“TEACHERS’ READINESS AND CHALLENGES IN MODULAR DISTANCE LEARNING”

Danna Bianca D. Carreon

Introduction

People nowadays are living in a time considered and described to be the new normal. This situation is
caused by the COVID-19 pandemic. This health crisis affected the trade, global economy, people’s livelihood,
daily practices, and most importantly, the system of education. With the people being constrained to stay in the
comfort of their homes, a demand for a new way of delivering quality and continuous education to ensure the
safety of both the students and teachers had led to significant and abrupt changes in the teaching-learning
process. An innovative way of providing quality education to the learners resulted to the utilization of Distance
Learning (DL) pursuant to DepEd Order No. 012, s. 2020 known as the Adoption of the Basic Education
Learning Continuity Plan for School Year 2020-2021 for K to 12, and the Commission on Higher Education’s
Memorandum Order No. 4, series of 2020 which refers to the Guidelines on the Implementation of Flexible
Learning implemented by private and public Higher Education Institutions (HEIs) all over the country.
Based on the results of the Department of Education’s (DepEd) survey conducted on the distance
learning modality preferred by parents and students, it showed that most of the respondents have picked the
“modular” distance learning option (Malipot, 2020). Most students and parents in public schools have chosen
the modular approach as opposed to the number of students and guardians who have chosen online learning for
the problem lies mainly on the lack of gadgets and poor or no internet connection by most Filipino households.
Moreover, she listed that according to the initial responses in the Learner Enrollment and Survey Forms (LESFs)
which were distributed by the schools and submitted by the students during the enrollment procedures in the
months of June and July, it showed that 7.2 million enrollees for the new academic year decided to continue
their studies utilizing modules, and TV & Radio as opposed to the 2 million incoming students who picked
online distance learning for 2020-2021 (Malipot, 2020).

Literature Review

The beginning of distance learning can be shifted back to over a century ago (Birnbaum, 2001, Hanson
et al., 1997; Mehrotra et al., 2001). It is simply defined to be studying from home as contrast to the traditional
classroom setup where students regularly go to school to meet their teachers who facilitate and guide them in
learning. In higher education, there is a noticeable growth in programs designed for distance education because
of the time and space restriction of face- to-face learning system. It is economically advantageous for some and
is preferred by students belonging in the middle and lower classes. Learners may continuously earn their
livelihood and apply for jobs to help their families while at the same time improving their qualifications since
distance learning gives them the opportunity to earn while they learn (Brown, 2017). Students may opt to enroll
in a blended learning environment where they may answer modules and participate in synchronous and
asynchronous classes in the colleges and universities.
The sudden spread of institutions which offer distance education globally not only offers learners greater
opportunities but also brings forward setbacks. In distance learning, the students are seen as unsupervised, self-
directed, independent, and are expected to be more autonomous which is considered one of its challenges
(Ekmekçi, 2015). As Holmberg (1989) states, many people have opted to pursue distance education for it is much
more convenient for them, they have more flexible hours, and it suits the individual students' needs for adapting.

