Effects of New Normal Education on the Academic Performance of Tourism

Students of Saint Michael College of Caraga

Marijul Aboc

https://orcid.org/0000-0002-9936-495X

marijul_aboc@smccnasipit.edu.ph

Saint Michael College of Caraga, Nasipit, Agusan del Norte, Philippines

Rupert C. Gultiano

https://orcid.org/0000-0001-7856-4592

rupert_gultiano@smccnasipit.edu.ph

Saint Michael College of Caraga, Nasipit, Agusan del Norte, Philippines

Robert John M. Pittman

https://orcid.org/0000-0003-1646-2966

robertjohn_pittman@smccnasipit.edu.ph

Saint Michael College of Caraga, Nasipit, Agusan del Norte, Philippines

ABSTRACT

Due to the COVID-19 outbreak, most countries have implemented lockdown and social
distancing measures, which have resulted in the closure of schools, training centers, and further
educational resources. Despite the difficulties that educators and students confront, online
learning, distance learning, and continuing education have proven effective in combating this
unprecedented global pandemic. The study employed the Transactional Distance Theory of
Moore (1997), which states that in distance learning situations, the separation between the
teacher and students can "lead to communication gaps, a psychological space of potential
misunderstandings between instructors and learners’ behaviors”.This research aimed and
evaluated the effects of the new normal education as to Dialogue, Structure, Autonomy and
Transactional Distance on the academic performances of the tourism students of Saint Michael
College of Caraga. The study was conducted at Saint Michael College of Caraga, located near
the Parish church of Saint Michael and the town center on Atupan Street, Barangay 4, Nasipit,
Agusan del Norte, Caraga (Region XIII). The researchers used the quantitative type of research.
The study used correlational research to assess whether a relationship between variables or a
difference between groups is statistically significant. Based on the findings of the study, most
tourism students specifically Bachelors of Science in Tourism Management (BSTM) and Diploma
in Tourism Management Technology (DTMT) in Saint Michael College of Caraga (SMCC) were
female, ages 19-21, single and have a grade point average between 1.6 – 2.0. According to the
study, the students performed well in this new normal education, with a very good academic
performance despite their perception of not receiving timely feedback from their instructors.
Based on the findings of the study, the researchers recommend for the school to give more
focus on learner-instructor interaction in this new normal education specially teachers giving
direct feedback to students. Since instructors carry heavy workloads due to the need to support
large number of students enrolled at Saint Michael College of Caraga, the researchers
recommend for the school to avail and use Automated Feedback, a type of feedback that is
generated by artificial intelligence- based software that give students more feedback in less
time, making personalized feedback possible at even the largest scales.

KEYWORDS

New Normal Education, Dialogue, Structure, Autonomy, Transactional Distance

INTRODUCTION

Due to the COVID-19 outbreak, most countries have implemented lockdown and social
distancing measures, which have resulted in the closure of schools, training centers, and further
educational resources. Despite the difficulties that educators and students confront, online
learning, distance learning, and continuing education have proven effective in combating this
unprecedented global pandemic. Educators are now providing high-quality education through
various online media, a paradigm shift. Switching from traditional face-to-face learning to
online learning provided learners and educators with a radically different experience, which
they must adjust to because there are no other options. COVID-19's impact on tourist
education is a reminder that everything in the Tourism industry impacts the educational system
and vice versa; this is often overlooked (Seraphin & Yallop, 2020).

In recent years, online learning has risen in popularity in higher education, increasing
enrollment rates in online courses. According to the research, ensuring learner engagement is
one of the most critical aspects of quality online education. In short, measuring student
engagement is crucial in determining learner performance and attainment (Rajabalee et al.,
2020). Castroverde & Acala (2021), as cited in Martineau et al., 2020, said that despite the
concerns of the COVID-19 pandemic, teachers continue to serve by developing modules that act
as a learning guide for pupils. As a result, the teacher becomes a facilitator in developing the
student as a community member and a citizen of the world.

