TEACHERS' TRAINING, PREPARATION, AND THE CHALLENGES

ENCOUNTERED ON DISTANCE LEARNING DURING THE COVID- 19

PANDEMIC

A Thesis Paper
Presented to the
Faculty of the Graduate School
MINDANAO STATE UNIVERSITY
General Santos City

In Partial Fulfillment
Of the Requirements for the Degree Master of Education
Major in School Administration

JONALENE C. ROJAS
July 2021
 Chapter I

THE PROBLEM

Introduction

Covid-19 pandemic has become one of the most recent public health

emergencies that infected every country in the whole world. This disease is caused by a

novel coronavirus (SARS-CoV-2, previously known as 2019-nCoV). It has received global

attention from growing infections and how to flatten the curve of infections (Tria, J.Z. 2020).

The global outbreak of the COVID-19 was first identified in December 2019 in

Wuhan, China and now has spread worldwide, affecting almost all countries and territories.

The countries around the world cautioned the public to take responsive care. The public care

strategies have included handwashing, wearing face masks, physical distancing, and

avoiding mass gathering and assemblies. Lockdown and staying home strategies have been

put in place as the needed action to flatten the curve and control the transmission of the

disease (Sintema, 2020).

The fight against the threats to COVID-19 pandemic suffered profound effects

and impacts on almost all sectors in the human race. It has resulted in a widespread

disruption such as travel restrictions, closure of schools and global economic recession

(Dangle & Sumaoang, 2020). One of the most affected is the educational sector. Most

governments have opted to employ quarantine protocols and temporarily shut down their

educational institutions. This was a mitigating measure in order to slow down the growing

number of COVID-19 infections. As a consequence, more than a billion learners have been

affected worldwide. Among this number are over 28 million Filipino learners across

academic levels who have to stay at home and comply with the Philippine government’s

quarantine measures (UNESCO, 2020).

 Numerous countries worldwide have introduced various solutions as a response to

combat the pandemic and to continue education progression. Online libraries support, TV

broadcasts, guidelines, resources, video lectures, and online channels were introduced in at

least 96 countries. In order to increase the coverage of the school lessons to the population,

government agencies have opted to use different learning modalities. Ministries of education

around the world broadcasted live transmission of lessons through TV channels in different

subjects nationwide (Selwa, et. al. 2020). Due to the global pandemic, educators have been

forced to shift to distance learning and this emerged as a new method of teaching to

maintain the continuity of learning during the COVID-19 pandemic. This was the only political

and educational solution in order to continue the educational and pedagogical process (Foti,

2020).

Distance learning and education have a long history, but its popularity increased a

hundredfold as more advanced technology and communication mediums became available

in the late twentieth century. Computers and the internet made distance learning faster,

easier and much more convenient. Distance learning appears to be attractive way of

learning as it implies training using interactive electronic information delivery, including

information and communication technologies (ICT) applications. However, Distance Learning

is still an emerging platform in the Philippines. Its use is still sporadic and most users

represent only a small segment of the Philippines education (Arimbuyutan et al. 2007).

With rising number of COVID-19 cases from February 2020, the Philippine

government ordered nationwide lockdowns and school closures as a rapid and aggressive

response to COVID- 19 pandemic. Due to school closures, classes in all levels were

postponed. However, the Department of Education (DepEd) has expressed the urged to

resume classes in order to provide continuous learning by using different learning modalities.

DepEd decided that it is time for the Philippines to fully adopt distance learning. This

initiative utilizes the power of current technologies to provide education even with significant

limitations such as community quarantines and social distancing policies. Education

continues despite the situation so DepEd has implemented its Basic Education Learning

Continuity Plan (BE-LCP) for the Academic year 2020-2021. BE-LCP is a package of

education interventions that will respond to basic education challenges brought about by

COVID-19 (DepEd Order No. 12, 2020). And so, to protect the health, safety and well-being

of learners, teachers and personnel, and prevent the further transmission of COVID19, the

department implemented the alternative learning delivery modalities such as modular,

television-based, radio-based instruction, blended, and online while face-to-face classes still

prohibited due to the public health situation. As to the curriculum offering, the learning

competencies have been decongested to focus only on the most essential learning

competencies (MELC) which are aligned to the achievement of 21st century skills such as

critical thinking, collaboration, communication, and creativity.

The implementation of distance learning posed different risks, problems and

challenges to both the teachers and students, especially in the higher education institutions

(Tria, J. Z. 2020). With the abrupt change in instructional delivery, some teachers do not feel

adequately able and prepared to teach the subject remotely. Teachers who are new to

distance learning may feel unprepared to facilitate teaching, thus, need support as to

technical, pedagogical and time management. Instruction heavily relies on technology

leaving the teachers not fully prepared and lack of competence. This is rooted in the

absence of relevant trainings on distance learning. The Department of Education said that

only around 40 percent of the 800,000 teachers nationwide were trained for distance

learning through the Information and Communication Technology (ICT) unit facilitated

webinar sessions (De Villa and Manalo, 2020). In this regard, the key purpose of this study

aims to investigate and determine the different challenges encountered by the teachers to

conduct distance learning. Also, this research aims to ascertain the methods, interventions

or solutions of every educational institution as well as the government in providing

assistance to students, parents and teachers who are having difficulty in this new learning
modality.

Statement of the Problem

This study aims to investigate the experience of teachers from Kiamba Dictrict I after

the sudden shift from face-to-face to distance learning due to the COVID-19 lockdown.

Furthermore, this paper aims to examine and analyze teacher’s training, preparation, and

challenges encountered on conducting distance learning.

This research aims to specifically answer the following questions:

1. What is the level of preparation of teachers from the public schools of Kiamba District I in

distance learning?

2. What do the public schools in Kiamba District I implement to support teachers in

conducting distance learning?

