MODULE 3A

Q2_MW_SIMATAES_001
PORFERIA A. BAHILOT

GUIDANCE ON DISTANCE LEARNING

Note: This guidance is based on draft policy guidelines which are still being finalized and
are subject to change. Guidance contained in this document will be superseded by
official policy issuance.

Distance Learning refers to a learning delivery modality where a learner is given materials or
access to resources and he/she undertakes self-directed study at home or in another venue.
(DO 21, s. 2019 pp. 96). Learners engage in independent learning at home or in any physical
learning space applicable, by using learning materials that are accessible either online, stored
on CD/DVD/USB Flash drive, or in printed form, or by viewing TV lessons or listening to radio-
based instruction while being geographically distant from the teacher. The teacher supervises
and monitors the learner’s progress and provides remediation and enhancement when needed
and possible. Assistance may be provided by a learning facilitator who may be a parent or any
member of the family, or a community stakeholder.

Classes in available community learning spaces shall be organized to allow learners to consult
with their subject teachers without travelling to their school. Schools shall provide schedules for
all subject area teachers to meet the learners at least once a week so that learners can ask
questions, clarify home tasks, and share learning difficulties, and other concerns about their
home learning tasks.

Parents/Guardians or any responsible adults who are in-charge of guiding and supporting the
learner at home shall be encouraged to come to the community learning space to confer with
the teachers about the learner’s progress.

Pursuant to DepEd Order 7, s. 2020 (School Calendar and Activities for School Year 2020-
2021), which authorizes the holding of Saturday classes due to the compressed school year,
learners may continue working on unfinished tasks, if any, during Saturdays. Otherwise,
teachers may suggest some enjoyable activities, such as designing their portfolio, reading for
pleasure, etc.

The four types of Distance Learning are:

1. Modular Distance Learning refers to a learning delivery that is in the form of

individualized instruction where learners use self-learning modules (SLMs) in print or
digital format, whichever is applicable in the context of the learner, with the guidance of
 any member of the family or other stakeholder in the community trained to serve as
learning facilitators.

2. Online Distance Learning refers to a learning delivery modality where the teacher
facilitates learning and engages learners' active participation using various technologies
connected to the internet while they are geographically remote from each other. The
internet is used to facilitate learner-teacher, learner-content and peer-to-peer interaction.
Online learning may be through a synchronous or asynchronous platform; it requires
both teacher and learners to have good and stable internet connection. This is practiced
effectively by using a Learning Management System (LMS) or related technologies. The
use of DepEd Commons and LR Portal falls in this category as both require internet
connectivity to have access.

3. TV-based instruction/Radio-based instruction refers to the use of television or radio

programs on channels or stations dedicated to providing learning content to learners as
a form of distance education. This may not be considered as a sole learning delivery
modality as it is usually combined with Face-to-Face Learning or other forms of distance
learning such as Modular Distance Learning or Online Distance Learning.

4. Blended Distance Learning: Any combination of the above DL types. Thus:

• MDL and ODL

• MDL and TVBI/RBI
• ODL and TVBI/RBI
• ODL, TVBI/RBI and MDL

1. Modular Distance Learning (MDL)

Learners shall be provided with the complete set of SLMs, as well as textbooks/learners’
materials (LMs). The SLMs may be provided in print for those without devices at home. The
SLMs in digital form such as electronic copy (e-copy) and PDF stored on a CD/DVD/USB flash
drive/pen drive, or courseware to be uploaded in the DepEd portal, shall be provided to learners
with a laptop, desktop computer or any available digital device. Learners may be provided
copies of video lessons in a flash drive or CD.

SLMs that are K to 12 compliant are developed following the ADM Learning Resources
Standards. The SLMs are designed to provide ample time for mastery and sufficient practice to
ensure that the targeted most essential learning competencies (MELCs) are achieved. Clearly
defined goals are attainable within the specific time frame by taking into consideration the
learner’s learning capacity based on his grade level.
While flexibility in finishing each module is accorded to learners with respect to their learning
needs, characteristics, and level of understanding, learners shall be provided with the suggested
time frame to work on their assigned tasks.

Monitoring of learner progress and setting a feedback mechanism shall be ensured to help
learners meet the MELCs while seeing the connection of one lesson to the next to reinforce the
coherence of the curriculum.

Timely and appropriate monitoring and feedback for consultation and intervention purposes shall
be put in place through various touch points such as text messaging, and audio/video calls,
whichever is accessible to the learner. If possible and allowed, face-to-face interaction may be
utilized for this purpose.