Education has a significant impact on the lives of learners; teachers are an essential part
of this process since they are crucial tools for delivering high-quality education. The
introduction of COVID-19 in the Philippines resulted in significant changes in the educational
landscape. One of these is implementing a new form of instruction by the Department of
Education. Most education systems have been forced to adopt face-to-face teaching and
learning alternatives due to the present COVID-19 dilemma. These self-learning modules are
already learning packages, with a pre-test, discussion, and a set of evaluation/assessment
questions. The modular learning class schedule they are given to all learners. Indeed, public
school teachers throughout the Philippines have adopted this teaching method (Castroverde &
Acala, 2021).

Higher Institutions Education (HEIs) have been urged by the Commission on Higher
Education (CHED) to use accessible online classes, e-learning, and other nontraditional delivery
methods instead of residential learning if they can do so, according to The Daily Tribune,
October 9, 2020. If they have the means, HEIs should continue to use their judgment in
deploying accessible, flexible learning and other alternative modes of delivery in place of on-
campus education. At the same time, there are many advantages to online learning, but access
to technology limits these benefits. In a statement, CHED acknowledged that just 20% of state
institutions and colleges across the country are prepared to offer online lessons in the wake of
the coronavirus outbreak. As a result, the CHED has underlined that flexible learning does not
exclusively refer to online technologies. Flexible learning may include non-internet-dependent
techniques and materials, such as take-home tasks and learning packets to be submitted after
the quarantine is lifted.

Based on the Technical Education and Skill Department Authority (TESDA) Circular with
the subject Guidelines in implementing Flexible Learning in TVET issued last May 19, 2020, the
TVIs has the option to adopt any of the following flexible learning delivery modes, depending
on their institutional capacity, trainers' capability, and learners' access to learning resources
and technology; Face-to-Face Learning, Online Learning, Blended Learning, and Distance
Learning, and a TVI may adopt the combination of Distance Learning and Face-to-Face Learning
in delivering TVET programs that require the use of large and/or complicated learning
equipment.

This research aimed and has evaluated the effects of the new normal education as to
Dialogue, Structure, Autonomy, and Transactional Distance on the academic performances of
the Tourism students of Saint Michael College of Caraga. This study examined the four (4)
factors by which academic performance in this new learning was determined.

The Tourism students who are the direct recipients of this study benefited from the
research output. Any improvements in the factors affecting the academic performance in this
new normal education can pave the way for producing better learning and discipline for the
students to survive the current educational system. The teachers also benefited from the study.
Through the study, teachers purposefully discover the importance of considering the factors as
a way to produce better engagement with the students. The researchers were able to assessed
and sought the positive and negative effects of this new normal education on the factors by
which academic performances are determined.

The effect of the new normal education on the academic performances of the Tourism
students of Saint Michael College of Caraga has been clarified. The researchers conducted the
study and discovered, assessed, and examined the actual score of the situation.

Little research has been conducted on the effects of new normal education on academic
performance on a global and national scale. However, no detailed study of how Tourism
students were affected was mentioned. The study's researchers want to assess the effects of
this new normal education on academic performance

FRAMEWORK

The study was anchored to the Transactional Distance Theory of Moore (1997), which
states that in distance learning situations, the separation between the teacher and students can
"lead to communication gaps, a psychological space of potential misunderstandings between
instructors and learners’ behaviors." In distant learning, one must consider the interactions
between professors and students: Dialogue, Structure, and learner autonomy.
 Moore's goal in 1973 was to create a theoretical framework that encompassed the
rapidly growing field of distant education. The term "transactional distance" refers to more
than just the distance between two parties. It is not the distance between the instructor and
the student that matters in a learning environment; but the communication gap between them.
Online learning is influenced by three (3) factors: Dialogue, Structure, and learner autonomy.

