Available Online: 25 August 2023
Calinao, Dan Jason
Lunghwa University of Science and Technology, Taiwan (email@example.com)
Classes in Taiwan have switched to online method and employed blended learning since COVID-19 cases surged in May of 2021. This prompted an inquiry on what experiences students acquire/d during the period prior to and while attending university, how the situation between expectations and actual experiences in university has transpired or is transpiring, and how teachers can decrease any learner hindrances caused by the pandemic or unmet student expectations and encourage and improve student learning in the future when potential teaching and learning trends formed by similar contexts may emerge or persist. Participants were freshmen and sophomore undergraduate students from the department of applied foreign languages at a university of science and technology in northern Taiwan, and have adapted to or are currently employing blended learning the onset of the pandemic. Qualitative method was applied for data collection using open-ended questionnaire administered online during a two-week period. Analysis of textual data revealed that relationships, self-assessment, the new normal, proficiency improvement, and adaptation are the key factors to understanding students’ conditions. Encouraging communication with students can lead to better assistance with school work and monitoring of performance during challenging times such as the pandemic, and temporary adjustments to such circumstance should not hinder nor affect student progress. Although such or any similar future change is inevitable, they can become opportunities to increase skills.
Keywords: COVID-19, pandemic, distance learning, Taiwan, learner perspective
Cite this article:
Calinao, D. J. (2023). Experiences and expectations from high school to university during the COVID-19 pandemic: Undergraduates’ perspectives and their implications on teaching and learning. International Journal of Research Studies in Education, 12(7), 101-108. https://doi.org/10.5861/ijrse.2023.60