CHAPTER 2

REVIEW OF RELATED LITERATURE

Education has over the years moved from one stage of development to the other with its

peculiarities and challenges. There have also been series of innovations, strategies and policies based on

the changes in the society. Within the new normal, the situation presents a unique challenge to every

educational leader’s decision-making process. The global pandemic has affected almost, if not all,

industries all over the world. The education sector is one of the highly affected by the COVID19

pandemic.

The higher education intuitions all around the world are shifting to distance education programs.

The advantage is it can allow for the students to learn at their convenience since itis needless to attend

training centers and universities (Knibel, 2001). This large shift to distance education instruction does not

need for the face to face interaction between teachers and the students together with their classmates so

there is prevention and control over the spread of the virus.

Distance Education

Distance Education, nowadays defined more as Open and Distance Learning, dates back to 1800s.

Once considered as using non-traditional approaches and delivery methods compared to conventional

campus-based education, distance education now has become a mainstream form of education increasing

its popularity and use in the 21st century. Distance education has taken various forms and different

definitions have been adopted depending on the age it has been developed. Technologies and pedagogies

of the age along with the societal circumstances have influenced how distance education is viewed and

practiced making way for different generations of distance education. Distinct concepts, pedagogies and
practices for distance education have also emerged on the journey distance education has taken since the

19th century.

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).

According to Keegan (1980), the main elements of a definition of distance education are:

• the separation of teacher and learner which distinguishes it from face-to-face (F2F) lecturing

• the influence of an educational organization which distinguishes it from private study

• the possibility of occasional meetings for both didactic and socialization purposes

• the participation in an industrialized form of education.

• the provision of two-way communication so that the student may benefit from or even initiate

dialogue

• the use of technical media, usually print, to unite teacher and learner and carry the educational

content of the course

The first dimension of Distance Education within this definition is the physical separation of the learner

and the teacher. Secondly, this definition also stresses a planned and guided learning experience, which

comprises the second dimension.

In a distance learning set up, students may get their learning materials via snail mail, e-mail, or the

internet. Learning assessments can be in the form of written exams or assignments, performance tasks, or

portfolios. Students can also ask for support through the telephone, snail mail, e-mail, or instant

messaging applications used by their teachers.

Also known as correspondence education, this method originally targeted non-traditional learners such as

full-time employees or those who couldn’t physically attend a classroom lecture. Because of the growing

demand for alternative learning arrangements, distance education now caters to almost every type of

student.

According to Simiyu (1999), while correspondence education utilized print materials majorly,

distance teaching has incorporated a variety of media, especially information and

communication technology resources to achieve its educational results. Open and distance learning and

e-learning incontrovertibly provide the most effective, flexible and cost effective means of

operationalizing the learning paradigms which the contemporary knowledge demands.

Distance Learning in the Philippines

At the time of quarantines and viral outbreaks, it would seem that online learning is the only

viable way to continue learning at a distance. This, however, seems to rest on a mistaken assumption. It

should be emphasized that online learning is just one mode of distance education.

Distance learning has become more valuable during the lockdown, with classes suspended from

March 12 onwards for the 2019-2020 school year. Teachers had to adjust lessons and assessments to

become more distance learning-friendly, while students tried their hardest to continue their education

during a time of uncertainty. Despite the General Community Quarantine’s lighter rules, the need for

distance learning grows as the country continues to fight the outbreak. To address this, the DepEd will be

implementing a more robust remote learning approach when classes start in August.
 The DepEd says that the lack of access to technology should not be a problem as schools will

provide printed materials for students. There will be three methods of distance learning schools can use:

 For students without gadgets or internet access, printed modules will be delivered or

picked up by their parents at designated areas during agreed schedules;

 DepEd Commons will be used for students with internet access. This online education

platform is developed to support alternative methods of learning; and

 Radio and television will be used to deliver lessons. Radio-based instruction will use self-

paced modules or printed materials converted into radio script.

Homeschooling may be another learning method to be used. Through homeschool, students will

still access basic education. This method will be facilitated by qualified parents, tutors, or guardians.

However, the policy for this is still under review.

Advantages of Distance Learning

Distance learning is a delivery mode where interaction takes place between the teacher and the

students who are geographically remote from each other during instruction. This means lessons will be

delivered outside the traditional face-to-face setup.

1. A person can pursue a job along with studies. Distance education comes as a blessing for

working

students. They get to learn while they earn.

2. The family saves money: For any given program, the fee of a distance education degree may be
 much more affordable than the fee of a regular on-campus degree. Students who are

looking for economically viable options can go for a distance learning program.

3. Students save time: There's no time wasted in going to and from college, no time wasted

waiting

for a bus or train. In a distance learning program, your classroom is right in your bedroom

- the study material on your desk or the e-material on your computer. Students who don't

have enough time on their hands can turn to distance education as an option and pursue it

from the comfort of their homes.

4. Students can learn at their own pace. They can work on their learning modules according to

their

own time table. It's a known fact that different people learn in different ways and at

different speeds. In a classroom, when everyone is being taught together, it is often

difficult to have every student on the same page. Some students are too shy to raise their

doubts in class. This is where distance education has an advantage over a regular campus

program.

