Serendipity: Student Readiness and Adaptation Model for Remote Teaching and Learning During the COVID-19 Pandemic
Keywords:Development Communication, Remote Learning, Online Platforms, Education
This study attempted to develop a model of student preparation for the abrupt shift from traditional to remote teaching and learning. Guided by the Transactional Distance Theory (Moore, 1989), the model is dubbed SERENDIPITY, i.e. a mnemonic that stands for: Screenshot ready; Engagement (with content, co-learners, and teachers); Resiliency (maintaining sanity); Endless (adaptation); Nonchalant (being calm and relaxed); Diligent; Independent (learning); Procrastination (how not to procrastinate); Integrity; Tenacity (determination); and Yeasty (exuberantly creative). The model is a student readiness framework developed by the UPLB Learning Resource Center and operationalized through capacity development programs using webinars via zoom, Facebook, and YouTube delivered by various social scientists, psychiatrists, communicators, and artists. These webinars on readiness for online learning, mental health, mindfulness, netiquette, tutorials, bridging activities, daily doses of inspiration, and the like did not only capacitate UPLB students but also teachers, school administrators, and researchers in other universities and high schools in the country. The multiple attribute setting amounting to more than six million does not matter but the emerging strategies to prepare students to study remotely enabled them to adapt to the new learning platform that may now become the new norm.
Ansari, JAN and Khan, A. (2020). Exploring the role of social media in collaborative learning
Castaneda, D. (2020). The power of discussion: Activating Learning Online (and in person)
Centers for Disease Control and Prevention. (2020, July 23). Preparing K-12 School Administrators for a Safe Return to School in Fall 2020. Retrieved from Coronavirus Disease 2019 (COVID-19): https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/prepare-safe-return.html
Gonzales, G. (2019, February 18). Filipinos spend most time online, on social media worldwide. Rappler. Retrieved from https://www.rappler.com
Heldman, A. B., Schindelar, J., & Weaver, J. B., III. (2013). Social Media Engagement and Public
Health Communication: Implications for Public Health Organizations Being Truly “Social.” Public
Health Reviews, 35(1), 1–18. https://doi.org/10.1007/bf03391698
Imad, M. (2020, March 17). Hope Matters: 10 Strategies to support students and help them continue to learn during this time of uncertainty. Retrieved from Inside Higher Ed: https://www.insidehighered.com/advice/2020/03/17/10-strategies-support-students-and-help-them-learn-during-coronavirus-crisis
Moore, M. (1989). Three types of interaction. Article in American Journal of Distance
Nerval, M. (2016). The Benefits of Tutorials. Retrieved from
http://childlink.edu.ph/home/2016/06/23/the-benefits-of-tutorials/ on February 17, 2021.
Oxford Learning Center. (n.d.). How does tutoring help students? Retrieved from
https://www.oxfordlearning.com/benefits-of-tutoring/ on February 17, 2021.
Parker, K. and Igielnik, R. On the cusp of adulthood and facing an uncertain future: what we know about Gen Z so far. https://www.pewresearch.org/social-trends/2020/05/14
Russel, J. (2011, May 1). Philippines named social networking capital of the world. Retrieved December 28, 2019, from http://asiancorrespondent.com/54475/philippines-named-the-social-networking-capitalof-the-world-indonesia-malaysia-amongst-top-10/ Education 3(2):1-7.
Schulte-Körne, G. (2016). Mental Health Problems in a School Setting in Children and Adolescents. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4850518/ on July 23, 2019. SSRN Electronic Journal. October article.
Statista. (2021, February 9). Global social networks ranked by number of users 2021. https://www.statista.com/statistics/272014/global-social-networks-ranked-by-number-of-users/
the new domain of learning. Smart learning environments7, article number 9. March
University of New South Wales. (n.d.). Strategies for Effective Tutorials. Retrieved from https://www.futurelearn.com/info/courses/learning-teaching-university/0/steps/26395 on February 17, 2021.
University of Waterloo. (n.d.). Key Strategies for Effective Tutorials. Retrieved from https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/planning-courses/tips-teaching-assistants/key-strategies-effective on February 17, 2021.
WHO (2010) Mental Health and Development: Targeting People with Mental Health Conditions as a Vulnerable Group. WHO Report Launch and Panel Discussion, 2010. Retrieved from https://www.who.int/mental_health/policy/mhtargeting/development_targeting_mh_summary.pdf on February 16, 2019.
WHO. (2018). Mental health: strengthening our response. Retrieved from https://www.who.int/news-room/fact-sheets/detail/mental-health-strengthening-our-response on February 11, 2020.
Williams, J. B. and Teo, S. (2005). A theoretical framework for effective online learning.
How to Cite
Copyright (c) 2020 Asian Congress for Media and Communication Journal
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.