scholarly journals Comparative Analysis Of Students’ Perceptions In Modular Distance Learning Approach Versus Face-To-Face Learning Approach Of Mindanao State University – Sulu

2021 ◽  
Vol 4 (2) ◽  
pp. 331-344
Author(s):  
Altamir Salamuddin
Keyword(s):  
Distance Learning ◽  
Sampling Technique ◽  
Teaching Approach ◽  
Learning Approach ◽  
Primary Role ◽  
State University ◽  
Face To Face ◽  
Significant Difference ◽  
Teachers And Students ◽  
Face To Face Learning

Teaching approach gives significant to the teaching-learning process for both teachers and students. Thus, the students’ learning depends on what the school’s application of most effective and attainable teaching approach especially in the time of covid-19 pandemic.  With the implementation of the new normal education, the difficulties encountered among stakeholders because of an alternative learning delivery – modular distance learning being applied in order to facilitate and to continue to serve the good education in different schools in the country Philippines. With this, the study sought to determine the perceptions of the students in Mindanao State University –Sulu regarding their experiences during face-to-face learning approach and modular distance learning approach, to ascertain the factors that can affect face-to-face learning and modular learning as perceived by the students of Mindanao State University-Sulu. This also aimed to find out the significant difference of students’ perceptions in the two learning approach. This study utilized random sampling technique through launching a survey questionnaire in assessing the perceptions of the students in Mindanao State University –Sulu by at least ten percent of the total number of enrollees from the seven departments existing in the university campus academic year 2020-2021. The findings of this study revealed that students agreed that face-to-face learning approach gives significant and had much contribution to their learning while they have disagreed on modular distance learning approach. They also believed that there are factors can affect their learning either in face-to-face and during modular learning. There is a significant difference of students’ perceptions in face-to-face learning approach and modular distance learning approach that resulted to the rejection of the null hypothesis. This study recommended that principal/director should encourage and motivate the subordinates to achieve a certain task for the good of their school. He/she should conduct an orientation program to inform parents that they are partners of teachers in education in time of crisis. Principal/director should also be responsible for interacting with teachers, representative of other school, and other stakeholders to acquire the various materials and resources for the teachers and students. There should be a training/seminar programs for the benefits of his/her subordinates in achieving school’s goals. He/she should also give clear instructions to the teachers, parents that their primary role during Modular is to establish a connection and guide the students. Lastly, he/she should encourage teachers to adopt modular even during face-to-face classes.

Issues And Concerns Of Teachers In Mindanao State University-Sulu Towards Modular Distance Learning Approach: An Analysis

2021 ◽  
Vol 1 (2) ◽  
pp. 51-69
Author(s):  
Michelle Y. Alvarez
Keyword(s):  
Distance Learning ◽  
Media Literacy ◽  
Teaching Strategy ◽  
Research Question ◽  
Literacy Skills ◽  
Survey Method ◽  
Learning Approach ◽  
State University ◽  
Teacher Guidance ◽  
Significant Difference

