ASSIGNMENT 2 week 3 NCM 100

Name of Student: Jeneah Kayne A. Bada Year/Section: 1st year CFP-A16

Subject: Theoretical Foundation in Nursing Teacher: Jocelyn Bangan

“Flexible learning: The new face of Education”

Introduction

The coronavirus pandemic has magnified deep-rooted racial and social injustices and

perpetuated educational inequities. With the shift to online teaching, the digital divide has

become a chasm, separating those who have access to school learning and those who don’t.

Flexible learning refers to the combination of different methods of teaching, including the use of

online platforms and digital or printed modules. Under this new system, universities and colleges

will be adopting a mix of different learning and teaching methods based on their specific

situations. More prepared universities will move ahead with all the online classes, while others

may allow some of their students to come back at different times and do more synchronous

versus asynchronous learning.

The Covid-19 pandemic challenged our ideas about instruction and affected all aspects of

education, including funding, the role of technology, attendance, and so on. It highlighted

inequalities in income and the physical/mental capacities of students, as well as presented

technical difficulties to both students and educators. Parents have been complaining about the

lack of individual attention and face-to-face interaction among the students. There are the issues

of Zoom fatigue, inefficient Internet connectivity, and mental health problems—it is, indeed, not
an exaggeration to say that the current crisis is changing the face of education forever. Our

schools will never be the same again—this is the reality we must come to terms with.

Purpose of the study

The purpose of this quantitative study is to discover the effectiveness of flexible learning

as the new normal that will open the mind of students about its importance that will avoid them

being stuck amidst the pandemic.

Preliminary Literature Review

As of July 2020, 98.6% of learners worldwide were affected by the pandemic,

representing 1.725 billion children and youth, from pre-primary to higher education, in 200

countries (United Nations, 2020). Therefore, making learning possible and available from

homeschooling has been the need of the hour.

As a result, education has changed dramatically, with the distinctive rise of e-learning,

whereby teaching is undertaken remotely and on digital platforms. Research suggests that online

learning has been shown to increase retention of information, and take less time, meaning the

changes coronavirus have caused might be here to stay. (Collis et al., 2020).

Ever since schools shifted to remote education in 2020, students have been struggling to

cope with the demands of online learning. Many Filipino students and groups have also called

for an "academic freeze" as the country fights the pandemic. They pointed out that the

coronavirus lockdown affected household finances, and many students don't even have access to

a computer or the internet. (CHED, 2020)

Objective of the study

This paper aims to highlight the importance and effectiveness of flexible learning.

 To know if flexible learning is effective.

 To assess the experiences of students and teachers regarding flexible learning.

 To collect facts about flexible learning.

 To discover the advantages and disadvantages of flexible learning.

Research Questions

This study aims to determine the effectiveness of flexible learning and will answer the following

questions:

1. Is flexible learning as effective as face-to-face learning?

2. What is the effect of flexible learning to the quality of education?

3. Do we need digital literacy skills to join flexible learning?

Hypothesis

Flexible learning is effective for education.

Research Methodology

This study will use quantitative research design. Survey will be use to collect information

from a pool of respondents by asking multiple survey questions. This research’s respondents will

be both students and teachers that experience the flexible learning.

Research Timeline

This research is expected to be completed in 14 weeks and 2 days with the following

indicated as the study’s duration for every section of the research project:
 Research Section Duration
Title 2 days
Introduction 1 week
Background 3 weeks
Objectives 1 week
Research Questions and Hypotheses 1 week
Research Methodology 2 weeks
Data Analysis, Interpretations, and 3 weeks

Discussions
Summary, Conclusion, and Recommendations 2 weeks
Reviewing work for final submission 1 week

References

Hülsmann, T., & Shabalala, L. (2016). Workload and interaction: UNISA’s signature courses – a

design template for transitioning to online DE? Distance Education, 37, 224–236.

doi:10.1080/01587919.2016.1191408 [Taylor & Francis Online], [Web of Science ®], [Google

Scholar]

Naidu, S. (2016). The case for open educational practice. Distance Education, 37, 1–3.

doi:10.1080/01587919.2016.1157010 [Taylor & Francis Online], [Web of Science ®], [Google

Scholar]

Naidu, S. (2017). Openness and flexibility are the norm, but what are the challenges? Distance

Education, 38, 1–4. doi:10.1080/01587919.2017.1297185 [Taylor & Francis Online], [Web of

Science ®], [Google Scholar]