Students' Personal Stories: Modular Distance Learning First Experiences in the New Normal

Caslib, Marjorie P.; Decano, Ronald S.

doi:10.47772/ijriss.2021.51102

Cited by 5 publications

(7 citation statements)

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“…For school and community support: The informants identified that schools and their stakeholders, such as local government units, businesses, parent-teacher association officers, and community neighbourhoods, are crucial for the procurement of the needed resources in the printing, packaging, distribution, and retrieval of modules (Agayon et al, 2022;Ariza & Ariza, 2021;Cahapay et al, 2021;Chan et al, 2021;Caslib & Decano, 2021;Guillermo & Manzano, 2022;Nacar & Camara, 2021;Paco et al, 2021;Palad, 2022;Tan et al, 2022). They were also identified to assist in the conduct of orientation and training for teachers and parents about MDL (Agayon et al, 2022;Bauyon et al, 2022;Chan et al, 2021;Hidalgo, 2022;Taguinod, 2021;Tan et al, 2022), as well as, in ensuring safe and efficient distribution and retrieval of modules from and to the homes of students (Agayon et al, 2022;Castroverde & Acala, 2021;Chan et al, 2021).…”

Section: Resultsmentioning

confidence: 99%

“…Studies indicated that the MDL approach is difficult for students due to several constraints, such as the lack of social interaction and communication in learning. This situation necessitates the provision of various supplemental materials, such as books, audio-visual kits, and other multimedia resources or instructional materials, to meet students' learning needs and improve their motivation (Besonia & Magnate, 2022;Butial et al, 2022;Caslib & Decano, 2021;Castroverde & Acala, 2021;Espina & Monte, 2022;Palad, 2022;Roman, 2021;Tan et al, 2022). Furthermore, flexibility in extending time or deadlines and adapting a variety of learning activities, methods, and assessments to consider students' needs and situations were suggested (Bauyon et al, 2022;Boholano et al, 2022;Caslib & Decano, 2021;Castroverde & Acala, 2021;Pura & Galicia, 2022).…”

Section: Theme 3: Intervention Presencementioning

confidence: 99%

“…This situation necessitates the provision of various supplemental materials, such as books, audio-visual kits, and other multimedia resources or instructional materials, to meet students' learning needs and improve their motivation (Besonia & Magnate, 2022;Butial et al, 2022;Caslib & Decano, 2021;Castroverde & Acala, 2021;Espina & Monte, 2022;Palad, 2022;Roman, 2021;Tan et al, 2022). Furthermore, flexibility in extending time or deadlines and adapting a variety of learning activities, methods, and assessments to consider students' needs and situations were suggested (Bauyon et al, 2022;Boholano et al, 2022;Caslib & Decano, 2021;Castroverde & Acala, 2021;Pura & Galicia, 2022). Other studies emphasized the importance of providing remediation, consultation, enrichment, and reinforcement activities, especially for students with poor performance (Fungo-Fulo & Deri, 2022;Palad, 2022;Roman, 2021;Tan et al, 2022;Tingson & Aquino, 2021).…”

Section: Theme 3: Intervention Presencementioning

confidence: 99%

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Towards an Enhanced Implementation of Printed Modular Distance Learning in the Philippines: A Meta-Synthesis

Tanucan

Alejandro

Corcino

2023

IJLTER

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Implementing modular distance learning (MDL) in the Philippines remains problematic. We review studies on printed MDL to create themes for its enhanced implementation. A meta-synthesis of qualitative studies was executed, and a comprehensive search in Google Scholar was conducted. A thematic synthesis was performed, revealing the four presences to enhance the implementation of printed MDL, such as: structural; community; intervention; and quality assurance. The structural presence underscores module designs that can capture students' interests and learning, as well as module content that can articulate curricular learning competencies and students' context, needs, and situations. The community presence highlights that education in the MDL is not the sole responsibility of students. Contrary to the common idea that MDL is about providing modules for students to study independently, MDL is everyone's responsibility. The family members and teachers, as well as community members and sectors, have roles to play and must work together to produce more desirable learning outcomes. The intervention presence emphasizes instructional and socio-emotional support to help students overcome academic and personal difficulties and foster a positive and supportive learning atmosphere. Quality assurance presence highlights the systematic actions in the planning, development, implementation, monitoring, and evaluation processes to ensure the MDL's quality implementation and continuous improvement. The provision of quality includes meeting stakeholders' needs and conforming to desired outcomes or standards. Hence, education officials may adopt the identified presences for the orientation and training activities to enhance the implementation of MDL.