The purpose of this study is to determine the demographic profiles of the respondents which are the teachers in Mindanao State University–Sulu according to gender and college, to identify the issues encountered by the MSU-Sulu Teacher towards modular distance learning approach, to distinguish the concerns of the MSU-Sulu Teacher towards modular distance learning approach, to investigate the teaching preparations on the adaptation of modular distance learning approach, and to identify the significant difference of issues and concern of the MSU-Sulu Teacher towards modular distance learning approach when they are grouped according gender and college. Frequency and percentage distribution, weighted arithmetic mean and independent t-test and chi-square are the statistical tools used to answer the entire research question. The data gathered was computed using SPSS analyzed and interpreted with the aide of the statistician. Descriptive survey method was used as the research method. This study utilizes 40 teachers from different colleges/department. Convenience sampling was used to It is the recommended number of which it is the 30% from the total population of all the faculty of Mindanao State University-Sulu.; questionnaire is used by the researcher as a research instrument of the study. The findings of the study were: 1) There is no significant difference of issues and concern of the MSU-Sulu teacher towards modular distance learning approach when grouped according gender but in contrary; and 2) There is significant difference on the issues and concern among MSU-Sulu teacher towards modular distance learning approach when grouped according colleges. The issues encountered towards modular distance learning approach were communication failure like that of instructions or confusion of students on the modules, limited teacher guidance, student’s in discourteous approach to teachers, complaints on not understanding the module, and all of which results to misbehavior on students and failure to pass worksheet on time. In addition, the concerns of the MSU-Sulu teacher towards modular distance learning approach were; first, hidden expenses on modules; second, teacher’s lack of media literacy; third, poor internet connection which intercepts communication between teacher and students; fourth, time constraint among teachers due to overload paperwork; fifth, equipment problem and complexity of the discussion as well as measurement of student’s performance; sixth,  managing student’s responses from time to time; seventh, teacher’s unavailability  and lastly, difficulties of studying among slow learners. Moreover, on teaching preparations on the adaptation of modular distance learning approach, the issues were cater and set time for student’s inquiries and be flexible to allow extension in terms of passing worksheets as well as allow parents, relative or even friends to pass worksheets in their behalf to lessen transportation expenses. Teachers must appreciate/ recognize his/her students to boost their confidence and avoid favouritism while being considerate to students who are attention seeker or may have ADHD. Correspondingly, the concerns were. Teachers must encourage handwritten answers to lessen plagiarism, on the absence of teacher, the parents and elders must guide the students in their learning at home. Teacher and parent’s guidance must go hand and hand in today’s learning. Teachers must likewise be flexible in finding solutions on printing shortage. And lastly, alternative teaching strategies like modular learning should be hone to aid lack of media literacy of both teacher and students In view of the findings and analysis, the following are recommended: Teachers must be flexible with the present kind of teaching strategy at all cost and at all aspects, Set guidelines as to establish proper communication among students and teachers, learning materials must be affordable as well as easy to understand content, teachers must develop their media literacy skills and encourage teachers to be available to their students on allotted time and cater all their inquiries with patience at all times. Furthermore, the following are the recommended research agenda: Teacher’s training on media literacy and module development programs to allow teamwork in the making process.

scholarly journals Applying Blended Learning Approach to Teaching English to Master's Students

2019 ◽  
Vol 69 ◽  
pp. 00061
Author(s):  
Anna Kirillova ◽  
Evgeniya Koss ◽  
Inna Usatova
Keyword(s):  
Blended Learning ◽  
Oral Communication ◽  
Learning Model ◽  
Educational Process ◽  
Learning Approach ◽  
State University ◽  
Teaching English ◽  
Master's Students ◽  
Face To Face ◽  
Face To Face Learning

The article focuses on the teaching English to Master's students using blended learning approach. To meet the demand of professional standards teachers at Togliatti State University are to form foreign language communicative competence having just a few academic hours for oral communication. The suggested Project-Based Blended Learning Model is considered to be a solution to this problem. This Model consists of four basic elements: face-to-face learning, a Web 2.0 application LearningApps, MOOC Coursera and Reading Science. The way to implement the Model into educational process is shown. The paper is based on the own unique survey that yields some interesting results which prove the effectiveness of this Blended Learning Model. It gives the opportunity to create the environment for providing a learning pathway and the learning process control.

scholarly journals Learning Effectivenss of Blended Learning in Higher Education Context

2019 ◽  
Vol 4 (2) ◽  
pp. 89-96
Author(s):  
Christiana Sidupa
Keyword(s):  
Blended Learning ◽  
Test Scores ◽  
Test Score ◽  
Learning Approach ◽  
Final Test ◽  
Face To Face ◽  
Significant Difference ◽  
Post Test ◽  
Face To Face Learning ◽  
Data Collection Technique

The notion of applying ICT to support traditional learning approach (face-to-face learning) is obviously not new todays. This study aimed to seek the significant difference between the mid test and final test scores of students’ English listening and reading skills. Mid test score represents face-to-face learning approach applied from first meeting whereas final test score represents blended learning approach employed after the mid test. The method used in this study was quantitative.  A random selection of samples was carried out involving 133 first year undergraduates in Jakarta pursuing English as a compulsory course.  Data collection technique used mid and final tests of two English skills: listening and reading. This study revealed that there was a significant difference between the mid test and the post test scores.  

