Modular Distance Learning Modality in Relation To Students' Learning During Covid-19

Modular Distance Learning Modality in Relation to Students' Learning During Covid-19
Introduction
COVID-19 has become a global health crisis. To curb the spread of COVID-19, most governments have
opted to employ quarantine protocols and temporarily shut down their educational institutions. As a
consequence, more than a billion learners have been affected worldwide. Among this number are over
28 million Filipino learners across academic levels who have to stay at home and comply with the
Philippine government’s quarantine measures (UNESCO, 2020). However, there are deep socio-
economic concerns for online learning in a developing country like the Philippines. Students in far-flung
areas in the country do not even have roads or electricity, let alone access to computers and the
internet. Moreover, given current internet infrastructure, even students in urban areas may have limited
internet access. This then results in a “digital divide” between those who do have access and those who
do not.
The Philippine education system is now adapting to the new blended learning. Despite the calls for an
academic freeze due to the corona virus outbreak, the Department of Education still believes that
education should not be compromised. To maintain the education of millions of Filipino students, the
government implemented a distance learning approach. Distance learning, also known as
correspondence education or home study, is a form of education where there is little or no face-to-face
interaction between students and their instructors. This type of modality has three categories. In which,
one of the highly convenient for most of the typical Filipino students is the Modular Distance Learning. It
was also the most preferred learning system of majority of parents/guardians based on the result of the
Learning Enrollment and Survey Form (LESF).
Distance education is broadly characterized as any form of learning experience where the learner and
the instructor are physically separated from each other (not only by place but also by time). Arguably,
such a dislocation is “the perfect context for free-flowing thought that lets us move beyond the
restricted confines of a familiar social order” (hooks, 2003). Moreover, this type of education is a way of
providing learning opportunities to every learner, whatever their circumstances might be. This means
that distance education may extend access to education through distribution and economies of scale
(Guri-Rosenblit, 2005; Owusu-Agyeman and Amoakohene, 2020).
One may claim that the main thrust of distance education is to bring education to those who are
unreachable, under-resourced, less-privileged and inaccessible (Biana, 2013). Taken as such, distance
education “reaches out to students wherever they live or wish to study” (Guri-Rosenblit, 2005). This kind
of flexibility gives students more freedom to actively participate in learning (Guri-Rosenblit, 2005;
Daniel, 2016). Students learn even if they are separated from their instructors by space and/or time
(Edge and Loegering, 2000). In the time of COVID-19, distance learning became a necessity for learners
and educators all over the world (Ali, 2020).
This paper aims to observe that despite the innovations made by Philippine HEIs in terms of alternative
learning modes and technologies for delivering education, there are still gaps and challenges in their
responses. It recommends that policy-responses and learning innovations should be grounded on a
deeper understanding of distance education and should be sensitive to the call of the times.
INTRODUCTION
These days, there is a move toward modular approach to curriculum implementation. Modular
approach is an emerging trend educational thinking that shifts traditional method of instruction to an
outcome-based learning paradigm. Modularization is based on the principle of dividing the curriculum
into small discrete modules or units that are independent, nonsequential, and typically short in
duration. Students accumulate credits for modules which can lead to the qualification for which a
specified number of credit point is required. According to Hornby, as cited in Yoseph and Mekuwanint
(2015) and Malik (2012), module is a unit of work in a course of instruction that is virtually self-
contained and a method of teaching that is based on the building up of skills and knowledge in discrete
units. Moreover, French (2015) and Kamakshi (2011) stated that in contrast to the linear degree
program which comprises a sequence of subjects, modularized degrees tend to be made up of stand-
alone, independent units that can be undertaken in different orders and accumulated at different
speeds. It is associated with the notion of delivering knowledge in “bite-sized” pieces and, therefore,
lends itself to time-shortened and intensive modes of delivery (French, 2015). This study is anchored to
Pullias (1997) said that the lack of flexibility and synergy in the modular labs stifles any meaningful
growth on the part of the students. They are stuck with the activities, the structure, and the lack of
opportunity for creativity and true problem solving.
Moreover, the very essence of modularization is that students are at center of the teaching–learning
process. It calls for a classroom environment in which students are actively engaged in knowledge
construction process and a shift in the role of instructor from knowledge transmitter to a facilitator of
students’ learning. Not only that, modularization requires continuous follow-up and assessment of
students’ progress throughout the module/course. The practice of effective continuous assessment
allows instructors making adjustments to teaching and learning in response to assessment evidence.
This also helps students receive feedback about their learning with advice on what they can do to
improve.
The purpose of this study was to assess the implementation of modularization in Ethiopian higher
education institutions with particular reference to the instructional process (active learning and
continuous assessment). Mixed research design was employed. Three universities were focus of the
study. Three hundred and eight undergraduate students and 144 instructors were selected using
stratified and simple random sampling. Data were collected using questionnaire and semi-structured
interview. The study found out that the instructional process in the modularized program is below the
expectation. The teaching–learning process was found to be predominately teacher-centered and
limited to PowerPoint presentations. Students were still found as an outsider in the process of
knowledge construction playing a recipient role. It was also found that continuous assessment has
continued to be perceived and practiced as continuous testing in which students sat for tests and
quizzes frequently with no written and/or oral feedback. Large class size and shortage of time (i.e.,
nature of block teaching approach) have been found to be challenges for making the instructional
process effective in helping the students achieve the objectives stipulated in the curriculums. Alternative
teaching strategies that fit to large class size and further staff development activities that address
misconceptions on active learning and continuous assessment were suggested.
Statement of the Hypotheses
Statement of the Problem
Due to the Covid-19 pandemic, the Philippine education system is now adapting to the new blended
learning. Despite the calls for an academic freeze due to the corona virus outbreak, the Department of
Education still believes that education should not be compromised. To maintain the education of
millions of Filipino students, the government implemented a distance learning approach in which, one
of the highly convenient for most of the typical Filipino students is the Modular Distance Learning.
The researcher will be guided with the following guide question in conducting the research. The
following question is:
1. How effective were the instructional modules in aiding to student learning?
Scope and Delimitation

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Modular Distance Learning Modality in Relation to Students' Learning During Covid-19

Statement of the Hypotheses

Statement of the Problem

1. How effective were the instructional modules in aiding to student learning?

Scope and Delimitation

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