scholarly journals Modular Distance Learning in the New Normal Education amidst Covid-19

2021 ◽  
Vol 2 (3) ◽  
Author(s):  
Geraldine D. Anzaldo
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Rural Areas ◽  
Home Schooling ◽  
The Philippines ◽  
New Normal ◽  
Learning Modalities ◽  
Internet Connection ◽  
Learning Competencies ◽  
Based Instruction

Education in the new normal is a challenging task in the Philippines in an attempt to push through education amidst the deadly pandemic caused by covid-19. The Department of Education (DepEd) and Commission on Higher Education (CHED) adopted and implemented the flexible model of blended learning despite many oppositions because of the risk to open classes because of the virus. The different learning modalities are the following: Modular (Printed), Modular (Digitized), Online, Educational TV, Radio-Based Instruction, Home Schooling and Blended Learning. For the cities where modern living is adapted and students and learners have the privilege of having internet connection at home, Online learning is implemented especially for the high schools and colleges but for those living in rural areas or provinces where internet connection is only available for only few, Modular Distance Learning is implemented. Modular Distance Learning is the use of Modules made by teachers with different tasks and learning activities based from the essential learning competencies.

Blended Learning

2014 ◽  
pp. 69-89 ◽  
Author(s):  
David Starr-Glass
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Variation Theory ◽  
Face To Face ◽  
Learning Modalities ◽  
Structure And Dynamics ◽  
Online Distance Learning ◽  
Online Distance ◽  
Teaching Learning ◽  
Blended Course

Blended learning provides an opportunity to rethink the ways in which instructors and learners use face-to-face and online distance learning modalities. Sometimes, this opportunity is missed and the resulting blended course is no more than a mechanical mix that serves pragmatic purposes but fails to reshape learning. This chapter rethinks the structure and dynamics of blended learning experiences and considers what it might mean to use different teaching/learning modalities. It explores the possibilities, challenges, and design of blended learning from a perspective of variation theory. It also reviews strategies to make explicit the differences in structure and dynamics of face-to-face and online distance environments that are encountered by the learner and suggests the benefits and limitations of such strategies.

scholarly journals Printed Modular Distance Learning in Philippine Public Elementary Schools in Time of COVID-19 Pandemic: Quality, Implementation, and Challenges

2021 ◽  
Vol 4 (3) ◽  
pp. 19-29
Author(s):  
Allen Jake S. Talimodao ◽  
Dennis V. Madrigal
Keyword(s):  
Elementary Schools ◽  
Distance Learning ◽  
The Philippines ◽  
Department Of Education ◽  
National Standards ◽  
Instructional Supervision ◽  
Learning Modalities ◽  
Public Elementary Schools ◽  
Relevant Education

Coronavirus Disease 2019 forced educational sectors worldwide to implement various distance learning modalities. In the Philippines, printed modular distance learning modality was implemented to continue delivering quality and relevant education amid the pandemic. Thus, this study assessed the quality and implementation of PMDL in public elementary schools. Likewise, this study ranked the challenges encountered by the teachers in the quality and implementation of PMDL. Using descriptive and inferential analyses, the results revealed that both quality and implementation of PMDL were consistently excellent, indicating the adherence of the modality to the national standards set by the Department of Education. However, significantly lower quality of PMDL among small and medium schools and the encountered challenges of teachers on assessments, activities, outputs, parents' incapacity, inconsistent participation, and compliance established the need for instructional supervision.

scholarly journals Learning at home: Parents’ lived experiences on distance learning during COVID-19 pandemic in the Philippines

2021 ◽  
Vol 10 (3) ◽  
pp. 901
Author(s):  
Casper Boongaling Agaton ◽  
Lavinia Javier Cueto
Keyword(s):  
Distance Learning ◽  
Learning Style ◽  
Inclusive Education ◽  
Rural Areas ◽  
Lived Experiences ◽  
The Philippines ◽  
Education Policies ◽  
Health Crisis ◽  
Learning At Home ◽  
Virtual Setting

<span>COVID-19 pandemic has closed-down educational institutions and dramatically shifts the instruction to distance learning. However, students rooted from the marginalized families and from rural areas have limited access to technology necessary for online learning. Modular learning addresses this learning inequality by providing more inclusive access to education. This study explored the lived experiences of the parents who act as learning supervisor, tutor, and home-schooling teacher for modular learning during the health crisis. This research surveyed parents from the Philippines and applied Inductive Content Analysis. The results showed an agreement on the effectiveness of the implemented educational policies to contain the pandemic including the nationwide closures of schools, delaying the reopening of classes, and implementation of various instructional modalities. On the other hand, parents have encountered various challenges from the new mode of learning in virtual setting; delivery of instruction; unsatisfactory learning outcomes; financial difficulties while working for the family during lockdown; struggle with the use and availability of technology; and personal problems on health, stress, and learning style. This study serves as a basis for providing a comprehensive and inclusive education policies while considering the perspective of the learners’ parents during the pandemic and beyond.</span>

scholarly journals Adaptasi Pembelajaran E-Learning dan Blended Learning di Era New Normal pada Peserta Didik Madrasah Ibtidaiyah