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This has been carefully considered at present for in the primary and secondary public schools in the country,
during enrollment parents and learners were asked on what modality for distance learning will fit them and their
current situation which leads to the preparation and use of printed and offline modules in learning as chosen by
the majority.
According to Mehrotra, Hollister, and McGahey (2001) as cited by Sadeghi (2019), this new form of
education is not a future ideology learning institutions should prepare for, it is the present context that hands over
both opportunities and demands for them; a reality providing more available choices for students in the way they
acquire knowledge. It is the ‘now’ of education, it is the big leap from what the people for centuries have been
accustomed to. It lets the students grab opportunities that were not possible and available in the past.
Regarding the implementation of Distance Learning, a change in pedagogy is considered a complicated,
challenging matter for the Distance Education institutions not only for the educators (Arinto, 2016). This new
setup requires continuous development on the part of the teachers to be able to ensure that quality education is
still shared to the learners and that they can continue the learning of facts despite the current context of teaching.
This would mean that the pedagogy utilized in distance learning should not be any much different to that of the
traditional setup. Bates (1995) on one hand has a totally opposite idea. He stated that instead of using technology
to imitate traditional methods, technology should be otherwise used to improve delivery and instruction.
Holmberg (1989) on the other hand also tackles these schools of thought and considers distance education
as a mode of education which has a very different output rather than simply considering it as a face-to-face classes
substitute. Teachers must decide which attitude they will adopt in their teaching styles because it has a profound
impact on their approach to a new way of instruction. This is a big consideration for instruction lies on the hands
of the teachers. It is the teachers who deliver education, not the learning materials. Consistent monitoring of the
progress, communication with the learners and development must be done by the educators.
Another interesting consideration for educators is how they perceive the main objective of distance
education. Schlosser and Anderson (1994, cited in Imel, 1998) expressed their insights regarding their major
concerns about the goal of education done in distance. They mentioned these ideas forward in a review of distance
education in literature teaching. According to them, the objective of the implementation of distance education in
the United States is to provide the students with sufficient skills that is not entirely like that of face-to-face
instruction. All the necessary competencies must be achieved, and language practice must also be done regularly.
This means that the knowledge and skills required of them must also be mastered in their homes using the tools
they were given or anything available.
Locally speaking, most students in the country had been required to undertake modular distance learning
as solution to the pandemic currently faced by the country. The use of modules became the alternative to face-to-
face classes which is highly disregarded to be performed as the mode of learning for the mean time due to the
present context of the country. Courtney and Wilhoite-Mathews’ (2015) as cited by Chamorro (2018) belief on
modular distance learning was that distance education’s oldest form was modeled to correlate teaching and
learning using materials that are mainly print-based. However, the method had been reported to have many
limitations. One of which was the slow delivery of the materials. Another is the lack and late giving of feedbacks
through the available tools of communication. This is particularly relevant to the current context since based on
survey, modular learning has been the top choice of most parents in adapting to the new way of delivering basic
education to the leaners.
Modular distance learning offers equality of opportunity to all. This distance learning option can be
categorized into the distribution of printed or offline modules which can be accessed by the learners using their
own mobile devices e.g. cellphones, laptops, and tablets at home. If the learning materials do not hinder the
studies of the learners and is accessible for everyone it can indeed provide equal opportunity (Kör, 2013).
Therefore, it must be assured that learners be given materials equally and efficiently to make sure that no one is
left behind and that there is equitable opportunity for everybody.

Electronic copy available at: https://ssrn.com/abstract=3944096

Method

This study used the descriptive design in determining the language teachers’ readiness, challenges met in
the implementation of modular distance learning and the support of the stakeholders. The instrument that was used
to gather the needed data consists of a survey-questionnaire provided to the participants using Google Forms and
subsequently sent to their email. The questionnaire written by the researcher was face and content validated by
three select experts in distance learning education and English language teaching. One is a secondary school
principal, another is a Master Teacher in English, and the third validator is a Head Teacher. After the validation of
the tool, the researcher prepared and encoded the research questions via Google Forms. The survey questionnaire
was then administered to the participants upon the approval of their School Heads. The data gathered was then
treated statistically. For the first part which is on the readiness of the English teachers for Modular Distance
Learning, the researcher identified and used the frequency and percentage of the respondents’ answers. Percentage
is calculated by taking the frequency of the responses by the teachers, divided by the total number of participants,
then multiplying by 100%. For the second part, the researcher processed the gathered data using a Mean. The mean
(M) is the basis of determining the teachers’ perceptions of the challenges in delivering distance learning education
as well as on the third part which is on the support of the stakeholders. The values of the study are interpreted as:
0.0- 1.0 is Strongly Disagree;
1.1-2.0 is Disagree;
2.1-3.0 is Agree; and
3.1-4.0 is Strongly Agree.

Findings

The majority of the 119 select English teachers who served as participants of the study are prepared in
terms of the three areas. It can be implied that even with the limited time of preparation before the schools
opened last year and with the necessary adjustments applied in the curriculum, the teachers were able to cope
up and prepare themselves and the learning materials needed to be distributed to the learners.

1.1 Readiness to Modular Distance Learning in terms of Knowledge and Skills Required
The select English teachers have expressed their preparedness when it comes to their knowledge and
familiarity with Modular DL as a modality used in their schools. They are aware of the policies, directions, and
essential competencies included in the delivery of the lessons to the learners. However, trainings and webinars
are still a great need of educators to make their classes more meaningful and much appropriate to the context of
the pandemic. The input from the trainings can also help teachers identify the needs and learning gaps of the
learners who are still adjusting in the new means of learning and also help them in designing instructional
materials to be used.

1.2 Readiness to Modular Distance Learning in terms of Access of Learning Materials

The respondents are equipped with personal computers, laptops, and printers that they can use for the
reproduction of modules. Apart from their own printers, several schools have their own RISO machines,
photocopiers, and printers that teachers may utilize. Still, information dissemination on educational, credible, and
reliable sites and web-based portals for the English teachers to gain access to is still required for them to produce
materials which may serve as supplementary instructional tools learners may also use.

