SDCA Journal of Education

Abstract

This study attempted to explore the experiences of the students, their issues and concerns during remote teaching and learning. This study used qualitative approach using critical analysis of the reflective essay. It used a four-step reflection process by York-Barr, et. al (2006). The reflective results of the student experiences during lockdown suggested several themes. These themes drawn from the personal experiences could the framework to their learning gains given the challenges at hand: a) appreciation of the school learning environment/physical interaction; b) challenges of teachers as perceived by students; c) academic efforts experiences; d) mental and body wellness challenge; e) transforming challenges to opportunities; and f) technological and home infrastructure challenge. These themes depicted the students’ experiences, motivation, and learning gains during remote teaching and learning. Implications include that teachers can capitalize on the benefits of improved metacognition by implementing activities and interventions that allow students to reflect on their intellectual and motivational approaches to the situation.

Keywords: Reflection, learning gains, metacognition.