Academic performance also in online courses was influenced by several factors such as
Dialogue, Structure, and Autonomy. In many traditional high schools, teachers are in charge of
learning and assessment, and students become passive learners (Moore, 1980). Virtual
students are expected to participate more actively in their education. To aid students in their
learning, online instructors should structure course materials for learners with varying levels of
Autonomy. Instructors must give regular and high-quality communication opportunities and
well-structured learning materials to support learning.

In virtual classes, Dialogue, Structure, and Autonomy all function together.

Asynchronous courses provide students more independence, allowing for more freedom in
pacing, classwork schedules, and choosing which resources to use to acquire content. Still, they
also have more Structure and less Dialogue. Students in synchronous courses must attend live
class sessions at defined times and follow the teacher's pace, giving them less Autonomy but
more Structure and Dialogue. A student cannot succeed in a course that requires more
independence than the student has. Hence must tailor the system to the student's level of
Autonomy.

According to Rhim & Han (2020), the first core notion was transactional distance.
Transactional space, established by interaction and organization, becomes more than the
physical distance in online learning. While technology advancements have made synchronous
and asynchronous communications faster and easier, we must still consider the transactional
space in online learning. Traditional schooling is hampered by geographical remoteness. On the
other hand, online learning is defined by "transactional distance" rather than physical space.
Can lower the transactional distance between teachers and learners by increasing dialogues or
meaningful exchanges to generate knowledge. If a teacher does not engage in conversation
with students, the latter will experience a more considerable transactional distance even in the
classroom. Furthermore, depending on the level of discussion and Structure, it may maintain
the transactional gap. Transactional distance should be considered in online education rather
than physical distance, which hinders traditional education.

OBJECTIVE OF THE STUDY

 This research aimed and has evaluated the effects of the new normal education as to
Dialogue, Structure, Autonomy, and Transactional Distance on the academic performance of
the Tourism students of Saint Michael College of Caraga. This study examined the four (4)
factors by which academic performance in this new learning was determined.

METHODOLOGY

Research Design

The researchers used the quantitative type of research and evaluated the effects of
new normal education as to Dialogue, Structure, Autonomy, and Transactional distance on the
academic performance of Tourism students of Saint Michael College of Caraga. This study used
correlational research to assess whether a relationship between variables or a difference
between groups is statistically significant.

Research locale

The researchers conducted the study at Saint Michael College of Caraga, located near
the Parish church of Saint Michael and the town center on Atupan Street, Barangay 4, Nasipit,
Agusan del Norte, Caraga (Region XIII). The institution is around 29 kilometers from Butuan City,
which is in the northeastern part of Mindanao. On July 1, 1948, the school opened its doors,
with Father Francisco Van Dyke as its first director. Saint Michael College of Caraga is the first
school in the Diocese of Butuan to have ISO Certification. It is the first school in the CARAGA
Region to have the ISO 9001:2015 Certification and the first school to be a member of the
Philippine Society for Quality. SMCC is the first school in Northern Mindanao to be accredited
by the Asia-Pacific Institute for Events Management for its B.S. Hospitality and Restaurant
Management and B.S. Tourism programs. SMCC has five college units offering undergraduate
courses: Teacher Education; Tourism, Hospitality, Business and Management; Arts and
Sciences; Computer Sciences; and Criminal Justice Education. The school also provides a
complete basic education program, with available programs in the Academic and Technical-
Vocational-Livelihood (TVL) tracks for interested Senior High School (SHS) students.
Additionally, SMCC has a Technical Department that offers short and technical-vocational
courses, namely a Ship’s Catering Services, Diploma in Hospitality Management Technology,
Diploma in Tourism Management Technology, Diploma in Information Technology, FBS NCII,
and Housekeeping NCII.
Research Respondents

The respondents of this study were the Bachelor of Science in Tourism Management
3rd-year and 4th-year students (BSTM3&4) and Diploma in Tourism Management Technology
1st-year and 3rd-year students (DTMT1&3). The respondents of this study were selected using a
universal sampling technique. There are 71 respondents with 20 males and 51 females.

