of skills usually it involves a practice,

which fundamentally a feedback learning process requiring experiences through an

active interactions, integration, modification, and assessment (Ericson, 1993). This

study is mainly focused on determining if experiential engagement with a simulated

world, such as a virtual lab, is effective in learning target skills. Virtual laboratories are
Challenges and Learning Gaps experience by CCJEF Students
In Virtual Laboratory Classes 16

HOLY ANGEL UNIVERSITY

basically computer simulations with attributes involving collaboration and real time

assessment (Kozma, 2000; Zacharia, 2005). These attributes compels virtual

laboratories suitable for any teaching technique which demands hands-on experience,

such as vocational skills training. To successfully develop skills, hands-on experience

with the equipment’s and to the work environment is needed. Virtual laboratory

activities are a type of experiential learning since it enables the students to refresh or

acquire knowledge and skills via personal contact (Kolb, Boyatzis, & Mainemelis,

2001).

Conceptual Framework

INPUT

PROCESS

OUTPUT
Challenges and Learning Gaps experience by CCJEF Students
In Virtual Laboratory Classes 17

HOLY ANGEL UNIVERSITY

Figure 1. Research Paradigm

In addition, to realize the primary objective of the current research undertaking,

the IPO (Input, Process, and Output) model of assessment was used on the conceptual

framework as shown on the Figure 1. The researchers retrieved to their INPUT the

learning gaps experienced by the CCJEF Students during their Online Laboratory

Classes. On the process, the informants of the study will be determined through

convenience sampling technique. The Convenience Sampling Technique is often used

in qualitative research and often selects available participants around a location (such as

a school). Finding participants who can be reached by the researcher is the primary goal

(Palinkas, L., et al, 2015). The data collection commenced through a semi- structured

interview method. The researchers will used thematic analysis for the data gathered.

Then the output, recommendations and suggestions will be offered.

Statement of the Problem

This study aims to determine the lives experiences and coping mechanisms of

CCJEF Students during their online laboratory classes.

It specifically seeks to answer the following questions:

1. How may the students narrate their lived experiences on their online laboratory

classes?

2. How may the students narrate their coping mechanisms for overcoming the

challenges of online laboratory classes?

Challenges and Learning Gaps experience by CCJEF Students
In Virtual Laboratory Classes 18

HOLY ANGEL UNIVERSITY

3. How may the students view the use of online laboratory classes in teaching skills?

4. What are the valuable insights may be derived from the findings of the study in the

delivery of online laboratory classes?

METHODOLOGY

This chapter discusses the study's methodology, which includes the research's

design and methodology, a population sampling system, respondents, demographic

profiles of respondents, the instrument utilized and its validation, data collection

technique, and suitable statistical treatment of the data.

Research Design

The study employed a qualitative research methodology with a particular

emphasis on Edmund Husserl's phenomenology. Husserl's perspective of

phenomenology focuses on seeking realities and understanding the participants'

subjective, lived experiences and perspectives.

A phenomenology is a research approach that seeks to describe the essence of a

phenomenon by investigating it from the perspective of those who have experienced it.

The main objective of phenomenology is to describe the definition of this experience—

both what was experienced and how it was experienced (Neubauer, B. E., et al, 2019).

Furthermore, phenomenology starts with an experience or condition, followed by the

narration of informants on either a shared single incident or a shared condition that

Challenges and Learning Gaps experience by CCJEF Students
In Virtual Laboratory Classes 19

HOLY ANGEL UNIVERSITY

analyzes the impacts and perceptions of a lived experience. The method investigates

occurrences through the informants' subjective eyes (Bound, 2011).

Sample and Setting

The Convenience Sampling Technique will be used to select the study's

participants. The researcher employed this sampling method based on the rationale of

the study and the suitability of the principle of convenience technique. The convenience

sampling technique is often employed in qualitative research and often selects

individuals who are easily accessible to the researchers (such as a school). Finding

participants who can be reached by the researcher is the primary goal (Palinkas, L., et

al, 2015).

The goal of this study is to interview ten (10) students enrolled at the College of

Criminal Justice Education and Forensics Department of Holy Angel University.

Specifically, 3rd Yr. and 4th Yr. students considering that they’ve experienced online

laboratory classes. To determine the study's data, the researcher selected that sampling

strategy. Similar to this, the researchers also take into account the participant's

willingness and capacity to describe their experiences with the topic in an articulate,

expressive, and reflective manner.