2021 ◽  
Vol 3 (1) ◽  
pp. 23-36
Author(s):  
Jamilatun Nafi’ah
Keyword(s):  
Elementary School ◽  
Online Learning ◽  
Distance Learning ◽  
Blended Learning ◽  
School Level ◽  
New Normal ◽  
Face To Face ◽  
E Learning ◽  
The Government

E-learning delivered by the government during the Covid 19 pandemic can indeed be applied by a number of institutions in Indonesia, but the habituality of conventional learning that spontaneity changes distance learning makes educators and students have difficulties and limitations both in facilities and materials provided by teachers. This is felt for students, especially at the elementary school level who still need intensive face-to-face guidance. Therefore, there needs to be a combination of online learning with conventional learning or through face-to-face.  Therefore, to answer the problem blended learning is also applied in learning during Covid 19 until the current New Normal era. Even so, in the application of both e-learning and blended learning educators need to pay attention to matters related to facilities, and conditions of learners and understand the technical and learning steps well. Pembelajaran e-learning yang sampaikan oleh pemerintah saat pandemi Covid 19 memang bisa di terapkan oleh sejumlah institusi di Indonesia, namun keterbiasaan pembelajaran konvensional yang spontanitas berganti pembelajaran jarak jauh membuat para pendidik maupun peserta didik mengalami kesulitan serta keterbatasan baik dalam fasilitas maupun materi yang di berikan guru. Hal ini dirasakan bagi peserta didik khususnya di tingkat sekolah dasar yang masih membutuhkan bimbingan secara intensif secara tatap muka. Oleh karena itu, perlu adanya kombinasi antara pembelajaran daring dengan pembelajaran secara konvensional atau melalui tatap muka.  Maka, untuk menjawab permasalahan tersebut  blended learning turut di terapkan dalam pembelajaran di kala Covid 19 hingga era New Normal saat ini. Meski begitu, dalam penerapannya baik e-learning maupun blended learning para pendidik perlu memperhatikan hal-hal terkait fasilitas, serta kondisi peserta didik serta memahami teknis dan langkah pembelajarannya secara baik.  

scholarly journals Grade 12 Students’ Perceptions of Distance Learning in General Chemistry Subject: An Evidence from the Philippines

2021 ◽  
Vol 3 (1) ◽  
pp. 44-61
Author(s):  
Fredyrose Ivan L. Pinar
Keyword(s):  
Distance Learning ◽  
Learning Strategies ◽  
The Philippines ◽  
Teaching Approach ◽  
Asynchronous Learning ◽  
Learning Resources ◽  
Learning Materials ◽  
Learning Modalities ◽  
Essential Components ◽  
Dependent Sample

The onslaught of the COVID-19 pandemic forces institution to close face-to-face classes, thereby resulting to a paradigm shift towards remote learning. Unconventional learning strategies were reinforced to continuously provide education amidst the crisis. This led to the conversion of classroom-oriented learning resources into learning resources adapted to distance learning. At present, the placement of alternative learning modalities in a new normal classroom setting has become a mainstream point of discussion in the education sector. In light of the new trend in education brought by the pandemic or other similar circumstances, this study aims to identify students’ perceptions regarding the utilization of synchronous and asynchronous distance learning resources in Grade 12 level.  It also highlighted students’ preferences regarding the synchronous and asynchronous mode of delivering instructions.  The participants were randomly selected 317 Grade 12 students enrolled in Special Health Sciences STEM track from a private medical institution situated in an urban area of Cavite in the Philippines. These Grade 12 students had immersed experience in synchronous online classes along with asynchronous learning activities. A dependent sample t-test was used to find out difference between the use of synchronous and asynchronous learning modalities. Conceptual understanding of students was measured based on their performance on summative assessments both in synchronous and asynchronous modalities. Descriptive statistics and thematic analysis were also used to present students’ evaluation on the different distance learning aspects particularly on the teaching approach, learning materials and instructions, activities, and assessments. Results revealed that students have high interest on the teaching approach in asynchronous modality consistent with obtaining better performance in the asynchronous assessment. Students valued the asynchronous threaded discussions, the availability of relevant learning materials, and teacher’s guidance and scaffolding on the learning process as essential components of distance learning (synchronous or asynchronous).

scholarly journals Teachers’ Critical Reflections on the New Normal Philippine Education Issues: Inputs on Curriculum and Instruction Development

2021 ◽  
Vol 1 (3) ◽  
pp. 236-249
Author(s):  
Aljon Delmo Galang
Keyword(s):  
Teacher Leadership ◽  
Community Involvement ◽  
Curriculum And Instruction ◽  
New Normal ◽  
Learning Modalities ◽  
Emerging Themes ◽  
Learning Competencies ◽  
Teaching Learning ◽  
Teachers Perspectives ◽  
Critical Reflections

