When the pandemic hit, everything changed fast. Schools, universities, and businesses in the Philippines had to switch to remote operations overnight. For many, including me, it was one of my few times navigating a fully online world. While remote work and learning weren’t anachronistic ideas globally, for us, the transition felt like an abrupt leap into unfamiliar terrain.
The adjustment was hefty. Picture going from a lively classroom where I could easily read students’ expressions to staring at a screen full of muted black boxes on Zoom. It was tough. I missed the face-to-face interaction. I missed those subtle moments when I could tell someone was confused and needed extra help. Students dealt with distractions at home, and so did I. Between adapting to new technologies like learning management systems and video calls and trying to create a routine, it felt like learning how to teach all over again.
Now, as a student at UPOU, I see things from the other side. Open and Distance e-Learning (ODeL) gives me the flexibility to study anytime, anywhere—but let me tell you, it’s not as easy as it sounds. I often study in less-than-ideal environments. I share space at home and distractions. They’re endless. Conversations, barking anxious dogs, clinking dishes, and sometimes even the computer games in the background. My internet is fortunately stable most of the time, however staying motivated without the structure of a classroom? That’s the real challenge. I’ve had to hold myself accountable and keep myself on track—a task that sometimes feels like climbing uphill.
ODeL might seem inclusive—anyone with an internet connection can access education. But as it dawns on me, it’s also exposing inequalities in ways we hadn’t anticipated. The more I learn, the more I see how context—where students are coming from, their learning environment, and their access to resources—impacts their learning far more than I ever imagined.
Learning, especially ODeL, doesn’t just happen through content delivery; it’s influenced by the context surrounding it. These three contexts—orienting, instructional, and transfer and their each level determine how well students engage with and apply what they’ve learned. Understanding these can make a difference in educational experiences.
The Three Contexts
It’s easy to think education is just about delivering content; giving lessons, explaining the concepts, and the students will pick it up. But that’s not how learning works. There is a whole framework of contexts that shapes how students experience learning. Let me break it down.
Orienting Context
This is about how students set their goals, why they think what they’re learning is important, and how motivated they are to engage with it. In remote learning, I’ve seen naturally self-motivated students thrive. They set goals, manage their time, and excel. But what about those who need more structured learning? Without accountability, they drift. Some don’t see the relevance of certain subjects in their lives, which makes it even harder for them to stay motivated. As much as remote learning offers flexibility, it also removes the routines that help keep some students on track.
Instructional Context
This goes beyond whether the material is good or not. It’s about where students are when they’re learning: the physical space, the noise levels, the distractions. In a traditional classroom, I controlled a lot of this. Now? Not so much. I have students trying to learn in noisy, crowded homes. Some have reliable internet, others don’t. And then there’s the social aspect—learning in isolation is tough. There’s no quick chat with a classmate to clarify a concept, and no immediate help from the teacher. I have come to realize how much we take those little interactions for granted.
Transfer Context
How do students take what they’ve learned and apply it in real life? Remote learning can sometimes feel detached from the real world. Without structured support to help students apply what they’re learning, the information stays theoretical. I’ve noticed students struggle with this—sure, they can pass exams or complete assignments, but when it comes to using that knowledge in a real-world setting, many fall short. The lack of hands-on experience or immediate feedback can make it hard for students to see the bigger picture.
Shift in Perspective
Previously, I believed mastering content and presenting it clearly would suffice. Experience revealed that real success hinges on understanding where, why, and how students learn.
ODeL illuminated the incongruous assumptions often made about access and learning success. Students lacking quiet spaces or stable support systems face barriers invisible in traditional settings. Instructional design must acknowledge and address these realities.
Applying Context in Remote Learning
This experience reshaped how I approach designing instruction. Each learner arrives with a distinct context, requiring design choices that respond thoughtfully to varied needs.
Social support plays an increasingly vital role. Remote learning intensifies disconnection. Group work, interactive discussion boards, and increased instructor accessibility build necessary bridges between learners. Education must remain communal even when physical presence is absent.
To strengthen the transfer of knowledge, I prioritize activities extending beyond theoretical exercises. Case studies, simulations, and real-world assignments allow students to apply learning in authentic contexts. Designing with transfer in mind maintains the continuity of learning beyond formal assessments.
Moving Forward in a Digital World
The pandemic brought to light a vital reality that great instruction demands sensitivity to students’ circumstances, motivations, and challenges.
As education shifts toward hybrid modalities, my commitment centers on building inclusive, context-aware experiences. Technology will remain a vital tool, but it must serve as a bridge, not a barrier. I will design courses attentive to student diversity, making certain that where students learn does not limit how they learn.
My objective remains clear: to create learning environments that adapt to students’ realities, honor their ambitions, and equip them to succeed across boundaries.
References
Malamed, C. (n.d.). The importance of context in learning design. The eLearning Coach. https://theelearningcoach.com/elearning_design/context-in-learning-design/
Stefaniak, J. E. (2021). Determining environmental and contextual needs. In J. K. McDonald & R. E. West (Eds.), Design for learning: Principles, processes, and praxis. BYU Open Learning Network. https://edtechbooks.s3.us-west-2.amazonaws.com/pdfs/22/2435.pdf
Tessmer, M., & Richey, R.C. (1997). The role of context in learning and instructional design. Educational Technology Research and Development, 45(2), 85–115.