Members of the family and other stakeholders within the community who are trained as learning
facilitators shall be engaged to provide learners with instructional support as needed in the
absence of a classroom teacher.

2. Online Distance Learning (ODL)

A class adopting ODL shall follow the regular planning standards in the organization of classes
set by the DepEd.

It shall be applicable in schools where both the teachers and learners have access to digital
devices, such as laptops, tablets, smartphones, and desktop computers, with available online
resources and internet connectivity.

The learning resources to be used are, but not limited to, the following: SLMs for Alternative
Delivery Modes (ADM), textbooks, primer lessons, activity sheets, teacher-made videos and
supplementary materials, and open educational resources (OERs). SLMs and primer lessons
shall be converted into different digital forms such as interactive lessons or electronic books (e-
books) and shall be available through the DepEd Learning Resources Portal, DepEd Commons
and/or different DepEd recognized learning management systems (DepEd Aide Memoire,
2019), such as:

• Edmodo. This learning management system constitutes tools and resources to manage
classrooms and engage students remotely, offering a variety of languages.
• Google Classroom. This helps classes connect remotely, communicate, and stay
organized.
• Schoology. This comprises tools to support instruction, learning, grading, collaboration,
and assessment.
Where feasible, learners may also be provided with the printed copies of SLMs in consideration
of the allowable screen time by key stage or power interruption.

Schools may adopt a combination of both synchronous and asynchronous online teaching in
consideration of the Screen Time Guidelines by Age as recommended by the American
Academy of Pediatrics (AAP) and World Health Organization (WHO), which is as follows:

a) Key Stage 1 (K to 3): At most, one hour daily for Kindergarten and one hour to 1.5 hours
for Grades
1 to 3
b) Key Stage 2 (Grades 4 to 6): Up to two hours
c) Key Stage 3 (Grade 7 – 10): Up to two hours for Grades 7-8 and up to four hours for
Grades 9-10
(two hours in the morning and the other two hours in the afternoon)
d) Key Stage 4 (Grades 11 to 12): At most four hours (two hours in the morning and the
other two hours in the afternoon)

Online activities shall be balanced with locomotion, motor-sensory, and audio tools which will
support subjects concerning performing arts and clubs. Learners shall be provided with activity
sheets and be given performance-based tasks to accomplish.

Learning facilitators/household partners like parents, guardians or responsible adults at home

supervise and monitor the screen time of the learners. The American Optometric Association
recommends the 20/20/20 rule, where one needs to look away from the screen every 20
minutes and focus on an object at least 20 feet away for at least 20 seconds. It is also
recommended that children should walk away from the screen for at least 10 minutes every
hour. Schools must ensure that learning facilitators are oriented on the recommended screen
time, as well break time from the screen.

Learners and parents shall be capacitated on the use of the learning management system
(LMS), the DepEd Commons, and the LR portal. Before the start of classes, it shall be ensured
that schools, through their ICT coordinators and teachers with knowledge on managing LMS
and navigating the DepEd Commons and the LR portal, and through supervision of school
officials, shall provide orientation for learners and parents on navigating these online platforms.
Discussion of online security and protection, digital footprint, promotion of digital honesty, and
parental guidance and supervision, are some of the topics that may also be included during the
orientation.

Schools may organize professional development activities to enhance teachers understanding

of and skills in the use of LMS. These PD activities may include LAC, coaching, and formal
training which can be done with the aid of online platforms. Uploading documents, pre-recorded
video lessons, and self-learning modules, typing discussion posts, navigating modules, and
designing assessment in an online environment are some of the online learning tasks that some
teachers may need orientation and coaching on.

Online materials may be designed for collaborative tasks that will engage learners to work in
real-time. Online tools such as Google Docs, Google Slides, Nearpod, Padlet and the like may
be used for virtual collaboration among peers. These tools are capable of giving feedback and
comments, rating, and even posting grades or scores. Digital empathy is one of the important
factors that should be observed in an online learning environment to foster cooperation and
teamwork; hence, it should be part of the activity design prepared by the teacher.