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Section: Resultsmentioning

confidence: 99%

Section: Theme 3: Intervention Presencementioning

confidence: 99%

Section: Theme 3: Intervention Presencementioning

confidence: 99%

See 1 more Smart Citation

Towards an Enhanced Implementation of Printed Modular Distance Learning in the Philippines: A Meta-Synthesis

Tanucan

Alejandro

Corcino

2023

IJLTER

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“…And just like in any transition, this is, of course, expected. Difficulties identified based on extant literature were: difficulty in learning independently (Bayucca, 2021;Gueta & Janer, 2021;Palad, 2022), time management (Ariza & Ariza, 2021;De Claro, 2021;Ecang & Petalla, 2022;Gueta & Janer, 2021), motivation (Caslib & Decano, 2021;Gueta & Janer, 2021), lack of selfdiscipline (Bordeos, 2021) and strict daily routine (Caslib & Decano, 2021), lack of learning resources (Ariza & Ariza, 2021;Bayucca, 2021;Bustillo & Aguilos, 2022;Caslib & Decano, 2021;Ecang & Petalla, 2022), limited guidance and support from parents (Bayucca, 2021;Cabardo et al, 2022;Caslib & Decano, 2021) and interaction from teachers (Ariza & Ariza, 2021;Bayucca, 2021;Bordeos, 2021;Caslib & Decano, 2021;Dargo & Dimas, 2021), additional workload to parents (Dargo & Dimas, 2021), lack of interactions with classmates (Ariza & Ariza, 2021;Bordeos, 2021;Dargo & Dimas, 2021), challenges in internet accessibility (Bayucca, 2021;Bustillo & Aguilos, 2022;Tupas & Linas-Laguda, 2020) and digital divide (Ecang & Petalla, 2022;Tupas & Linas-Laguda, 2020), difficulty understanding the content (Ariza & Ariza, 2021;...…”

Section:  Introductionmentioning

confidence: 99%

Difficulties in Printed Modular Distance Learning: Scale Development and Psychometric Properties

Medallon Calaguas,

Manarang,

Cortez

et al. 2023

JPP

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This study focused on the development of a scale that can be used to identify difficulties in printed modular distance learning from the perspective of learners. Extant literature was analyzed, and 20 learners were interviewed aimed at identifying difficulties. Insights from both literature and interviews served as the basis for the writing of 23 items on the initial scale, distributed under seven themes. Ten learners were asked to participate in the trial run, and 619 learners participated in the test administration. With responses during the test administration, means and standard deviations were computed, and scale reliability was evaluated using Cronbach's Coefficient Alpha formula, while factor analysis was used to evaluate scale validity. Six factors were retained after factor analysis. The scale developed is psychometrically sound and can identify difficulties in printed modular distance learning, as can be observed from the results of its reliability and validity evaluation.

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“…The researchers will examine students' experiences who attended the limited face-to-face classes during the Covid-19 pandemic, focusing on their challenges and motivation. Caslib & Decano (2021), Santillan & Labaria (2021), and Cortes et al (2022) conducted a study about the learners' experiences with how it was put into practice in modular and online distance learning. However, little study has been conducted on students' experiences with the limited face-to-face classes held during the Covid-19 pandemic.…”

Section: Introductionmentioning

confidence: 99%

Students in the New Normal: Their Experiences in the Pandemic’s Limited Face-to-Face Classes

Bordeos¹,

Lagman²,

Cruz³

2022

Am. J. Educ. Technol.

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To better understand how students adjusted to the limited face-to-face learning environment during the Covid-19 pandemic, this study focused on their experiences, challenges, and motivations acquired during that time. The study employed phenomenological research and Collaizi’s seven steps of data analysis. Twenty students were purposively selected and consulted to share their learning experiences during the pandemic’s limited face-to-face classes. The findings showed that students’ main challenges with attending limited face-to-face classes were a lack of instructional time and collaboration, difficulty understanding the lessons and activities, and an adjustment period. Nevertheless, despite these challenges, they are highly motivated to keep learning in class. Thus, emerging themes were also detected, such as completing studies for the future, steadfast commitment to learning, fulfilling their life’s dreams, and appreciating education despite challenges. The findings demonstrated that students must focus on their motivation to learn in adjusting to the limited face-to-face classes. However, because there were only twenty participants in this study, those individuals’ viewpoints do not fairly reflect the student body across the country. In this regard, the researchers recommended including teachers in the later years of the pandemic researching difficulties and motivations. Primary education institutions should strengthen the limited face-to-face classes, reevaluate the curriculum, equip the staff, modernize the facilities, implement a strategic plan, and evaluate every part of the plan to maintain teaching and learning continuity in the new normal of education.

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Students' Personal Stories: Modular Distance Learning First Experiences in the New Normal

Cited by 5 publications

References 0 publications

Towards an Enhanced Implementation of Printed Modular Distance Learning in the Philippines: A Meta-Synthesis

Towards an Enhanced Implementation of Printed Modular Distance Learning in the Philippines: A Meta-Synthesis

Difficulties in Printed Modular Distance Learning: Scale Development and Psychometric Properties

Students in the New Normal: Their Experiences in the Pandemic’s Limited Face-to-Face Classes

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