3. What are the different challenges encountered in distance learning education as

perceived by the teachers?

4. What prospects and future directions may be taken towards a more effective and quality

distance learning?

Significance of the Study

This research was conducted with the hope that its result will be important to many

people who deal with education.

 To the teachers. This study is significant to determine the readiness and

preparedness of the teachers in Kiamba District I for teaching in distance learning. The

findings will also help and encourage them to learn and prepare for the different

technological competencies that are needed in distance learning. The results of the study

will also aid the teachers in creating a good learning experience for the students using this

learning platform in the future and not only as a response for emergency remote learning

during a health crisis. This study will also help teachers to identify and resolve challenges in

conducting distance learning.

To the learners. The result of this study will benefit the learners by providing them

awareness and guidance how to achieve learning by using different modalities aside from

the traditional face-to-face method of learning. This study will help the learners embrace

distance learning education and inculcate independence by using self-learning modules and

not to rely solely on teachers for their learning.

To the parents and other stakeholders. It will serve as their basis in taking

responsibilities and helping on the implementation of distance learning. The results of this

study will help parents and caregivers be informed and aware how to access the different

learning programs implemented by their education system. It is important to communicate

that these learning modalities are legitimate, free of charge and endorsed by the

government. This way we can reinforce parents’/ caregivers’ role in supporting their children

through their learning experience.

To the School Heads. It could be their basis on conducting other related training to

provide technical assistance to the teachers who are handling distance learning. This study

will also help school administrators to recommend and define a decent framework for

teachers in order to conduct remote distance learning.

To the Department of Education. This study may serve as an eye- opener and can be a

basis for other distance learning institutions in implementing and adopting Open Distance

Education.

Scope and Delimitation

This study concentrated on the experience of teachers from selected public schools

in Kiamba District I, Sarangani Province. The main focus of the study was on the teacher’s

training, preparation, and challenges encountered in distance learning during the COVID- 19

pandemic. This was limited to the level of training of teachers in distance learning, to what

extent do academic institutions in Kiamba District I implement support to prepare teachers to

distance learning, the different challenges encountered in distance learning education as

perceived by the teachers, and what institutional direction on distance learning can be

proposed.
 Chapter II

REVIEW OF RELATED LITERATURE

This chapter presents related literature and studies, conceptual framework of the

study, and definition of terms.

Related Literature and Studies

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 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 education institutions around the world are now shifting to distance education

programs. 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.

I. Distance Learning
 Distance learning, also called distance education, is a form of education in which the

key fundamental is the physical separation of teachers and students during instruction and

the use of various technologies to facilitate learning (Berg & Simonson, 2012). Distance

learning is commonly used interchangeably with “education " and "training". It started as a

part-time study organization and in recent years adopted almost all forms of modern

technology: from mobile phones and computers. 'Distance schooling' means distance

learning at primary and secondary level and distinguished in self-reliant and complementary.

In the first case, the learners attend educational organizations that provide integrated

curricula that lead to diplomas equivalent to conventional ones, while, in the second case,

students attend conventional schools but have the opportunity to choose and attend

courses from other educational organizations.

Distance learning are educational activities performed in which the learner is at a natural

distance from his instructor and uses some form of technology to communicate with him and

access educational material (Foti 2020). Its main characteristics are the distance separating

the teacher from the student, forming a form of communication that takes place

electronically.

Distance learning has been proved as an efficient modality of learning in different

educational and governmental studies. Data from the Institute of Educational Studies in

Canada showed that learners revealed a more active attitude in learning when various

methods such as electronic books and on-line articles were implemented in the teaching

process (Al-Balas et al 2020).

History of Distance Learning

Before any discussion of distance learning, we need to look at the way the term has

been defined in the past and how it is currently defined in the literature. The term can be

used to describe any of a number of instructional situations.

Distance learning dates back to 1800s where it was considered as education by means of

non-traditional approaches and delivery methods compared to conventional campus-based

education. In the early days of distance education, letter writing was the most commonly

accessible technology. One of the earlier forms of distance learning was done through

correspondence courses that started in Europe. The first documented sample of a

correspondence course was when a newspaper advertised opportunity to study composition

anywhere in the country by exchanging letters. Shortly thereafter, universities began offering

corresponding courses in different locations. This became the primary means of distance

learning until the middle of 19th century when instructional radio and television became more

popular (Valentine, 2017).

Distance learning has evolved through generations. Throughout the first generation of

distance education, print technology was the main means of communication. This system

allowed education to be delivered beyond the physical boundaries of university campuses. A

variety of organizations adopted this system in order to bring a sense of social justice and

equal opportunities. First-generation distance learning expanded the scope of education

including the less fortunate who had limited or no access to educational resources and

institutions. The second generation of distance learning was driven primarily by broadcast

technologies of radio and television. Although these broadcast technologies opened new

doors for interaction opportunities, interaction between the teacher and the student was kept

to a minimum (Saykili, 2018).

II. Types of Distance Learning

According to Berg, there are four characteristics distinguish distance learning. First, distance

learning is only implemented by institutions. It is not a program for self-study or a

nonacademic learning environment. The institutions who are offering distance learning

programs must be accredited by the same agencies as those employing traditional methods.
Second, the teacher is not in the same location with the learner. The separation of the

teacher and the learner is one of the main characteristics of distance learning. Accessibility

and convenience are important advantages of this mode of education. Well-designed

programs can also bridge intellectual, cultural, and social differences between students.

Third, an interactive communication connects the teacher and the learner. Most often,

electronic communications, such as e-mail, are used, but traditional forms of communication,

such as the postal system, may also play a role. Interaction is essential to distance learning.

Finally, distance learning is comprised of a learning community together with the students, a

teacher, and instructional resources. In the distance learning setting, such networking can

enable students’ connections with each other and thereby reduce their sense of isolation

(Berg 2002).