Research Instrument

The researchers adopted and modified the survey questionnaire from "Transactional
Distance Scale by Huang et al. (2015). The researchers used the 4-point Likert Scale/Forced
Likert Scale to get specific respondents' responses. The study was purposively identified
respondents, which were the BSTM 3rd and 4th-year students and DTMT 1st and 3rd year of
Saint Michael College of Caraga. They answered the questionnaire at their most convenient
time. The results were tallied and analyzed using the different statistical treatments applied for
this study.

Data Gathering Procedure

The researchers observed the following procedures in gathering the data for the study.
For the data collection process of this study, the researchers observed the following steps. First,
the researchers submitted a request letter for the list of BSTM and DTMT students from the
school registrar, as well as their grade point average. It was then followed by a letter of
permission to conduct the study submitted to the Dean of the Technical Department and
CTHBAM. The researchers collected the data by means of a survey questionnaire that
comprises the respondents' age, gender, marital status, and rating of the statements relating to
Dialogue, Structure, Autonomy, and transactional distance. Due to the pandemic situation, the
researchers disseminated the survey questions online via Google form to adhere to safety
measures. After taking the questionnaire, the respondents' answers were checked, tallied,
interpreted, and analyzed.

Statistical Treatment

The researchers used the data was entered into the data set with the statistical
technique in a frequency distribution, weighted mean, One-way Anova and Independent
Sample T-test, and Pearson Correlation.
 RESULTS AND DISCUSSION

Table 1. Extent of Effects of the New Normal Education on the Academic Performance in terms
of Dialogue

Weighte Verbal Verbal

Dialogue
d Mean Description Interpretation

Learner-Instructor Interaction

1.       I have the opportunity to talk with my instructor Moderate

3.18 Agree
in real-time in this online program Extent
2.       I actively participate in discussions with my Moderate
3.25 Agree
instructor to build and share information. Extent
3.       I have communication with the instructor that
Moderate
has been constructive and beneficial in accomplishing 3.24 Agree
Extent
learning objectives in this course.
4.       I value my interactions with the instructor 3.39 Agree Moderate
 regarding course-related concerns. Extent
5.       I receive appreciation from my instructor for my Moderate
3.32 Agree
input/contribution to our conversation. Extent
Learner-Learner Interaction
1.       I have the opportunity to talk with my fellow Moderate
3.32 Agree
students in real-time in this online program Extent
2.       I actively participate in discussions with my other Moderate
3.24 Agree
student to build and share information. Extent
3.       I have communication with the other students
Moderate
that have been constructive and beneficial in 3.32 Agree
Extent
accomplishing learning objectives in this course.
4.       I value my interactions with the other students Moderate
3.41 Agree
regarding course-related concerns. Extent
5.       I receive appreciation from my classmates for Moderate
3.32 Agree
my input/contribution to our conversation. Extent
Moderate
Average Weighted Mean 3.3 Agree
Extent

Table 1 reveals the extent of effects of the new normal education in terms of Dialogue. I
value my interactions with the other students regarding course-related concerns was the
indicator that has the highest weighted mean of 3.41, a verbal description of agree, and a
verbal interpretation of moderate extent. While I have the opportunity to talk with my
instructor in real-time in this online program indicator has the lowest weighted mean of 3.18, a
verbal description of agree, and a verbal interpretation of moderate extent.

To sum up, the extent of effects of the new normal education on the academic
performance in terms of Dialogue had an average weighted mean of 3.30, a verbal
interpretation of moderate extent, and a verbal description of agree, which means all indicators
sometimes happen in this new normal education.

Moreover, students felt less opportunity to talk to their instructor in real-time in this
new normal education. Effective Dialogue can lead to a better acceptance of different points of
view and people and a reduction in divisiveness and intolerance. So, when the pandemic
caused teachers to convert to online instruction, a primary concern was how to maintain
successful classroom dialogue in virtual learning environments (Sousa, 2021).

