Abstract
AbstractThis paper aimed to determine the maritime students’ readiness to cope with the abrupt paradigm shift from face-to-face to online learning for the first time in maritime education amidst the outbreak of the COVID-19 pandemic. It utilized a descriptive-normative approach where incoming 2nd year and 3rd-year maritime students were the respondents. Data gathering was online using a survey questionnaire in Google Forms. Statistical tools used were frequency count, percentage and a 5% margin of error in projecting students’ population throughout the schoolyear 2020-2021.The study showed a majority or 7 of 10 among maritime students were not ready to cope with the paradigm shift on the basis of not having a computer of their own for school works; no internet connectivity at home; no access to internet shops; and personal wellbeing. Almost 3 of 5 preferred face-to-face learning. Participation was limited with only the maritime students while everybody was under the community lockdowns for safety and health reasons. Internet connectivity of the students also was a limiting factor.A catch-up framework in maritime education for SY 2020-2021, 2021-2022, and 2022-2023 addresses problems relative to the start of SY 2020-2021 by delaying it to January 2021. This will give the maritime students inclusive opportunities to graduate within the prescribed period despite the impact of the COVID-19 pandemic. The government, school authorities, parents and faculty members also benefit from this framework once adapted.
Highlights
Education caters to inclusive opportunities grounded on the principle that everyone has equal access to quality education, leaving no one behind
This implied that the sudden lockdowns and quarantines due to the COVID-19 pandemic forced them to be socially isolated from their classmates, peers, friends, and relatives
The paradigm shift to the use of online learning was even complicated due to the demographic origin of these students who were spread all over the region
Summary
Education caters to inclusive opportunities grounded on the principle that everyone has equal access to quality education, leaving no one behind. The paradigm shift from face-to-face learning to online learning is too risky to happen for the first time without in-depth planning and preparations posing widespread failures. Along this line, the World Health Organization (WHO) has declared the COVID-19 as a global pandemic on 11 March 2020, suddenly disrupting social and economic activities around the world (Association of Southeast Asian Nations [ASEAN], 2020). Governments have imposed community lockdowns measures in order to control the spread of the coronavirus (ASEAN, 2020; National Economic Development Authority [NEDA], 2020). The Philippines has implemented calibrated community lockdowns in the major island of Luzon.
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