Distance learning has evolved in various forms and definitions. Technologies and

pedagogies together with the societal circumstances have influenced how distance learning

is viewed and practiced. Distance learning 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) (Joaquin et. al. 2020). According to Mary Burns,

UNESCO defines distance learning as “an educational process and system in which all or a

significant proportion of the teaching is carried out by someone or something removed in

space and time from the learner.”

Distance learning requires:

• Structured planning

• Well-designed courses

• Special instructional techniques

• Methods of communication by electronic and other technologies

 The latest developments in technology have typically led to an increase in the

emergence of various types of distance learning.

Unlike other forms of training, instruction, and professional development, distance education

is inexorably linked to its mode of delivery. Because of the rapid evolution of delivery modes,

distance education experts often speak of “generations” of distance education models, such

as print, multimedia, and Web-based delivery systems (Burns, 2011).

Figure 1 broadly reorganizes these traditional classifications of distance education types

based on their predominant technology delivery medium and discusses some of the main

modes of each.
Figure 1. Types of Distance Education and Major Examples of Each (Burns, 2011)

III. Distance Education/Open Learning in The Philippine Context

The concept of distance education was officially introduced in Philippines during 1970’s. The
first issuance from the Commission on Higher Education (CHED) about distance education
was published in the year 2000. However, as early as 1987, the concept of non-formal
education/ independent learning was introduced to respond to the call to make education
accessible to many Filipinos due to people power revolution (Sabio, 2013).

The Medium Term Philippine Development Plan (MTPDP) 2004-2010 established distance
learning system in conflict-affected areas. Distance learning was considered as an
alternative delivery mode (ADM) that reaches out to learners in underserved, high-risk and
disadvantaged areas. This was the learning modality used to provide children and youth in
difficult circumstances, particularly those in conflict-affected areas.

Several issuances from CHED have defined distance education, open learning, alternative
learning system and transnational education over the last couple of years.

 Open Learning and Distance Education (OL/DE) are alternative systems of

education. They emphasize the opening of opportunities by overcoming
barriers that result from geographical isolation, personal or work commitments
or conventional course structures which have often prevented people from
realizing their educational goals (Section 6, CMO 35 s.2000)

 Open Learning (OL) is a philosophy of learning that is learner-centered and

flexible, enabling learners to learn at the time, place and pace which satisfies
their circumstances and requirements. (Section 7, CMO 35 s.2000)

 Distance Education (DE) is a mode of educational delivery whereby teacher

and learner are separated in time and space and instruction is delivered
through specially designed materials and methods and supported by
organizational and administrative structures and arrangements (Section 8,
CMO 35 s.2000; No. 11 Article II. Definition of Terms, CMO 2 s. 2008;
Section 11 (1), Art. III. CMO 40 S.2008) 63 ASIAN JOURNAL of DISTANCE
EDUCATION

 Distance Education students refers to a student who is either onshore or

offshore studying in the distance mode (No. 12 Article II. Definition of Terms,
CMO 2 s. 2008)

 Transnational education (TNE) refers to all types of higher education study

program, or sets of courses of study, or education services (including those of
distance education) in which the learners are located in a country different
 from one where the awarding institution is based. Such program may belong
to the education system of a State different from the States in which it
operates, or may operate independently of any national education system
(UNESCO 2001, as seen in No. 30. Article II. Definition of Terms, CMO 2 s.
2008 and No. 28, Section 5. Definition of Terms, CMO

Known Distance Education Institutions, Associations and Organizations in the Philippines

 UP Open University – The University of the Philippines Open University (U.P.O.U.)

is a public distance learning institution and research university headquartered at Los

Baños, Laguna.

 PUP Open University – “The Polytechnic University of the Philippines Open

University (PUP OU) otherwise known as the "Pamantasang Bayan", which formally

commenced in 1990, is a fresh and innovative system of delivering higher

educational services in a manner that differs from the formal, highly structured, and

classroom-oriented traditional approach.

 Philippine Women’s University (PWU) - Then Philippine Women’s University

President, Dr. Jose Conrado Benitez, in his inaugural address on Feb. 19, 1993,

formally announced the university’s policy on distance education. He said that it is

the classroom that will have to go to the students and not the students to the

classrooms. It will enter the homes through distance education; it will take place in

the offices and workplaces through various career development and continuing

education programs; it will situate itself in our communities through accredited

experiential learning activities designed for community immersion.

 Pamantasan ng Lungsod ng Maynila (PLM) – distance learning program in PLM is

called the Off-Campus Program or the OCP.

Current Trends on Distance Learning in the Philippines

Distance learning has been established in the country during the past two decades. Yet it

has faced numerous challenges throughout the years. Distance learning has not reached its

full potential reaching greater populace of the country because of the lack of support from

government. There is a slow adoption of distance learning mainly due to underdeveloped

infrastructure, high cost and lack of system to implement changes in training and learning

processes (Sabio, 2013).

IV. Advantages and Disadvantages of Distance Learning

Advantages of Distance Learning

Distance learning has offered learners a wide ray of advantages. The following are

the advantages of distance learning:

 Study from Anywhere, Anytime

Distance learning provide convenience to learners and teachers. Learning can occur

even if the teacher and the student is not on the same location. Using the distance learning

platform, a student can learn anywhere and at any time. The learner can attend courses in

any parts of the country or enroll to an international course offered by another country. This

platform gives the learners access to education (Nagrale, 2013).

 Saving Significant Amount of Money

According to Bijeesh (2017), for any given program, the fee of a distance learning course is

much more affordable than the fee of a regular on-campus courses. Students can save a lot

of money and could choose different options from distance learning courses offered by

institutions. A student no longer needs to live in a country just to attend a specific institution

of their choice. A student can study wherever they can access to a computer and internet

connection. Moreover, the course offered at distance learning centers are cheaper than the

courses provided at traditional education centers (Brown, 2017).