Bangert identified four elements that influence student satisfaction in online courses:
engagement and communication between students and instructors, time spent on tasks, active
and engaged learning, and peer cooperation (Gray & DiLoreto, 2016).
Table 2. Extent of Effects of the New Normal Education on the Academic Performance in terms
of Structure

Weighted Verbal Verbal

STRUCTURE
Mean Description Interpretation
Learner-Content: Flexibility
1.       I receive direct feedback on my assignments, Moderate
3.08 Agree
projects, and other course-required tasks. Extent
2.       I have numerous chances to ask questions and Moderate
3.18 Agree
earn a valuable response. Extent
3.       I can work at my own pace to fulfill the Moderate
3.34 Agree
instructional goals and objectives. Extent
4.       I am pushed to achieve to the best of my
Moderate
abilities through the instructor's emphasis on direct 3.3 Agree
Extent
instruction and extra resources for advanced training.
5.       I have numerous chances to practice before the Moderate
3.28 Agree
final evaluation of my performance. Extent
Learner-Content: Formality
 1.       I notice online course has a detailed syllabus
Moderate
with clearly defined course objectives and a schedule 3.24 Agree
Extent
of content and was provided at the start of the year.
2.       I observe online course includes clear
Moderate
guidelines/rubrics for assignments, projects, and 3.35 Agree
Extent
other course-related tasks.
3.       I notice online course has specific deadlines for Moderate
3.49 Agree
assignments and other course-related tasks. Extent
4.       I observe online program contains a thorough
Moderate
course policy (e.g., late submission, missed tests, and 3.44 Agree
Extent
online discussion behaviors).
5.       I notice course expectations are laid out at the Moderate
3.37 Agree
start of the semester. Extent
Moderate
Average Weighted Mean 3.31 Agree
Extent

Table 2 presents the extent of effects of the new normal education in terms of
Structure. I notice online course has specific deadlines for assignments and other course-related
tasks was the indicator that has the highest weighted mean of 3.49, a verbal description of
agree, and a verbal interpretation of moderate extent. While I receive direct feedback on my
assignments, projects, and other course-required tasks indicator has the lowest weighted mean
of 3.08, a verbal description of agree, and a verbal interpretation of moderate extent.

To sum up, the extent of effects of the new normal education on the academic
performance in terms of Structure had an average weighted mean of 3.31, a verbal
interpretation of moderate extent, and a verbal description of agree, which means all indicators
sometimes happen in this new normal education.

Moreover, students felt less direct feedback from teachers about their school work
activities. Although an online course is often asynchronous, it may include features of
synchronous real-time interfaces such as set deadlines for assignments and interaction, online
quizzes/examinations, and specific content for weekly discussion (Sharoff,2019).

Baber (2020) found that students' perceived learning outcome and satisfaction are
favorably influenced by the characteristics of classroom interaction, student motivation, course
structure, teacher knowledge, and facilitation.
Table 3. Extent of Effects of the New Normal Education on the Academic Performance in terms
of Autonomy

Weighted Verbal Verbal

AUTONOMY
Mean Description Interpretation
Independence of Learning
1.       I have new learning opportunities that excite Moderate
3.28 Agree
me. Extent
2.       I attempt to persist with activities even when Moderate
3.25 Agree
they are difficult. Extent
3.       I appreciate researching new topics on my Moderate
3.13 Agree
own. Extent
4.       I am willing to try new approaches to familiar Moderate
3.34 Agree
tasks. Extent
Moderate
5.       I appreciate taking on new challenges. 3.34 Agree
Extent
Study Habits
 1.       I am constantly making excuses for not getting Moderate
2.7 Agree
to work. Extent
Moderate
2.       I make good use of my study time. 3.08 Agree
Extent
Moderate
3.       I am good at meeting deadlines. 3.13 Agree
Extent
Moderate
4.       I have excellent time management skills. 3.01 Agree
Extent
Moderate
5.       I am good in all activities. 2.92 Agree
Extent
Moderate
Average Weighted Mean 3.47 Agree
Extent

Table 3 presents the extent of effects of the new normal education in terms of
Autonomy. I am willing to try new approaches to familiar tasks and I appreciate taking on new
challenges were the indicators that had the highest weighted mean of 3.34, a verbal description
of agree, and a verbal interpretation of moderate extent. While I am constantly making excuses
for not getting to work indicator has the lowest weighted mean of 2.70, a verbal description of
agree, and a verbal interpretation of moderate extent.