scholarly journals Teachers’ Perception On Modular Distance Learning Approach At Mindanao State University-Sulu: Its Readiness And Challenges

2021 ◽  
Vol 4 (2) ◽  
pp. 440-460
Author(s):  
Padzmahal G. Jayani
Keyword(s):  
Distance Learning ◽  
Null Hypothesis ◽  
Transactional Distance ◽  
Temporal Distance ◽  
Survey Method ◽  
Learning Approach ◽  
State University ◽  
Learning Situation ◽  
Significant Difference ◽  
E Learning

This study aimed to know the “Teachers’ Perception on Modular Distance Learning Approach at Mindanao State University-Sulu: Its Readiness and Challenges”. This study contained five (5) objevtives:1) to determine the profile of the respondents; 2) to determine the perceptions of the teachers towards the modular distance learning approach; 3) to find out the challenges encountered by the teachers with modular distance learning approach; 4) to determine the level of readiness on modular distance learning approach as perceived by the teachers; and 5) to find out if there is a significant difference between perception of readiness and challenges in terms of age. This study is supported by Michael G. Moore’s Transactional Distance Theory developed by Daniel Bornt (completed August 22, 2011) and Constructivist Theory by Saul McLeod, published 2019. Moore’s theory has a direct bearing on e-learning. It explains and quantifies the learning relationship between instructor and student in the e-learning situation, where there is a substantial physical or temporal distance between the two. First formulated in 1997, it considered the many different forms of distance learning as part of a group which could similarly analyzed. Transactional distance as distinguished from physical or temporal distance – refers to the psychological or communicative space that separates instructor from learner in the transaction between them, occurring in the structured or planned learning situation (Moore, 1997, p.1) and the constructivist learning theory underpins a variety of student-centered teaching methods and techniques which contrast with traditional education, whereby knowledge is simply passively transmitted by teachers to students. This study used convenient sampling technique. This sampling is also known as availability sampling. There were forty eight (48) teachers who served as the respondents from different colleges and department of Mindanao State University-Sulu, they were chosen depending on their availability at school. To gather data the researcher used survey questionnaire or the descriptive survey method.  The questionnaire is guided by the objectives of the study. It consist of twenty five (25) items. This research instrument helped the researcher to determine the readiness and challenges of teachers’ perception on modular distance learning approach at Mindanao State University-Sulu. When the questionnaire were collected, the researcher made tabulations of the gathered data and subjected them to analysis. SSPS was used in computing and analyzing the data.  Frequency and standard deviation were used to analyze the SOP1 which were the profile of the respondents. Weighted arithmetic mean for the SOP 2, 3 and 4, then the one-way ANOVA for the SOP 5. Based on the findings of the study, the distribution of first category which is age starts in 30 below has the frequency of 26, 31-40 and 41 above have the same frequency of 11, second category which is gender; there are more female respondents with 31 while male respondents have a frequency of 17 and the third category which is college. 9 respondents were from College of Arts and Sciences, both 7 respondents were from College of Education and College of Agriculture. Similarly, 6 respondents were from College of Fisheries and Senior High school Department, College of Computer Studies has frequency of 5 and 4 respondents came from College of Public Affair and College of Public. The study also revealed that the respondents agreed on teacher’s perception on modular distance learning approach with its grand mean of 3.00 with a description of Moderately Agree. The respondents also agreed on the challenges encountered with modular distance learning approach with its grand mean of 3.97 and a description of Agree. The result also concluded that the respondents have high level of readiness on modular distance learning approach with its grand mean of 3.51 with a description of High Readiness. The data indicated that there is no significant difference between perceptions on the level of readiness when the data are grouped according to age. Thus, the data suggest that the null hypothesis is accepted. The data also indicated that there is no significant difference between the perceptions on the challenges encountered during modular distance learning approach when the data are grouped according to age. Thus, the data suggests that the null hypothesis is accepted.