  No Commuting

Nagrale (2013) stated that distance learning is a good platform that does not require learners

to commute in crowded buses or local trains. The students can save a lot of time, money,

and more importantly the energy of travelling to and fro while studying.

 Flexibility to Choose

Enrolling on a distance learning program allows students to follow a set schedule assigned

the curriculum of the institution. Other programs allow learners set their learning schedule as

per their convenience. Distance learning program offers them flexibility to choose their

course of learning (Brown, 2017).

 Saving Time

Bijeesh (2017) argued that when a learner enrolls to a distance learning program, the learner

can save time from travelling to and from college. Therefore, there is no time wasted waiting

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

the study material can be found on your desk or access it on your computer. Working

students could also work and study at the same time and pursue their schooling in their own

comfort zones.

 Earn While You Learn

Learners who want to resume their schooling while working can enroll to a distance learning

platform. They can earn and continue with their livelihood while they are learning (Brown,

2017).

Disadvantages of Distance Learning

Although distance learning offers more people an opportunity to attain higher education, it is

not all advantages and benefits.

 High Chances of Distraction

According to Bijeesh (2017), the chances of learners getting distracted and losing track of

deadlines are high. The main reason for this is the absence of teachers during face-to-face

interaction. Having no face-to-face interaction with classmates is also a factor that can

distract the learner. The classmates could somehow help with constant reminders about

pending assignments. The learner also need to keep him/herself motivated and focused to

complete the distance learning course. Students who tend to procrastinate and cannot follow

deadlines will have a great difficulty in distance learning (Nagrale, 2013).

 Complicated Technology

Brown (2017) explained that learners who enroll for a distance learning program needs to

invest in a range of equipment including computer, webcam, and stable internet connection.

The overdependence on technology is a major drawback to distance learning. In case of any

malfunction, the class session will come to halt and disrupt the learning process. Moreover,

the complicated nature of the technology used in distance learning only limits online

education to students who are computer and tech savvy.

 No Social Interaction

Learners who are enrolled in distance learning are left to study alone. Sometimes they tend

to feel isolated and miss the social physical interaction that comes with attending a

traditional classroom. Students don’t have the chance to practice the lessons verbally. The

lack of physical interaction in the education process may cause many problems, such as a

great degree of flaming and isolation (Dyrud, 2000). Distance learning only limits students to

classes and learning materials that are based online. Though students can interact through

chat rooms, discussion boards, emails and/or video conferencing software, the experience
cannot be compared to that of a traditional campus. Hara and Kling’s controversial study

(2000) also found that the difficulty and distress experienced by students online might not be

adequately understood. Working alone at night caused many complexities and depressing

experiences.

 Difficulty Staying in Contact with Instructors

According to Sadeghi, learners have difficulties in staying in touch with their instructors.

Though they can send an email, the learners cannot get immediate response that they need

(Hutt, 2017).

 Job Markets Do Not Accept Online Degrees

Nagrale (2013) believed other companies does not recognize degrees that was earned using

distance learning. Also other government agencies do not accept applicants with only

degrees earned online. Other private companies think that distance education is still not a

serious form of education.

V. The Paradigm Shift to Distance Learning during Pandemic

Last March 2020, the global incidence of COVID-19 disease has been increasing

rapidly and WHO (World Health Organization) declared it as a pandemic disease on March

11th, 2020. In response to this situation, different countries have closed all educational

institutions as well as all educational activities (Al-Balas, et. al. 2020). As a result, educators

have been forced to shift to distance learning and this emerged as a new method of teaching

to maintain the continuity of learning during the COVID-19 pandemic. This was the only

political and educational solution in order to continue the educational and pedagogical

process (Foti, 2020).

Distance learning has become more valuable during the pandemic, with classes

suspended for the 2019-2020 school year. In Philippines, 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. To address this, the Department of

Education (DepEd) in Philippines have implemented a more robust remote learning

approach when classes started on August 2020.

The pandemic has shown imbalances in access to technology such as between rich

and poor, across and within different countries. Online platforms have been the first to be

used to enable children to continue learning from home. It is an effective learning modality

however it can only reach a certain number of the population. In some countries, online

platforms reach less than 10 per cent of the population because they are affected by a lot of

factors like electricity, reliable Internet connectivity, as well as sufficient devices for children

in the household. Many governments have therefore rolled out multiple learning modalities,

including those which require no technology or technologies that are more commonly

available (UNICEF, 2020).

VI. Guidelines on Distance Learning Modalities

Distance-learning courses have the power to make learning opportunities available to

anyone. However, this is not true for all people. People in rural areas and from poor

communities are among those underrepresented in the group of people who benefit from

new technological developments. Some people who have access to computers, assistive

technology, and the Internet, still cannot fully participate in distance-learning courses

because of their inaccessible design (Burgstahler 2009).

With different variations of distance learning, the UNICEF has created a strategy how

to implement distance learning with a universal concept. The UNICEF has published a

journal about the guidelines on continuity of learning amidst pandemic. It was developed for

government policymakers and education staff of national and international organizations

involved in the education response during school closures.

To address differential access to technology, multiple learning modalities are required. With

this in regard, UNICEF has released a Home Modality Learning Matrix. On this matrix, a total

of 12 different learning modalities are summarized across the four learning classifications

(the four corners in the matrix):

1. Low/no tech – self-learning

2. Low/no tech – teacher-guided learning

3. High tech – self-learning

4. High tech – teacher-guided learning

Figure 2. Home Learning Modalities published by UNICEF, 2020.

When planning and designing such initiatives in education, it is helpful to distinguish

between high-tech modalities (like online platforms and apps) and low- or no-tech modalities

(like TV, radio, SMS and printed learning materials), which have the potential for much

higher reach within the population.

