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 my one of the 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’s 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
Then there’s the actual learning environment—the 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’ve come to realize how much we take those little interactions for granted.
Transfer Context
This is the big one: the 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
Before, I assumed delivering content well was enough. Now, I realize that knowing the content is only part of it. What truly matters is understanding where students are learning, why they’re learning, and how they’ll use that knowledge.
ODeL revealed just how incongruous our assumptions about access and success can be. Students without quiet study spaces or strong support systems face barriers invisible in traditional classrooms. Instructional design needs to account for those realities.
Applying Context in Remote Learning
So, how does this experience change the way I approach instructional design? Well, for one, I’ve learned to pay a lot more attention to each student’s context. I can no longer assume that all my students are coming from the same place, with the same resources or motivations. I need to design lessons that consider their unique circumstances.
Social support is something I think about more now, too. Online distance learning can feel isolating, so I’m intentional about creating opportunities for interaction, such as group projects, discussion boards, or simply making myself more available for questions. Learning doesn’t have to happen alone.
And when it comes to applying knowledge? I plan to make changes. I want to design activities that go beyond the screen, where students can use what they’ve learned in real-life scenarios. Case studies, simulations, or practical assignments—these are the kinds of things I’ll focus on to ensure that students don’t just learn concepts but can actually apply them.
Moving Forward in a Digital World
What have I learned? Context is the key to great learning. The focus is on both the content and the understanding of students’ backgrounds, as well as designing experiences that consider their situations. Teaching content alone doesn’t guarantee success. What matters is how students set their goals, find motivation, and adapt to their learning environments.
As we move forward into a more hybrid world, I’m committed to designing courses that meet students where they are—whether they’re learning in a classroom, at home, or somewhere in between. Technology will play a big role, but I’ll be mindful of how I use it, making sure it doesn’t widen the gap but instead helps to bring students together.
My goal is simple: create inclusive learning experiences, context-aware, and focused on helping every student succeed, no matter where they’re learning from.
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.
