“What concrete steps can the University take to improve online classes next semester?”

“[The University should] make sure that all professors and faculty abide by the memos released by the Vice President for the Loyola Schools. This is to ensure that boundaries of the students [and] the faculty are protected. The memos also outline guidelines for everyone to follow just so there is a sense of regularity and organization across all the classes and schools […]. If students know that these guidelines will be followed by the professors, then that could be at least one worry they don’t have to think about when it comes to learning in this setting.”

Enza Quimson
Sanggunian School of Science and Engineering Representative

“Online teaching preparation is almost tantamount to preparing from scratch—there is a necessity to evaluate existing practices, habits, contents, and assessments again. This takes so much time and effort, so a general consideration for teachers, in terms of the number of courses to teach and prepare per quarter, is necessary. Three different course preparations in one quarter is very demanding even for senior lecturers who have been teaching the same courses for years.”

Jhoana M. Garces, PhD
Assistant Professor, Biology Department

“Activities such as the use of game-based learning platforms can be incorporated in online classes so that students would not only understand the lessons in a fun and engaging way, but they would also […] have a sense of community. In addition, small breakout sessions after every class can be conducted wherein students can check in on each other […] to make sure that no one gets left behind in the class. These suggestions can possibly create a more positive environment where students can motivate one another.”

Miguel Bradford Lao
1 BS MAC

“A concrete step the University can take to help improve online classes next semester would be to improve the Loyola Schools Learning Management Systems (LMS). […] The confusing LMS has led students to pass requirements late or even miss synchronous classes. […] Some professors also don’t utilize the canvas features the same way, so if there could be suggested or required features to be utilized, this might help in better navigation and use of our current LMS.”

Althea Ramone R. Veloso
2 AB COM

“Some of my professors have broken [online learning] rules but no one’s really spoken up about it. The curricula should also be reviewed and revised accordingly. While some of my professors have been compassionate about deadlines, it’s also not healthy that a semester’s worth of work is assigned to us in just one quarter. Because of this imperfect quarter system, it’s felt like we’ve done a lot more work for a shorter period of time compared to regular, on-site classes.”

Jolie*
3 AB COM

“Although there are some challenges, I found the quarterly system helpful for core courses and for dividing the load in a semester. Just like what we did for some SOCSC 13 topics, the University can probably have each department set up standard online modules per course so that faculty do not have to start from scratch. The University can also improve on identifying major courses that are better suited for a semester, adding one week more per quarter, and maybe putting a break in between.”

Dino Carlo A. Saplala
Instructor, Economics Department

“One of the things that make online classes inefficient is the heavy workload of written outputs within a compressed quarter. Every week, papers are expected to be submitted with discussion boards, group-based academic papers, and other non-written activities on top of self-studying. Given these, restructuring the output system can be a starting point. […] By stipulating a strict number of graded requirements […], workloads can be more manageable [and] students can focus more on learning rather than submitting requirements.”

KC*
2 AB PSY

“One of the struggles I’ve faced this second quarter is securing a required reading or book. […] I hope they consider the availability of the materials, especially those that are required, via the Rizal Library RemoteXs website [and] give an alternative [platform]. Although the Rizal library is readily available, the professors should also mention the necessary [pages] from these books […] so librarians won’t have a hard time scanning the book’s entirety […]. Textbooks and readings are so hard to find right now, especially in this online setting.”

Borj*
1 BS CTM

“I think that synchronous classes are underutilized. Students like me rely more on the modules because most of the time the professor will [have a] voiceover [for] the module presentations. I wish synchronous classes could be more engaging and informative. The University can implement other methods of synchronous classes like consultations, group study meetings, or live streaming.”

Wes*
3 BS EcE

“I think that [online classes] should cater to everyone’s learning style. A lot of students are [more] inclined to listening, watching, or reading, [so] I think having more options to learn would be really helpful. […] I also personally like synchronous online sessions [and group works] because it helps me feel more engaged. It is also important for professors to connect to their students since most of the time we feel greatly detached, and it really pushes me [to do more] if the professors give constructive and personal comments.”

Nina Sevilla
1 BS LM

Editor’s note: Some interviewee names have been changed upon their request to protect their identities.