Another useful distinction is between one way modalities, requiring children to study

independently – though possibly supported by parents/caregivers or even older siblings –

and which are teacher-guided. During school closures, it is important that teachers continue

to engage and interact with their students, provide assignments and, importantly, provide

timely feedback. This can be done, for example, through calls and SMS, or social media for

those with connected devices (Lainchaur, 2020).

Distance Learning Modalities used Worldwide

World countries did not have time to plan how to implement distance learning. Thus, this

resulted to potential local differences in implementation. Different countries worldwide are

trying their best to adjust to the disruptions in the education landscape caused by the

COVID-19 pandemic. The Education Technology (EdTech) team in the Education Global

Practice of the World Bank Group (WBG) has been actively working with Ministries of

Education and multilateral organizations to provide guidance and technical assistance to

maximize countries’ effectiveness in the design and execution of remote learning strategies

(Cobo et al 2021).

The UNESCO-UNICEF-World Bank Survey on National Education Responses to COVID-19

School Closures collected critical information on how ministries of education in more than

110 countries continued to provide learning opportunities during school closures. Most

countries developed policies and implemented digital (internet-based) and remote (TV- or

radio-based) learning. The most common approach focused on digital instruction, which was

used by 42 per cent of countries for pre-primary education, 74 percent of countries for

primary education and 77 per cent of countries for upper secondary education. Many

countries have also developed broadcast curricula, especially for primary and lower

secondary students. Overall, 94 per cent of ministries of education analyzed developed

policies regarding the provision of at least one form of remote learning that involved digital
and/or broadcast instruction, though only 60 per cent provided this type of policy for the pre-

primary education level (UNICEF, New York, 2020).

According to the UNESCO-UNICEF-World Bank Survey on National Education Responses

to COVID-19 School Closures, the number of students reached by different digital and

broadcast remote learning policies varied by region. Globally, the highest proportion of

students (62 per cent) was reached through TV-based remote learning policies. This

accounts for almost 930 million students worldwide. This result suggests that this suggests

television has a significant role to play in delivering education during school closures, despite

the fact that this medium doesn’t offer a convenient way to transmit course materials. The

potential reach of internet-based learning is lower than that of television. Outside of the

most-developed countries, at best internet-based remote learning had the potential to reach

only about 50 per cent of students in Latin America and the Caribbean, Eastern Europe and

Central Asia. In East Asia and the Pacific, the Middle East and North Africa, and Eastern

Europe and Central Asia.

Distance Learning Modalities in Southeast Asian Countries

Southeast Asian countries also experienced problems regarding the proper

implementation of distance learning in their respective jurisdictions. These countries have

creatively responded to the same challenges and started to pivot to a new era of education.

Indonesia, Thailand, and Vietnam have already started distance learning as early as May

2020.

 Thailand

Thailand’s Education Ministry originally intended to implement a program using a

platform called Distance Learning Television (DLTV). This platform is composed of

seventeen television channels that would broadcast educational courses, vocational

education, non-formal and informal education. This approach combines television or on-air
learning and online learning. However, it received negative criticisms due to problems in

broadcasting and poor connectivity. Instead of this platform, the ministry opted to prepare for

schools to reopen nationally after a survey found that 60–70% of students are not ready for

TV education (Juoaqin, 2020).

 Indonesia

According to Dinny Risri Aletheiani, Indonesia released their own distance learning program

called “Learning from Home”. This platform focuses on improving literacy, numeracy, and

character building for both elementary and high schools students. However, the

implementation was challenging given issues like uneven access to the internet, the disparity

in teacher qualifications and education quality, and the lack of Information and

Communications Technology (ICT) skills. A survey was conducted and out of 1,045

students, majority of the students who responded (53.7%), cited concerns about online

learning due to poor streaming, limitation in network quota and reception. Even if given these

constraints, the Indonesian government received positive response to online learning in

Indonesia. Ninety-five percent of Indonesian universities carry out online learning using the

Online Learning System Program.

 Vietnam

After months of experimenting, online teaching is now recognized as a formal method in

Vietnam, an interesting development considering that any proposal to formally conduct

online learning before COVID-19 had been poorly received by the country’s academic

community. Minister of Education and Training Phung Xuan Nha admitted, however, that

issues like connectivity problems, especially in remote areas, as well as some pedagogical

concerns, like management of student performance, need to be sorted out for the program

to succeed (Joaquin, 2020).

Distance Learning Modalities 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. 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: According to DepEd

(Department of Education), Philippines have three types of delivery modalities, depending on

the students’ available resources (Malaya 2020).

These are the different delivery modalities used in the Philippines:

 The Online Distance Learning (ODL),

With the advent of technology, online distance learning (ODL) can be pretty

reliable and efficient—as long as both ends (teachers and students) have a good-

quality computer and a steady/fast internet connection. Moreover, online learning is

mainly broken down into two categories: synchronous and asynchronous learning.

Synchronous learning is a type of online learning that happens in real-time, whereas

asynchronous learning occurs through online channels without real-time interaction.

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

education platform is developed to support alternative methods of learning.

 Modular Distance Learning (MDL),

Modular Distance Learning features individualized instruction that allows learners

to use self-learning modules (SLMs) in print or digital format/electronic copy,

whichever is applicable to the learner. Learners under Modular Distance Learning

 can also use other resources such as Learner’s Materials, textbooks, activity sheets,

study guides, and other study materials.

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

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

 Blended Learning Module (TV/Radio-Based Instruction).

Blended Learning refers to a learning delivery, combining face-to-face

learning with any or a mix of online distance learning, modular distance learning, and

TV/Radio-based Instruction. Radio and television will be used to deliver lessons.

Radio-based instruction will use self-paced modules or printed materials converted

into radio script.