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1.3 Readiness to Modular Distance Learning in terms of Establishing Communication and Monitoring
Students’ Progress
The teacher-respondents agree that they are prepared in terms of communicating with their learners
remotely since face-to-face interaction is not allowed by the government in the time of COVID-19 to monitor
their progress such as their answering of modules. They are familiar with social networking technologies,
applications and has the contact numbers of their students as a reference for phone calls during their class schedule
for their observations of accomplishments and monitoring. On the contrary, internet connectivity in schools seem
to be a worry for some.

2 Challenges in terms of Knowledge and Skills Required, Access of Learning Materials, and Establishing
Communication and Monitoring Students’ Progress
Based on the grand mean of the three areas assessed for the challenges encountered by the English
teachers, it can be inferred that majority are having difficulty in assessing the understanding of the learners using
the modules, finds it a challenge to contact the learners due to lack of resources to check their progress and gain
access and produce materials that may help serve as intervention materials to topics learners were not able to
achieve full mastery with.

2.1 Challenges Encountered in Modular Distance Learning in terms of Knowledge and Skills Required
The English teachers strongly agree that assessing and evaluating the students’ learnings and
understanding of the lesson content is not easy using the modules even though they are fully equipped with
assessment tools, activity sheets and materials at the beginning of the school year. Providing performance tasks
aligned with the Most Essential Learning Competencies is also a struggle for them despite the preparations and
familiarity they have on the competencies. Furthermore, providing activities to develop the higher order thinking
skills and macro skills essential to their learning seems to be a strenuous task using the materials.

2.2 Challenges Encountered in Modular Distance Learning in terms of Access of Learning Materials
The access of learning materials using websites and learning portal, apart from the distribution of audio
recordings, reproduction of modules, supplemental materials, and activity sheets in a ratio of 1:1, is a heavy toll
on the part of the English teachers. Regardless of their readiness in the devices that can be used in the reproduction
of materials such as printers and laptops and familiarity on the use of MSWord and other software, there is still
an insufficient number of the subject matters needed to be delivered. The English teachers request trainings to
learn how to gain access to websites and to design materials for instruction that is more fitted for the kind of
environment we have in education.

2.3 Challenges Encountered in Modular Distance Learning in terms of Establishing Communication and
Monitoring Students’ Progress
Monitoring the well-being, progress, and welfare of the learners is a responsibility of the teacher. Although
geographically remote, it is a task for them to maintain a positive and constant communication with their classes
to make monitoring possible. The teacher-respondents however expressed their consensus that they are having
trouble to be in contact with the learners even if it was reflected in the first part of the questionnaire that they have
the contact numbers of their students and that they are familiar with various software and social networking
technologies to contact them and give feedback. Since a lot of learners do not have a stable internet connection
in their localities, are often too shy to respond and has no accessible gadgets for communication, being in contact
to monitor their development, difficulties and progress, promote active participation and respond to their queries
remains to be an obstacle.

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3 Support of Stakeholders in Modular Distance Learning
The stakeholders referred to in this research study are the school administration, students, parents,
private individuals or organizations, and the barangay and Local Government Units. The stakeholders have all
scored means falling in verbal description agree and strongly agree. This implies that a conclusive connection
and association towards a successful academic achievement of the learners is a real work of collaboration
among various individuals. The implementation of this remarkable change in education is through the influence
and hard work of the school’s stakeholders. The willingness of everyone to collaborate makes the
implementation of Modular Distance Learning an accomplishment despite a few setbacks.

Conclusions and Recommendations

1. The majority of the English teachers are ready on the implementation of Modular Distance Learning in
areas such as the knowledge and skills required, access of learning materials, and establishing
communication and monitoring students’ progress even with the limited time for preparation. The
English teachers were prepared for the utilization of the modality in their respective schools.
2. The English teachers encountered challenges in knowledge and skills required, access of learning
materials, and establishing communication and monitoring progress in Modular Distance Learning.
Assessing and evaluating the English language fluency, distribution of learning materials and SLMs in
a ratio of 1:1, and contacting students using various platforms are difficulties experienced by the
teachers.
3. The support of the stakeholders including the learners, parents, Barangay Officials, LGUs and private
organizations is present and observed in the new normal of teaching-learning process.
4. For further studies, similar studies may be conducted to help identify additional challenges experienced
by both teachers and learners on a wider scope. They can also discover the challenges not only in
teaching the English subject but even in other learning areas e.g., Science, Technology and Livelihood
Education which are more on skills assessment. Future researchers may also study other Distance
Learning Delivery Modalities available such as Radio/TV Based Instruction, Online, and Blended
Learning to help address the existing gaps in the new normal of education.

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