scholarly journals A Statistical Analysis Of The Performance Distance Learning Students And The Full-Time Students At The University Of Lagos

2010 ◽  
Vol 3 (9) ◽  
pp. 17-22
Author(s):  
Johnson Ademola Adewara ◽  
Ismail Adedeji Adeleke ◽  
Rotimi Kayode Ogundeji ◽  
Edesiri Bridget Ahani
Keyword(s):  
Distance Learning ◽  
Grade Point Average ◽  
Accounting Students ◽  
Full Time ◽  
Grade Point ◽  
Face To Face ◽  
Cumulative Grade Point Average ◽  
Significant Difference ◽  
Face To Face Learning ◽  
The University

The study compares the performance of distance learning students with full-time students in a traditional face-to-face learning environment. This study is one aspect of a larger research project designed to gain insight into factors that may influence the performance of distance learning students. The data used in the study represent the graduating GPA (Grade Point Average) and CGPA (Cumulative Grade Point Average). The result showed that students of Distance Learning Institute (DLI) performed better in business administration than the mainstream students, while the mainstream accounting students perform better than the DLI accounting students. Results indicated that there was a statistically significant difference in final grades of these groups of students.

scholarly journals Issues and Concerns of Teachers in Mindanao State University-Sulu Towards Modular Distance Learning Approach: An Analysis

2021 ◽  
Vol 1 (2) ◽  
pp. 38-55
Author(s):  
Michelle Y. Alvarez
Keyword(s):  
Distance Learning ◽  
Media Literacy ◽  
Teaching Strategy ◽  
Research Question ◽  
Literacy Skills ◽  
Survey Method ◽  
Learning Approach ◽  
State University ◽  
Teacher Guidance ◽  
Significant Difference

The purpose of this study is to determine the demographic profiles of the respondents which are the teachers in Mindanao State University–Sulu according to gender and college, to identify the issues encountered by the MSU-Sulu Teacher towards modular distance learning approach, to distinguish the concerns of the MSU-Sulu Teacher towards modular distance learning approach, to investigate the teaching preparations on the adaptation of modular distance learning approach, and to identify the significant difference of issues and concern of the MSU-Sulu Teacher towards modular distance learning approach when they are grouped according gender and college. Frequency and percentage distribution, weighted arithmetic mean and independent t-test and chi-square are the statistical tools used to answer the entire research question. The data gathered was computed using SPSS analyzed and interpreted with the aide of the statistician. Descriptive survey method was used as the research method. This study utilizes 40 teachers from different colleges/department. Convenience sampling was used to It is the recommended number of which it is the 30% from the total population of all the faculty of Mindanao State University-Sulu.; questionnaire is used by the researcher as a research instrument of the study. The findings of the study were: 1) There is no significant difference of issues and concern of the MSU-Sulu teacher towards modular distance learning approach when grouped according gender but in contrary; and 2) There is significant difference on the issues and concern among MSU-Sulu teacher towards modular distance learning approach when grouped according colleges. The issues encountered towards modular distance learning approach were communication failure like that of instructions or confusion of students on the modules, limited teacher guidance, student’s in discourteous approach to teachers, complaints on not understanding the module, and all of which results to misbehavior on students and failure to pass worksheet on time. In addition, the concerns of the MSU-Sulu teacher towards modular distance learning approach were; first, hidden expenses on modules; second, teacher’s lack of media literacy; third, poor internet connection which intercepts communication between teacher and students; fourth, time constraint among teachers due to overload paperwork; fifth, equipment problem and complexity of the discussion as well as measurement of student’s performance; sixth,  managing student’s responses from time to time; seventh, teacher’s unavailability  and lastly, difficulties of studying among slow learners. Moreover, on teaching preparations on the adaptation of modular distance learning approach, the issues were cater and set time for student’s inquiries and be flexible to allow extension in terms of passing worksheets as well as allow parents, relative or even friends to pass worksheets in their behalf to lessen transportation expenses. Teachers must appreciate/ recognize his/her students to boost their confidence and avoid favouritism while being considerate to students who are attention seeker or may have ADHD. Correspondingly, the concerns were. Teachers must encourage handwritten answers to lessen plagiarism, on the absence of teacher, the parents and elders must guide the students in their learning at home. Teacher and parent’s guidance must go hand and hand in today’s learning. Teachers must likewise be flexible in finding solutions on printing shortage. And lastly, alternative teaching strategies like modular learning should be hone to aid lack of media literacy of both teacher and students In view of the findings and analysis, the following are recommended: Teachers must be flexible with the present kind of teaching strategy at all cost and at all aspects, Set guidelines as to establish proper communication among students and teachers, learning materials must be affordable as well as easy to understand content, teachers must develop their media literacy skills and encourage teachers to be available to their students on allotted time and cater all their inquiries with patience at all times. Furthermore, the following are the recommended research agenda: Teacher’s training on media literacy and module development programs to allow teamwork in the making process.