 Other Method

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.

VII. Factors That Contribute to Effective Delivery of Distance Learning

There are numerous factors affecting the success of distance learning. It represents different

issues that range from class-room specific issues and big picture issues concerning policies

and implementation.

The factors noted in the following pages have been identified in a number of research

evaluations studies, focus groups and general discussions dealing with distance learning

program success.
Use of Combination of Learning Modalities

In order to address differential access to technology, multiple learning modalities are

required for effective delivery of distance learning. Quality distance learning experience can

be achieved when self-learning modalities are combined with teacher-guided modalities. For

examples, students undergoing self-learning modalities by means of receiving printed

materials, listening to radio and watching television could learn much better if they are

guided by their teachers through home visits, phone calls and text messages.

It is equally important to understand the extent of technology reach in planning distance

learning experience for students. A study in Bangladesh is conducted and it was discovered

that for school-age children in the poorest wealth quintile, less than 6 per cent have a

television but over 92 percent have a mobile phone in their household.

Thus, it is imperative that a platform that focuses specifically on learning through basic

mobile phones can be used instead of the radio and TV based learning (Begum 2011).

Thus, self-learning modalities on their own (e.g., radio, TV, paper-based learning kits

and even online platforms and mobile apps) are not effective in ensuring learning continuity

if they are not complemented by teacher-guided modalities. Therefore, it is required that

there is a combination of self-learning and teacher guided modalities (Lainchaur,2020).

Another study proved the effectiveness of the use of different modalities. According to Cobo,

the use of combination of modalities proved to be effective to reach a high percentage of the

student population and access. The effectiveness of these education delivery systems

increases when complemented with a coherent communication strategy. In the state of Sao

Paulo in Brazil, where the multichannel remote learning program was supported with a

communication strategy that includes: (1) a proactive TV and social media campaign to

guide and keep teachers and families informed about the new learning modes; (2) teachers
and principals contacting families of students who were out of reach through phone calls or

home visits; and (3) a mobile application that allows for teacher-student interaction at no

cost (Cobo et al 2021) In Peru, Aprendo en Casa’s multimodal program has reached over

85.9% of the student population, including students with special needs. The government has

monitored effectiveness by proxy, tracking the frequency of communication between

teachers and students, satisfaction rates with Aprendo en Casa’s delivery systems, learning

habits, among other key indicators. However, none of the countries analyzed in this study

were yet in a position to effectively monitor student learning.

While the pandemic has revealed that global education systems have started from unequal

‘remote learning playing fields’, it has helped us understand the importance of building solid

but also resilient education systems for now and for the future (Cobo et al 2021).

Access to Resources

Students around the world don’t have the same access with learning resources. According to

the database of the Organization for Economic Co-operation and Development (OECD),

majority of students from different countries are not ready for the world of digital learning

opportunities. This can be observed from the data collected as part of the global PISA

assessment in 2018, and are based on representative samples from 79 education

systems involving over 600,000 15-year-olds. Unless otherwise noted, numbers refer to

the average across the 36 OECD countries. On average across OECD countries, 9% of 15-

year-old students do not even have a quiet place to study in their homes, and in Indonesia,

the Philippines and Thailand this figure is over 30%. These are students from the most

disadvantaged backgrounds. Even in PISA top-performer Korea one in five students from

the quarter of socio-economically most disadvantaged schools don’t have a place to study at

home.
Online learning doesn’t just require a place to study, but also a computer which students

can use to their work in their homes. Here too, the PISA data reveal important gaps. While in

Denmark, Slovenia, Norway, Poland, Lithuania, Iceland, Austria, Switzerland and the

Netherlands over 95% of the students’ report that they have a computer to use for their work

at home, it is only 34% in Indonesia. Here, too, there tend to be very large gaps across

socio-economic groups. For example, virtually every 15-year-old in socio-economically

advantaged schools in the United States has a computer to work in their homes, but only

three out of four students in disadvantaged schools have one. And in Peru, it is 88% of

students in privileged schools but just 17% in disadvantaged schools who have a computer

for work. Then there is internet required for online learning. Here again, there are countries

where internet access at home is close to universal while in others it reaches just half of 15-

year-olds. In Mexico, 94% of 15-year-olds from privileged backgrounds have a link to the

internet in their homes, but just 29% of those from disadvantaged backgrounds. This is an

area where also geography matters in many countries (OECD, 2020).

Preparing the Learners

Preparing the students for a new learning platform is as essential as preparing the

teachers in conducting distance learning. This platform is new for the students as it is to

teachers. Students are also expected to make adjustments particularly on their studying

habits in order for them to be successful in distance learning. Teachers have reported that

the lack of student discipline is the main barrier to distance learning. As teachers accept new

responsibilities and activities, students must be willing to accept some of the responsibilities

traditionally assumed by teachers. Many students are not prepared for this challenge, thus

they feel like they are left alone (Simon, 2012).

For distance learning to be successful, the learners must be ready for the said learning

modality. According to Burns, there are three primary sets of intersecting characteristics

distinguish “successful” from “unsuccessful” distance learners.

1. The Personal Characteristics of a Learner

- This pertains to the personal traits of the learner such as autonomy, responsibility,

curiosity, self-efficacy, etc.

2. The Environmental Variables

- This pertains to the environmental variables such as study environment, access to

technology, access to support and materials, the learner’s role identification, and

sense of connection or isolation.

3. The Learning Characteristics of a Learner

- This pertains to the expectations for the course, experience with computer delivered

instruction, self-regulation, time management, and management of information.

When learners possess these three characteristics, it can profoundly impact whether

distance learners stay or go, succeed or fail on distance learning platform (Burns, 2011).