Research Instrument

In this study, the required information will be collected from the participants via

an interview guide. The questionnaire was personally crafted by the researchers and

data gathered was critically analyzed through thematic analysis. The researchers used an
Challenges and Learning Gaps experience by CCJEF Students
In Virtual Laboratory Classes 20

HOLY ANGEL UNIVERSITY

interview with representatives of CCJEF Students to understand the challenges of the

lived experiences of CCJEF Students during their online laboratory classes. The data

given by the responders will be compiled, analyzed, and transcribed in a word format.

Additionally, the researcher makes sure that the produced interview's content is accurate

and has the approval of their research adviser.

Data Gathering Procedure

The researchers will ask for a request from the Dean of the College of Criminal

Justice Education and Forensics and its faculty members to conduct an interview with

the students enrolled in the CCJEF program. The data-gathering procedure was carried

out in a closed-group discussion. The researchers used a semi-structured interview

method to collect data from the informants to provide a more comfortable space for an

interviewee to explain their experiences and learnings on the issue. The interview

method is used to facilitate a 15–30 minutes interview that will be conducted face-to-

face or through an online communication platform, using an interview guide.

After the interview, the researcher will begin transcribing the interview data once

all of the interviews are completed. They will then clean and organize the data for easy

examination and preparation for analysis. The researcher will then perform a thematic

analysis to extract codes, themes, or patterns based on the factors or variables raised by

participants. The data acquired was processed and analyzed into meaningful information

that served as the foundation for this study. The researcher ensures the validity of the

content of the developed interview questionnaire that their research adviser approved.
Challenges and Learning Gaps experience by CCJEF Students
In Virtual Laboratory Classes 21

HOLY ANGEL UNIVERSITY

Statistical Treatment

In analyzing the data of this study, the researcher will employ Thematic Analysis

developed by Braun and Clarkes (2013). This method identifies, analyzes, and reports

the patterns of meaning within qualitative data. The informants' responses will be

transcribed and coded to determine the categories, themes, and patterns. Then, the

researcher examines the data to identify common themes, topics, ideas, and meaning

patterns. Participants are given data or results to check for accuracy and resonance with

their experiences. (Birt et al., 2016).

Ethical Consideration

The researcher considered all ethical procedures and the participants were

informed of all steps undertaken in this study including requiring them to sign an

informed consent and assent form. The participants will also be able to leave at any time

without hesitation. Their privacy and confidentiality will be secured.

Participants were also advised that the study was entirely voluntary and would

have no impact on their lives in any manner. Upon completion of this study, the

researchers will ensure that the information is managed with confidentiality and will

provide permission papers separately from the transcriptions. Further, the use of

derogatory, discriminatory terms and any other inappropriate languages or dialects was

avoided during the interview, creating a safe environment for participants to freely share

their expertise and experience.

Challenges and Learning Gaps experience by CCJEF Students
In Virtual Laboratory Classes 22

HOLY ANGEL UNIVERSITY

REFERENCES

• Arinto, P. B. (2016). Issues and Challenges in Open and Distance e-Learning:

Perspectives from the Philippines. The International Review of Research in Open
and Distributed Learning, 17(2). https://doi.org/10.19173/irrodl.v17i2.1913
• Baticulon, R. E., Sy, J. J., Alberto, N. R. I., Baron, M. B. C., Mabulay, R. E. C.,
Rizada, L. G. T., Tiu, C. J. S., Clarion, C. A., & Reyes, J. C. B. (2021). Barriers to
Online Learning in the Time of COVID-19: A National Survey of Medical Students
in the Philippines. Medical Science Educator, 31(2).
https://doi.org/10.1007/s40670- 021-01231-z
• Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member
Checking. Qualitative Health Research, 26(13), 1802– 1811.
https://doi.org/10.1177/1049732316654870
• Bound,M. G. (2012).Qualitative research: Phenomenological
method.https://www.academia.edu/1526812/Qualitative_Research_Phenomenologi
cal_Method
• Braun, V. & Clarke,V. (2012) Thematic analysis. 57-71.