Schools shall determine the appropriateness of certain learning management systems in the
delivery of instruction. Open-source LMS must be user-friendly to be able to execute a variety of
functions that work together to provide a seamless experience for both teachers and learners.
These functions include the capability to disseminate lessons in the simplest way possible for
learners, assess learner competency, organize records of learner achievement, present
assignments or enrichment activities, provide tools for communication between the teachers and
learners, and facilitate learner collaboration. These can be through, but not limited to, the
following:

• Videos. In a Grade 1 class, ask students to show-and-tell (e.g. describe their pet) while
the parent video records him/her. Learners may also be asked to write and perform
plays, create, and cook recipes, conduct interviews, among others, and submit these
through video.
• Workbooks and drawing. Intentionally use workbooks and paper-based tasks instead of
laptops to reduce learner’s screen time. Learners may be asked to draw or write on a
paper, take a picture of their completed work, and upload the photo to submit and share
it with the class.

Teachers are expected to give assignments and learning tasks. The quantity of online activities
is not equivalent to quality. Tasks assigned to learners should include those that require them to
get up and move away from the devices.

Synchronous learning shall be conducted using live webinars, video conferencing, live chat or
instant messaging. Conducting this using third-party tools is not encouraged because it might
be difficult for learners to join/login in different platforms. Teachers are highly encouraged to
use Google Meet to record a specific activity especially for performance task-based outputs.
Lessons shall be recorded for students who missed the lesson for viewing later.

For the asynchronous online platform, LMS shall be utilized for self-paced learning.
Asynchronous learning avoids the assumption that technology is readily available for learners
when the teacher deems it as necessary or that learners are in an environment that is free of
distraction at the allotted class meeting time. Learning materials may be posted online, and
learners may work through them in their own time, collaborating asynchronously with other
learners and with the teacher via online forum, email, and others.

Synchronous learning shall be conducted within a limited period each day in order to conform
with the Screen Time Guidelines by Age recommended by the AAP and WHO.

Synchronous learning in each subject may be done at least once to a maximum of three times
per week depending upon the age and grade level of the learners. Live classes in each subject
may be conducted during their first meeting schedule for the week to set direction, explain the
details of the lesson, and give instructions about the asynchronous learning tasks. Live classes
during the following days, if any, may be devoted to giving feedback to learners and engaging
them in live collaboration work. This helps build a community in the class, engages students,
and makes the learning more interactive. The other days of the week will be for asynchronous
learning.

Teachers shall present lessons in more than one format within the learners’ capacity; this is to
address the diverse learning profile of learners when it comes to understanding and perceiving
information. If teachers deliver lessons by text, they need to have a video or voice recording with
it, too; likewise, if they deliver lessons via webinar and teleconference, they are advised to have
a text version ready as well. Including transcripts, slide decks, and other supplementary
materials referenced in the lecture, either in real time or through uploading, shall help maintain
learning equity for students with bandwidth challenges by giving them an opportunity to review
materials that they are unable to stream on video.

3. TV-Based Instruction/Radio-Based Instruction (TVBI/RBI)

TV/RBI shall be implemented in areas with access to Television Networks and/ or radio stations
with programs dedicated to deliver the DepEd TV/Radio-based lessons.

TV- and radio-based lessons utilized for these platforms are converted self-learning modules
where the sequence of presentation is similar with what other learners use in online and
modular distance learning.

TV/RBI should be implemented when supplemented with Learning Activity Sheets that serve as
assessment tools to determine whether learners learned the concept presented in the TV or
radio-based lessons.

Materials for learning exercises, enrichment activities, and assessment may be provided in
printed form.

Schools shall provide the learners, as well as their parents/guardians/learning facilitators the
broadcast schedule of lessons. Learners shall be directed to watch an educational TV program
or listen to a radio program facilitated by DepEd. The duration of every lesson episode shall
depend on the complexity and length of the modules based on the targeted learning
competencies and the allowable airtime agreed upon by the DepEd and the TV/radio station.

Enhancement of understanding of key concepts and clarifications on possible areas of

confusion in the lesson that was viewed/listened to shall be done during home visits by subject
area teacher/learning facilitator wherever possible or through phone calls, SMS, among others.

Guidance from parents/learning facilitators during viewing/listening time shall be required.

4. Blended Distance Learning (BDL)

Schools which adopt any combination of the above three types of distance learning must meet
the requirements of each type.

Strategies for learners’ engagement in all types of distance learning shall be utilized by
teachers. It is advised that teachers check in often with students either by sending them instant
messages or a bullet pointed summary of what is expected of them, or by conducting a quick
survey every week to monitor learner’s difficulties and to see how they have been progressing in
the lesson. These should serve as significant inputs for intervention strategies.