To sum up, the extent of effects of the new normal education on the academic
performance in terms of Autonomy had an average weighted mean of 3.47, a verbal
interpretation of moderate extent, and a verbal description of agree, which means all indicators
sometimes happen in this new normal education.

Moreover, this new normal education excites student to learn new approaches and
motivate them to take on new challenges. Students openly expressed their emotions, critically
explored course topics, offered assistance to others, and accepted many of the challenges of
completing an online course (Barab et al., 2010).

Higher-achieving students in more academically diverse classrooms exercised more

Autonomy when given the opportunity. Flexible attendance requirements without sufficient
time input autonomy have been proven in previous research to negatively influence higher-
performing students' academic achievement (Kapoor et al., 2021). Second, we show that
academic diversity among peers is linked to a desire for Autonomy. We show that when
students are randomly allocated to a classroom with a higher amount of academic variety, they
seek more Autonomy.
Table 4. Extent of Effects of the New Normal Education on the Academic Performance in terms
of Transactional Distance

Weighted Verbal Verbal

TRANSACTIONAL DISTANCE
Mean Description Interpretation

Learner-Instructor Transactional Distance

1. I feel a strong connection to my
2.96 Agree Moderate Extent
instructor in this online course.
2.       I feel the presence of my instructor
in this online course despite the physical 3.23 Agree Moderate Extent
distance between us.
3.       I observe a strong sense of being
with my instructor throughout my 3.2 Agree Moderate Extent
learning process
4.       I feel isolated from my instructor
2.93 Agree Moderate Extent
the online course
5.       I and my instructor have a shared
3.21 Agree Moderate Extent
understanding of my learning assessment
 methods.

Learner-Learner Transactional Distance

1.       I feel a strong connection to my

3.17 Agree Moderate Extent
classmates in this online course
2.       I have a strong sense of 'being with'
my fellow students in this online course 3.17 Agree Moderate Extent
despite the physical distance between us
3.       I feel the presence of my fellow
students in this online course despite the 3.21 Agree Moderate Extent
physical distance between us
4.       I have developed a strong friendship
3.17 Agree Moderate Extent
with my classmates in this online course,
5.       I feel isolated from my classmates in
3.03 Agree Moderate Extent
this online course.
Average Weighted Mean 3.13 Agree Moderate Extent

Table 4 shows the extent of effects of the new normal education in terms of
Transactional Distance. I feel the presence of my instructor in this online course, despite the
physical distance between us was the indicator that has the highest weighted mean of 3.23, a
verbal description of agree, and a verbal interpretation of moderate extent. While I feel isolated
from my instructor the online course indicator has the lowest weighted mean of 2.70, a verbal
description of agree, and a verbal interpretation of moderate extent.

To sum up, the extent of effects of the new normal education on the academic
performance in terms of Autonomy had an average weighted mean of 3.13, a verbal
interpretation of moderate extent, and a verbal description of agree, which means all indicators
sometimes happen in this new normal education.

Moreover, students felt isolated from their instructors in this new normal education.
Students thought instructor presence was an important aspect of online learning, according to
a survey investigating perceptions of online communities. They wanted available instructors
willing to provide timely feedback, listen to concerns, and guide them through learning tasks
(Richardson et al., 2016).

