Perceived Barriers in the Sudden Transition to Asynchronous and Synchronous Online Distance Learning of Radiologic Technology Student

Rommel A. Alivo1, Adonis F. Cerbito2*, Mark Joseph A. Formaran3
Dr. Carlos S. Lanting College
16 Tandang Sora Ave, Novaliches, Quezon City, 1116 Metro Manila, Philippines

DOI: https://doi.org/10.54476/iimrj10

 

ABSTRACT

 

This study identified the effect of the perceived barriers in the sudden transition to online distance learning on the academic performance of radiologic technology students. Four barriers were identified and used: digital literacy, support barriers, institutional barriers, and educational impact. A causal-comparative study was utilized to determine the effect of the perceived barriers on students’ academic performance. Resuts revealed that support and institutional barriers significantly impact students’ academic performance. On the other hand, digital literacy and educational impact have no significant effect. This finding of the study indicates that students must have easy access to the available support. This is critical not only for technical assistance but also for institutional support.


Keywords: online distance learning, digital literacy, support barriers, institutional barriers, educational impact, academic performance, radiologic technology

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