scholarly journals Problems of teaching foreign languages at Russian universities in the conditions of the COVID-19 pandemic

2021 ◽  
Vol 127 ◽  
pp. 01009
Author(s):  
Lyudmila Nikolaevna Petrova
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Foreign Language ◽  
Legal Aspect ◽  
Mass Scale ◽  
Educational Process ◽  
Face To Face ◽  
Teachers And Students ◽  
Face To Face Learning ◽  
Russian Universities

The relevance of the research is accounted for by the contradiction between the mass-scale transition of the Russian universities to the distance learning format and the insufficient readiness of the educational process participants in the conditions of COVID-19 pandemic. The following methods of theoretical (analysis, synthesis, systematisation, comparison) and empirical (review of literature, interviewing, questioning, observation) research were comprehensively used in the paper. The situation with distance education before the pandemic was analysed; the prerequisites of the problems and difficulties of transition to online education were identified. The analysis of difficulties encountered by the teachers and students of Russian universities made it possible to identify the objective and subjective factors of their emergence, as well as to develop recommendations for further continuation of distance learning in its combination with the traditional format of education. The purpose of the research was the analysis of the current experience of working in the conditions of COVID-19 pandemic by the example of teaching the disciplines “Foreign language” and “Foreign language (legal aspect)” to the students of Plekhanov Russian University of Economics. The authors analysed the reasons of success and problems, showed the contradictions between the remote and traditional forms of learning. The key models of learning organisation involving traditional and distant forms of education with the use of remote education technologies were reviewed. In addition, an analysis of works by a number of Russian and foreign researchers on the problem of distance learning was undertaken. As a result of the research, a conclusion was made that distance learning in the modern system of higher education in Russia may be considered as a complementary form of the already existing traditional (“face-to-face”) learning format, enhancing it, and this synthesis of forms may be considered as a solution of the emerging problems in the course of learning in the pandemic environment.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

Pengembangan Modul Pembelajaran IPA Berbasis Entrepreneurship di SMK Negeri 2 Kota Jambi

2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Sica Septyenthi ◽  
Aprizal Lukman ◽  
Upik Yelianti
Keyword(s):  
Education System ◽  
Real Life ◽  
Instructional Materials ◽  
Design Development ◽  
Vocational High School ◽  
Face To Face ◽  
Student Entrepreneurship ◽  
Teachers And Students ◽  
Face To Face Learning ◽  
Module Development

Vocational high school consists of face-to-face learning and dual education system. Learning and dual education system may be either industrial work practices held for 3 or 6 months.During dual education system students can not attend face-to-face learning teaching material that students need to be able to learn independently. Specifically, learning science that students need to learn about the environment and its benefits for students.The purpose of this research is to develop instructional materials in the form of science module which helps students to learn independently and determine the response of vocational students to the science learning modules. Modules developed based entrepreneurship and contextual material with real life needs or students. The material presented is structured to support student entrepreneurship in order to be fit for purpose namely vocational work. This module development research design using the design development of Richey and Klein with Dick and Carey model for the development phase of the module material. Results of test responses of teachers and students concluded that the module gets a very good response, interesting and appropriate to the needs of students. Then the module materials can help students cultivate skills become entrepreneurs.

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