Preparing the Teachers

It is of upmost importance that teachers must be equipped with the correct skills to carry out

distance learning. To succeed in distance learning, teachers should be trained in basic

technological skills, using devices and software, and special training on methods for
delivering lessons without face-to-face interaction. More importantly, the gap between

training and execution scenarios in the field needs to be minimized. Considering this,

distance learning should be integrated into the Ministry of Education's long-term Teacher

education program called the Teacher Professional Education Program (PPG) (Dewi and

Wajdi 2021)

In order for distance education programs to prepare or upgrade the knowledge and skills of

learners successfully, distance instructors need rigorous professional development in the

distance education medium in which they will be teaching.

Learner Support

Students, parents/caregivers and teachers need support because distance learning

modalities are new and often unfamiliar approaches. The importance of their participation

and guidance is significant to the continuity of learning amidst pandemic.

Parents and caregivers must be informed and aware how to access the different learning

programs implemented by their education system. It is important to communicate that these

learning modalities are legitimate, free of charge and endorsed by the government. This way

we can reinforce parents’/ caregivers’ role in supporting their children through their learning

experience. For example, suggest that parents/caregivers plan a routine for their children;

encourage children to ask questions and express their feelings; if they have access to

Internet, establish rules and be aware of risks to children’s safety, protection and privacy;

and stay connected with their children’s school and teachers (Lainchaur,2020).

It should also be taken into consideration that many children are first generation learners.

The parents of these kids were not able to complete their own education and may be

illiterate. Therefore, other learning materials are not always helpful. Many families also have
minimal resources making it more difficult to provide resources are required for learning

activities.

VII. The Important Role of Teachers in Distance Learning

. The core of using this new learning platform is not about the mode of delivery but about the

quality of the learning the students receive. UNESCO defines distance learning as “an

educational process and system in which all or a significant proportion of the teaching is

carried out by someone or something removed in space and time from the learner. Thus,

distance learning requires structured planning, well-designed courses and special

instructional techniques. Therefore, the distance learning teacher has the most important

role in distance learning. The teachers must prepare beforehand all the prerequisites needed

throughout the distance learning process. The teacher must be certified, for the appropriate

grade level, knowledgeable in her subject area, and trained in effective distance education

strategies (Sherry. 1995).

In conducting distance learning, teachers become the main actor in learning. The teachers

should map students and parents about home distance, mobile phone ownership, internet

network, internet packages, or parents' ability and opportunity to accompany their children in

learning activities (Selwa, et al., 2020). Aside from preparing educational activities

throughout the learning process, the teachers should also embed within coursework the

kinds of initial

diagnostic and ongoing formative assessments to use.

Studies of successful distance learning programs cite the importance of the role of the

teacher in the learning process. In a study of Australian students learning German in an

online environment, the presence of an effective online instructor was directly linked to

students’ perceptions of the complexity of the material. Although they were interacting with

rich technology supports, students often reported not understanding the material and being

“overwhelmed” and “uncertain” without the presence of the instructor. As soon as they began

interacting with their online instructor, the same language material was suddenly “not

difficult” (Barty,1999).

Teachers need support. The notion of support has multiple meanings for teachers and

encompasses numerous dimensions, as figure 3 demonstrates.

Figure 3. Types of Supports Needed by Teachers (Burns, 2011).

As seen from these examples, distance learning programs should essentially offer two levels

of support for teachers. The first level relates to support within the distance learning program

itself—supports allowing teacher-learners to complete their distance learning course

successfully. The second level concerns support in schools, enabling teachers to implement

successfully what they have learned in distance-based courses ( Burns, 2011). 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.

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). 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.

VIII. Theoretical Background

Several theories guide the practice and research of distance learning. Traditionally, theories

of distance learning have been derived from classical European or American models based

on correspondence study. This undertaking is based on the following theories about distance

learning. Keegan (cited in Simonson et. al., 1999) classified theories of distance education

into three groups: theories of independence and autonomy, theories of industrialization of

teaching, and theories of interaction and communication.

Wedemeyer proposed the theory of independence and autonomy. According to him the core

of ODL is learner independency (Simonson et al. 2009). Wedemeyer's vision of independent

study was consistent with self-directed learning and self-regulation. Otto Peters believed that

distance education is an advanced form of teaching and learning. He compared distance

education to industrial production of goods. From his aspect, division of labor is the key

element of distance education and with the help of ''mechanization'' and ''automation'' of

teaching process (Simonson et al. 2009). Borje Holmberg’s theory of distance education,

what he calls “guided didactic conversation”, falls into the general category of

communication theory (Schlosser & Simonson 2009, p.43). All in all, Holmberg (1986)

highlights that the dialogue between the learner and the teacher as the basic characteristic

of distance education and states that guided conversation facilitates learning.

There are three types of interactions in order for essential learning to occur. According to

Moore (1996), these are the learner-content interactions, learner-instructor interactions, and

learner-learner interactions. The students will learn effectively if the students interact actively

and cognitively with the content of the course. Berge (1999) believes that students must

interact with their instructor and with their classmates in order to arrive at shared meaning

and to make sense of what they are learning.

IX. Conceptual Framework

This is the conceptual framework of the study. The input consisted all the data

collected from the survey. The data collected will then be assessed using statistical analysis

and treatment. The results of the study will be the basis to proposal of different methods,

interventions or solutions to resolve challenges perceived by teachers while conducting

distance learning. Furthermore, the results will be used to create prospects and future

directions that can be taken towards a more effective and quality distance learning.

INPUT PROCESS OUTPUT

Profile of Teachers Data Collection Proposal of

Teacher's through Google Different Methods,
Preparation for Form Interventions or
Distance Learning Questionnaires Solutions to Resolve
Support of Focus Group Challenges
Institution for Discussion Perceived by
Teachers Analysis of Data Teachers while
Challenges Through Statistical Conducting Distance
Encountered While Treatments Learning
Conducting Distance
Learning
 Figure 4. Conceptual Framework of the Study

X. Definition of Terms

For clarity of this research, the following terms are defined conceptually and

operationally:

Correspondence. A form of communication by exchanging information through letters or

emails.