Due to the COVID-19 pandemic, the Philippine educational landscape is greatly affected. This education issue concerns the country's curriculum and instruction (CIN), covering students' learning, delivery modalities, competencies, teachers' characteristics, and community involvement. Nonetheless, the CIN must be developed, considering the students, teachers, community, and the pressing challenges in the teaching-learning process, promoting quality education while considering the pandemic, by looking into teachers' perspectives. This qualitative research used content analysis to derive insights from the critical reflections of sixteen (16) teacher participants. It aims to present the participants' reflections on the New Normal education issues, leading to curriculum and instruction development inputs. Furthermore, the emerging themes are (a) essentiality and feasibility in choosing learning competencies; (b) good quality, flexibility, sustainability, and safety in choosing learning modalities; (c) learning materials' alignment, sufficiency, and proper distribution; (d) devotion, adaptability, and helpfulness of teachers; (e) reaching out students and task individualization; and (f) leadership and involvement needed to achieve success in education. Moreover, the findings suggest that the New Normal classroom requires a curriculum and instruction, teacher, leadership, and involvement adaptive and flexible of the changing and multifaceted educational landscape brought by the persisting disease.

scholarly journals The Concept and Context of Distance Learning in the New Normal Learning Scheme

2021 ◽  
Vol 21 (2) ◽  
pp. 149-153
Author(s):  
Januard Deñola Dagdag ◽  
Ronnie Jay S. Darang
Keyword(s):  
Distance Learning ◽  
Educational System ◽  
Teaching And Learning ◽  
The Philippines ◽  
Universities And Colleges ◽  
University Of Phoenix ◽  
Learning Modalities ◽  
Key Concepts ◽  
Sufficient Distance

Distance Learning has been around since its advent in 1960 and evolved in the creation of World Wide Web (WWW) in 1991 with the introduction of first education programs through internet of University of Phoenix and other universities and colleges. Vast ideas of concepts, theories and context have aroused in the popularization and implementation of distance learning in educational system and its first and most adversary are those in favor of lecture style of teaching. In the onset of the COVID-19, all fields of society have been affected and one of it is the educational system. This pandemic propagated the rise of distance learning in the Philippines and it becomes the most reliable modality of continuing the academic years. Distance learning becomes more adaptive and effective with the help of flexible teaching and learning modalities. Several studies exposed the concepts and theories for the distance learning to be more acceptable. These concepts and theories are supported by the literature with claims of context of distance learning in order to create an open and good system. Frameworks and being literate with the aid of continuous studies in this rising field is one of the key concepts in creating more possibilities to attain the quality of sufficient distance learning modality.

Students’ Experience in Learning Accounting via Open and Distance Learning (ODL)

2020 ◽  
Vol 7 (1) ◽  
pp. 29-40
Author(s):  
Nur Syafiqah Hussin ◽  
Naqiah Awang ◽  
Farah Husna Mohd Fatzel
Keyword(s):  
Distance Learning ◽  
Traditional Classroom ◽  
Financial Accounting ◽  
Way Of Life ◽  
Internet Connection ◽  
New Material ◽  
The Subject ◽  
Open And Distance Learning ◽  
Catch Up ◽  
Almost All

Covid-19 is an unprecedented crisis that has affected almost all industry players including education. It has transformed our way of life and introduced a new normal to how things are done. As an effort to contain the outbreak of pandemic Covid-19, universities have shifted to online learning. In line with this, Universiti Teknologi MARA (UiTM) has decided to execute open and distance learning (ODL) for the current semester until 31 December 2020. ODL introduces a different learning environment as compared to the traditional classroom that requires students to be self-reliant in learning new things. Hence, the purpose of the study is to explore students’ experiences in the process of knowledge transfer through ODL specifically for accounting subjects. A questionnaire was distributed to students who were taking the subject of Introduction to Financial Accounting and Introduction to Cost Accounting in UiTM Pahang Kampus Raub and a total of 206 responses were received. The study found over half of the students enjoy learning through ODL but only one-third were looking forward to having ODL for the next semester. Poor internet connection is the main reason found in the study that makes ODL not preferred by the students. At the same time, few features were highlighted by the students about ODL such as the advantage of pre-recorded video to catch up the new material and flexibility for them to learn at their own pace.

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.

INDIVIDUALISATION IN FLEXIBLE LEARNING, FROM A POST-POST-FOUNDATIONALIST PERSPECTIVE

2015 ◽  
Vol 37 (2) ◽  
pp. 101-114
Author(s):  
J L Van der Walt
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Best Practice ◽  
Flexible Learning ◽  
Per Se

Most practitioners in the field of flexible learning seem to be sufficiently aware of the importance of catering to the needs of their students. However, it appears that many are rather more conscious of the needs of the students as a group than as individuals per se. Others seem to be rather more concerned about the technology involved. After touching on the foundationalist and non-, post- or anti-foundationalist approaches to the problem of individualisation in flexible learning, the article discusses a number of guidelines for individualisation from a post-post-foundationalist perspective. This is followed by a section in which these guidelines are presented in practical terms. This outline of guidelines reveals that attempting to individualise from this perspective is no simple and straightforward matter, but that there might be practitioners in the field of flexible learning (open distance learning and blended learning) who already are following this approach as a best practice. A post-post-foundationalist approach to individualisation in flexible learning offers practitioners in the field a whole new vocabulary.

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