Flexible or Stretched-Out: The Plight of the New Normal Researchers

Abstract

This qualitative phenomenological research study provides a comprehensive exploration of the experiences of educators and researchers navigating the implementation of the Flexible Teaching-Learning Approach (FTLA) within the context of the new normal. The study unravels the complexities of  FTLA, where educators face challenges in integrating research-based and hands-on learning, especially in fields requiring practical experience due to connectivity issues that disrupt synchronous online classes and hinder learning opportunities. The absence of laboratory work and experimental research compromises teaching quality and timely outcomes. The study reveals that students' heightened demands and expectations impact teaching quality and educators' productivity, underscoring the need for infrastructure improvements to promote equitable access to digital education and mitigate disparities in online learning. Additionally, it explores educators' physical, mental, and emotional well-being challenges, including stress-related issues such as hair loss, headaches, eye problems due to prolonged screen time, disrupted sleep patterns, reduced focus, irritability, and emotional strain necessitating breaks for composure. The study also highlights faculty members' struggle to balance instructional and research roles, with faculty loading being a primary concern. Educators seek incentives and recognition to boost research motivation, but the lack of flexibility in research and time management often results in prioritizing teaching over research. This implies that the study's multifaceted findings underscore the need for infrastructure improvements, enhanced support for educators and students, and adjustments to faculty workloads and incentives to promote a balanced and effective approach to education in the evolving digital learning landscape, ensuring equitable, accessible, and high-quality education in the new normal.