Table 5. Summary on the Extent of Effects of the New Normal Education on Academic
Performance
 Indicators Weighted Mean Verbal Verbal
Description Interpretation
Dialogue 3.30 Agree Moderate
Extent
Structure 3.31 Agree Moderate
Extent
Autonomy 3.12 Agree Moderate
Extent
Transactional Distance 3.13 Agree Moderate
Extent
Average Weighted Mean 3.22 Agree Moderate
Extent

Table 5 reveals the summary of the extent of effects of new normal education as to
Dialogue, Structure, Autonomy, and Transactional Distance. The first in rank is where the
students agree that all of the statements about Structure sometimes happen in the new normal
education, with a weighted mean of 3.31. The Dialogue is in the second rank with a weighted
mean of 3.30, and the respondents also agree that all statements sometimes happen in the
new system of education. With a weighted mean of 3.13, transactional distance is in the next
rank. The last in line is Autonomy, with a weighted mean of 3.12 and the same with all the
factors statements; it also has a verbal description of agree.

To sum up, the summary on the extent of effects of the new normal education on the
academic performance had an average weighted mean of 3.22, a verbal interpretation of
moderate extent, and a verbal description of agree, which means all the indicators of the four
factors sometimes happen in this new normal education.

CONCLUSION

Based on the findings of the study, most tourism respondents, specifically Bachelors of
Science in Tourism Management (BSTM) and Diploma in Tourism Management Technology
(DTMT) in Saint Michael College of Caraga (SMCC) are female, ages 19-21, single and have a
grade point average between 1.6 – 2.0. According to the study, the students performed well in
this new normal education, with a very good academic performance despite their perception of
not receiving timely feedback from their instructors.
 Moreover, the study further revealed that there is a significant difference between the
effects of new normal education on the academic performance of the tourism students of
SMCC when grouped according to gender. Also, the study showed that there is no significant
relationship between the profile of the respondents in terms of age, marital status, and grade
point average and the effects of the new normal education on the academic performance of
the Tourism students of Saint Michael College of Caraga.

The study has a link to the cited theoretical framework of Transactional Distance Theory
of Moore (2016), which states that in distance learning situations, the separation between the
teacher and students can "lead to communication gaps, a psychological space of potential
misunderstandings between instructors and learners' behaviors." In a learning setting, it's not
the distance between the instructor and the student that matters; it's the communication gap
between them. Several elements influence academic achievement in online courses, including
Dialogue, Structure, and Autonomy. Virtual students are expected to be more engaged in their
learning. Online instructors should structure course materials for learners with varying levels of
Autonomy to benefit students in their learning. To support learning, instructors must provide
regular and high-quality communication opportunities as well as well-structured learning
resources. Asynchronous courses give students more control over their learning pace, classwork
schedules, and content acquisition options. However, they experience more Structure than
Dialogue. Students in synchronous courses must attend live class sessions at set times and
follow the teacher's instructions, giving them less Autonomy but more Structure and Dialogue.

RECOMMENDATION

Based on the study's findings, the researchers recommend that the school focus more
on learner-instructor interaction in this new normal education, especially teachers giving direct
feedback to students. Since instructors carry heavy workloads due to the need to support the
large number of students enrolled at Saint Michael College of Caraga, the researchers
recommend for the school to avail and use Automated Feedback, a type of feedback that is
generated by artificial intelligence-based software that gives students more feedback in less
time, making personalized feedback possible at even the largest scales. The institution should
encourage the College of Computing and Information Sciences (CCIS) Department to make a
system such as Automated Feedback offers. Teachers should practice giving online feedback to
learners, such as prompt, frequent, personalized, detailed, clear, specific, and balanced
feedback. Students should participate in synchronous classes to have a guide on how to answer
the tasks through the portal correctly. If they really can't, then they better reach out or ask their
classmates or teachers in a private message. Students should visit their portal to check if there
are new activities uploaded. It is essential to monitor newsfeed updates and course content
throughout this period and review deadlines, submit assignments, and participate in discussion
forums. Students are less likely to miss new content and assignment deadlines if they actively
participate in the digital classroom. Students must read the lessons and see any included videos
or presentations posted by instructors in the portal. This practice will boost discussion grades
and build an understanding of the subject and maybe improve quiz and exam scores.

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