5. Students can study whenever and wherever they want. Students can learn and study in the

garden,

living room or in their own bedrooms. Students can choose an optimum time to study

whenever you're at your productive best

Factors that affect the Quality of Distance Learning

Quality teaching and learning or the pedagogical techniques to produce learning outcomes for

students is one important educational goal to achieve in higher education. Achieving quality teaching and

learning is a complex endeavor involving multiple dimensions, including design of curriculum and course

content, learning contexts, use of feedback, assessment of learning outcomes, learning environments and

student support services. In an ODL system, a comprehensive and an integrated online student support

system is mandatory to maintain the quality of open and distance learning (Mir, 2017; Mir et al., 2019).

ODL requires more endeavors in terms of logistics, supply chain management and supporting activities,

such as laboratories to support effective teaching and learning of science online at a distance (Kennepohl

and Shaw, 2010). Quality teaching and learning a variety of subjects in ODL institutions may be difficult

to define and standardize in terms of process, as different subjects may require different approaches to

teaching and learning, pedagogical foundations and designs depending on students’ needs, delivery and

logistic requirements.

Although this learning mode delivery can present barriers to the teachers since they need to

acquire online-driven competencies in planning, implementing, and assessing the performance of their

students, providing teachers with adequate training courses can assist them to effectively implement the

courses through electronic delivery. There are various devices available with innovative tools for the

teachers to access to promote learning for the students with diverse educational needs. The technology

devices, design of the program, choices of instructors, responsive curriculum, and supportive stakeholders

are necessary and significant for the successful delivery of the lessons in an online environment (Barr &

Miller, 2013). In that case, this brings an opportunity for higher education institutions to scale up the

training of the teachers for online learning instruction. The training for the teachers can improve student

learning in educational programming for the instructors to facilitate the goals aligned to the learning goals

of higher education institutions (Ludeman et al., 2009).

 In order to sustain the delivery of quality of instruction to every school, teachers should be

properly equipped and trained to achieve quality teaching and learning amongst students. According to a

study that was conducted last June 2020 entitled: Teachers’ Covid-19 Awareness, Distance Learning

Education Experiences and Perceptions towards Institutional Readiness and Challenges, the teachers

faced challenges and difficulties due to sudden shift from face to face classes to distance learning

education. Based on the response made by the respondents on the readiness of their schools to distance

learning education, and though most of the respondents are in the urban areas, there are still more basic

education schools that are not equipped. The length of teaching experience affects the readiness to

distance learning education since teachers who have taught for several years have more experience

dealing with difficult times like the pandemics or natural calamities. However, the teachers with more

number of years of teaching experience are by default in the older age group and hence are relatively less

tech savvy. This group of teachers particularly need more assistance in using the online tools to deliver

their lessons. However, teachers who have served for a long time have had the opportunity to attend

seminar workshops needed in offering distance learning education (Alea, L., Fabrea, M., Roldan, R.,

Farooqi, A., 2020).

Another study suggests that the Philippines needs a clear set of policies and guidelines based on

an innovative educational framework. This requires a careful and sincere assessment of the country’s

readiness to offer learning programs that demand more than the traditional requirements. As the

Philippines ventures into a new mode of learning, several factors need to be considered. This includes

teacher capacity, situation and context of the learner, and efficiency of the learning environment. These

are, of course, on top of the more obvious issues of internet speed, cost of materials, and mode of

delivery. The best way to move forward is to take a step back and design a strategy that engages teachers,

students, parents, school administrators, and technology-based companies. This collaborative response

based on a collective vision is the kind of creative solution this novel problem warrants (Joaquin., Biana.,

Dacela., 2020).
 Higher education institutions in the Philippines thereby should also prepare the courses for online

transfer since another epidemic can breakout in the future. That indicates aligning the competencies that

students should learn in the subject courses in an online format. By doing this, universities can expedite

its response for continuous learning of the stakeholders.

It is clear that the teachers are the ones who can formulate appropriate plans and implement

adequate strategies to meet the demands of teaching and learning process in the new normal. Therefore,

this study is an effort to help teachers identify necessary resources and relevant training that should be

provided in order for them to successfully deliver quality education. The results of this study could also

help the higher offices and school authorities to work with the teachers in addressing the challenges they

face as they migrate to the new normal teaching practices.

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DepEd Memorandum No. 53, s. 2020. (2020, May 28). Joint implementing guidelines on the 2020
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DepEd Memorandum No. 032, s. 2020 titled 2020 Brigada eskwela program implementing
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DepEd Order No. 12, s. 2020 (2020, June 19). The basic education learning continuity plan.
www.deped.gov.ph/wpcontent/uploads/2020/06 /DO_s2020_012.pdf

De Villa and Manalo (2020) Secondary teachers' preparation, challenges, and coping mechanism
in the pre-implementation of distance learning in the new normal.

Jamandre, N.K.F. Focus Report: Quality Assurance in Distance Education achieved in the

Philippines. Asian Journal of Distance Education, 9(1), 90-97. Retrieved January 28, 2021

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