https://www.researchgate.net/publication/269930410_Thematic_analysis

• Bustillo, E., & Aguilos, M. (2022). The Challenges of Modular Learning in the
Wake of COVID-19: A Digital Divide in the Philippine Countryside Revealed.
Education Sciences, 12(7), 449. https://doi.org/10.3390/educsci12070449
• Cascayan, W. T., Neuron, J. V., Delos, R., Miguel, S. D., Langbis, M. P., Jay, B.,
Molina, S., Sanchez, G. A., May, J.-L., Escalona, S., Estrada, M. P., & Paraggua, C.
B. (n.d.). Flexible learning among Criminology students of Data Center College of
the Philippines. Ijisrt.com. Retrieved October 3, 2022, from
https://www.ijisrt.com/assets/upload/files/IJISRT21APR427.pdf
• Colthorpe, K., & Ainscough, L. (2021). Do-it-yourself physiology labs: Can
handson laboratory classes be effectively replicated online? Advances in
Physiology Education, 45(1), 95–102. https://doi.org/10.1152/advan.00205.2020
Challenges and Learning Gaps experience by CCJEF Students
In Virtual Laboratory Classes 23

HOLY ANGEL UNIVERSITY

• Dictionary.com. (n.d.). Definition of psychological | Dictionary.com.

Www.dictionary.com. Retrieved November 23, 2022, from
https://www.dictionary.com/browse/psychological#:~:text=of%2C%20pertaining
%20to%2C%20dealing%20with

• Diwakar, S., Parasuram, H., Medini, C., Raman, R., Nedungadi, P., Wiertelak, E.,
Srivastava, S., Achuthan, K., & Nair, B. (2014). Complementing neurophysiology
education for developing countries via cost-effective virtual labs: Case studies and
classroom scenarios. Journal of Undergraduate Neuroscience Education: JUNE: A
Publication of FUN, Faculty for Undergraduate Neuroscience, 12(2), A130-9.
• Du, J., & Hew, K. F. T. (2021). Using recommender systems to promote
selfregulated learning in online education settings: current knowledge gaps and
suggestions for future research. Journal of Research on Technology in Education,
1– 22. https://doi.org/10.1080/15391523.2021.1897905
• Gamage, K. A. A., Wijesuriya, D. I., Ekanayake, S. Y., Rennie, A. E. W., Lambert,
C. G., & Gunawardhana, N. (2020). Online delivery of teaching and laboratory
practices: Continuity of university programmes during COVID-19 pandemic.
Education Sciences, 10(10), 291. https://doi.org/10.3390/educsci10100291
• Hoftijzer, M., Levin, V., Santos, I., & Weber, M. (n.d.). TVET (technical and
Vocational Education and Training) in the times of COVID-19: Challenges and
opportunities. World Bank Blogs. Retrieved October 4, 2022, from
https://blogs.worldbank.org/education/tvet-technical-and-vocational-education-
andtraining-times-covid-19-challenges-and
• Information Technologies, 26(6), 7477–7495. https://doi.org/10.1007/s10639
021-10583-3
• Jaca, C., & Javines, F. (2022). Hybrid Collaborative Model of Technical-
VocationalLivelihood (TVL) Track in Senior High School in the Philippines |
TVET@Asia. TVET@Asia. http://tvet-online.asia/issue/18/hybrid-collaborative-
model-oftechnical-vocational-livelihood-tvl-track-in-senior-high-school-in-the-
philippines/
Challenges and Learning Gaps experience by CCJEF Students
In Virtual Laboratory Classes 24

HOLY ANGEL UNIVERSITY

• Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2014). Experiential learning

theory: Previous research and new directions. In Perspectives on Thinking,
Learning, and Cognitive Styles (1st Edition, pp. 227–248). Routledge.
• Labster. (n.d.). Labster.com. Retrieved October 11, 2022, from
https://www.labster.com/?fbclid=IwAR1jPalClyM2Q6uG6EIDWSzREmS61oWtW
wQ67C4-HgMB8YpAbH1SwFDSzY

• Lampi, E., Price, W. T., Burton, J. K., & Cartwright, D. L. (n.d.). The effectiveness
of using virtual laboratories to teach computer networking skills in Zambia.
Lib.vt.edu. Retrieved October 13, 2022, from
https://vtechworks.lib.vt.edu/bitstream/handle/10919/22013/Lampi_E_D_2013.pdf
• Learning gap. (2013, May 15). The Glossary of Education Reform.
https://www.edglossary.org/learning-gap/
• Lim, L. T. S., Regencia, Z. J. G., Dela Cruz, J. R. C., Ho, F. D. V., Rodolfo, M. S.,
Ly-Uson, J., & Baja, E. S. (2022). Assessing the effect of the COVID-19 pandemic,
shift to online learning, and social media use on the mental health of college
students in the Philippines: A mixed-method study protocol. PLOS ONE, 17(5),
e0267555. https://doi.org/10.1371/journal.pone.0267555
• Lived experience. (n.d.). Cambridge.org. Retrieved October 11, 2022, from