Blended Distance Learning. Any teaching process that combines the usage of different

learning modality. In distance education, an instructional approach that blends or combines

face-to-face instruction with some form of distance-based or technology-based instruction

(online courses, radio-based instruction, etc.). Blended learning is also called “hybrid

learning.”

Distance Education. General term for any type of educational activity in which the

participants are at a distance from each other—in other words, are separated in space. They

may or may not be separated in time (asynchronous vs. synchronous). In this report, the

term distance education is used when referring to a system of education, its history, and its

many component parts.

Distance Learning. In this report, we use the term distance learning when focusing on the

learning taking place when teachers and students are separated by distance.
Instructional design. In this guide, the process of creating instructional tools, content,

experiences, and activities to help learners attain a specific set of learning goals.

Instructional design can occur with or without technology. It consists of diagnosing the needs

of the learner; defining the end goals of instruction; determining how learning goals will be

assessed and evaluated; and developing interventions, experiences, and activities to assist

in the learning transaction.

Instructional strategies. Activities teachers design and the way instruction occurs around

such activities (what students must do and how they must do it) in order to help students

attain learning outcomes.

Interactive radio instruction (IRI). A one-way distance education system for students (and

teachers) that combines radio broadcasts with active learning techniques. IRI requires

teachers and students to react verbally and physically to prompts, commands, questions,

and exercises posed by radio characters (the radio teacher).

Learning Modality. This refer to different avenues of sensation people prefer to use to learn

Modular Distance Learning. This 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.

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.

Professional development. It refers to the activities aimed at increasing teachers’

capabilities in distance learning instruction.

Open university. Distance education institution in which students from a particular nation

and, increasingly, other nations enroll and study at a distance using print-based materials,

phone, audio, video, television, and the Internet. Open universities typically admit all learners

regardless of prior academic records or accomplishments and allow them to take courses as

their schedule permits.

CHAPTER III
METHODOLOGY

This chapter presents the methodology used in this study. It includes the research

design, research instrument, locale of the study, respondents of the study, sampling method,

data gathering procedure, and data analysis.

Research Design

Mixed method (quantitative and qualitative methods) was used in this research study.

The researcher used survey as a method of data collection in the form of questionnaires

because it yielded information that was more systematic for all participants. The researcher

used a questionnaire and focused group discussion in order to examine and assess the

preparation of teachers for distance learning, the ongoing individual and institutional reform

efforts made in Kiamba District I, and the different challenges encountered by teachers in

conducting distance learning during the pandemic period and school year 2020-2021.

Furthermore, this study attempted to investigate what are the best solutions to resolve the

different challenges encountered by teachers during the migration of a new learning

platform.
Locale of the Study

This study was conducted in Kiamba District I, Sarangani Province. The locale of the

study is a first class municipality of the Sarangani Province. According to the 2020 census, it

has a population of 65,774 people. The population of students from this municipality is about

23,000. The municipality has a number of different schools situated in all different

barangays.

Respondents of the Study

The teachers who are teaching in Kiamba during the school year 2020-2021 were the

sources of data for this research paper. The researcher randomly picked 30 respondents of

the study. These respondents were teachers who are teaching in elementary level coming

from the five public schools selected by the researcher. The five different schools selected

by the researcher were: (1) Badtasan Elementary School; (2) Cabading Elementary School;

(3) G.E. Anotonino Memorial Elementary School; (4) Kiamba Central School SpEd Center,

and (5)Salakit Elementary School.

Research Instrument

The research instrument was a researcher-made questionnaire. The questions used

in the questionnaires were localized, which was validated by the researchers’ panel of

advisers namely Maria M. Amado, Robert G. Gapate, Lolita B. Doctolero, Josephine R.

Ibañez and Leilanie Marie N. Bag.

 The research instrument was divided into four parts: (1) efforts made by the

institutions in Kiamba District I to address the needs of teachers in teaching Mathematics; (2)

teachers readiness to distance learning; (3) challenges encountered by teachers during the

conduct of distance learning and (4) open ended questions consisting of five questions.

The questionnaire consisted of 25 closed-ended questions given to teachers in

Kiamba District I. The questions included background information about the math teachers

(e.g., grade levels taught); the timing, content, and format of all training they received,

inclusive of pre- service education and professional development; their perceived challenges

teaching in an online environment; and the type of professional development that would help

them address those challenges. For the purposes of this study, professional development

was defined as activities aimed at increasing teachers’ capabilities in distance learning

instruction. This study further distinguishes between structured professional development,

which includes activities such as attending a workshop or graduate course, and unstructured

professional development, which includes activities such as mentoring, participating in online

forums, and conducting Internet searches.

Sampling Method

Random sampling technique were utilized to gather responses from teachers

regardless of their gender and length of teaching experience. The researcher has sent the

questionnaires to the respective heads of the different schools. The school heads then

selected five teachers randomly from their school to be a respondent of the study and

answer the questionnaires online.

Data Gathering Procedure

 Data gathering procedure was done through Google forms, which was sent to the

respective schools and subsequently sent to the teachers via email. Respondents were

requested to complete the survey within one week from the date of the issuance of the

questionnaire.

Data Analysis

All data collected and tabulated from the Google form within the first two weeks of

completion. Descriptive statistics was used to describe the demographic profile, distance

learning education readiness, and its challenges. To find out qualitatively the activities that

are given by the schools in Kiamba District I to address the needs of teachers in teaching

and the prospects and future directions which may be taken toward more effective

institutionalization of distance learning to make math education relevant and meaningful,

open ended survey was used.