https://dictionary.cambridge.org/us/dictionary/english/lived-experience

• Migalang, G. M. M., & Azuelo, A. G. (2020). Students’ Cognitive Learning and

Motivation through Hybrid Instructional Strategy. Journal of Science and

Mathematics Education in Southeast Asia, 43. https://eric.ed.gov/?id=EJ1307630

• Mighty Network. (n.d.). What Is Self-Paced Learning? (+ Examples). Mighty

Networks. Retrieved November 23, 2022, from

https://www.mightynetworks.com/encyclopedia/self-paced-

learning#:~:text=Self%2Dpaced%20learning%20is%20a

• (N.d.-c). Apa.org. Retrieved October 11, 2022, from

Challenges and Learning Gaps experience by CCJEF Students
In Virtual Laboratory Classes 25

HOLY ANGEL UNIVERSITY

https://dictionary.apa.org/coping-mechanism
• (N.d.-b). Researchgate.net. Retrieved October 8, 2022, from
https://www.researchgate.net/publication/343319614_Challenges_of_Online_Medi
cal_Education_in_Pakistan_During_COVID-19_Pandemic
• (N.d.-d). Wmich.edu. Retrieved October 13, 2022, from
https://wmich.edu/sites/default/files/attachments/u5/2013/WHAT%20IS%20EXPE
RIENTIAL%20%20LEARNING%3F%20%20.pdf
• Neubauer, B. E., Witkop, C. T., & Varpio, L. (2019). How phenomenology can
help us learn from the experiences of others. Perspectives on Medical Education,
8(2), 90–97. https://doi.org/10.1007/s40037-019-0509-2

• Online Class. (2019, October 19). Top Hat.

https://tophat.com/glossary/o/onlineclass/
• Pacifico, E., & Prudente, M. (n.d.). Grade 12 STEM students’ perceptions and
experiences in home-grown chemistry experiments. Edu.Ph. Retrieved October 3,
2022, from https://www.dlsu.edu.ph/wp-
content/uploads/pdf/conferences/researchcongress-proceedings/2021/LLI-29.pdf
• Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., &
Hoagwood, K. (2015). Purposeful Sampling for Qualitative Data Collection and
Analysis in Mixed Method Implementation Research. Administration and policy in
mental health, 42(5), 533– 544. https://doi.org/10.1007/s10488-013-0528-y
• (PDF) Distance Learning in the Philippines in the Light of COVID-19 Pandemic:
Challenges and Future Directions. (n.d.). ResearchGate.
https://www.researchgate.net/publication/349724963_Distance_Learning_in_the_P
hilippines_in_the_Light_of_COVID-
19_Pandemic_Challenges_and_Future_Directions
• Radhamani, R., Kumar, D., Nizar, N., Achuthan, K., Nair, B., & Diwakar, S.
(2021). What virtual laboratory usage tells us about laboratory skill education pre-
and postCOVID-19: Focus on usage, behavior, intention and adoption. Education
and
Challenges and Learning Gaps experience by CCJEF Students
In Virtual Laboratory Classes 26

HOLY ANGEL UNIVERSITY

• Information Technologies, 26(6), 7477–7495. https://doi.org/10.1007/s10639-021-

10583-3
• Roberts, T. G. (2003). An interpretation of Dewey’s experiential learning theory.
http://files.eric.ed.gov/fulltext/ED481922.pdf

• Santos, A. P. (2020, October 6). In the Philippines, distance learning revealsthe

digital divide. Retrieved from
https://eu.boell.org/en/2020/10/06/philippinesdistance-learning-reveals-digital-

divide
• Satisfaction, Adjustment, Performance, and Loyalty. Journal of International
Students, 12(3). https://doi.org/10.32674/jis.v12i3.3930

• Simonson, M. (2019). Distance learning | education. Encyclopedia Britannica.

https://www.britannica.com/topic/distance-learning
• View of investigation of the factors affecting open and distance education learners’

intentions to use a virtual laboratory. (n.d.). Irrodl.org. Retrieved October 3, 2022,

from https://www.irrodl.org/index.php/irrodl/article/view/5076/5499

• Wilczewski, M., Gorbaniuk, O., Mughan, T., & Wilczewska, E. (2021). Effects of
Online Learning Experience during the COVID-19 Pandemic on Students’

• UNESCO. (2020, June 22). Information and communication technologies (ICT).

Uis.unesco.org. https://uis.unesco.org/en/glossary-term/information-and-
communication-technologies-ict