How to Keep the "Education" in Distance Learning from Lyceum of

Alabang Students: Problems, Successes, and Shifting How We

Educate

Raphael Rascel M. Cuya

Jullie Anne A. Temporosa

John Ric R. Bacoto

Ej Erwyn M. Bico

Christian Rhay A. Catalan

David Kristian V. Vallejera

Ayesza Ryne M. Sibugan

Shane Francine M. Espulgar

Mark Chesther P. Tumoling

Rodel C. Mendoza, MBA

State University Professor

I. Introduction

Distance learning is a type of learning that takes place exclusively online. It is when the

teacher and students are not physically present and is accomplished through the use of technology.

And since it is distance learning, it is more difficult compared to face-to-face where students are

more focused by the teacher on learning. Teachers' jobs are rapidly changing, and they are

becoming more difficult in many ways than they were when learning was process-oriented in

person.

Despite the pandemic's disastrous effects, this global crisis has provided an unparalleled

learning opportunity. We are learning about the adaptability and resilience of educational systems,

policymakers, teachers, students, and families. The resiliency of students in the educational system

is the ability to overcome challenges of all kinds–trauma, tragedy, crises, and bounce back

stronger, wiser, and more personally powerful. However, technological challenges such as internet

connectivity, particularly in areas where there are no signals, can be the most significant

impediment to teaching and learning continuity, particularly for academic institutions that have

selected online learning as a teaching method. As a result, during a pandemic, alternative learning

models should be supported by a well-designed technical and logistical implementation plan.

We summarize lessons learned in different countries in this blog (part of a series

highlighting key lessons learned from a study to understand the perceived effectiveness of remote

learning solutions, coming soon) with a special focus on teachers and how they had to quickly

reimagine human connections and interactions to facilitate learning. This research aims to

determine how to keep the Education in Distance Learning from Lyceum of Alabang Information
and Communication Technology Students in terms of Problems, Successes and Shifting How We

Educate.

II. Background of the Study

This study aims to prove that in-person or face-to-face classes are much better than online

classes. The reason why we should be picking face-to-face classes is that we as students learn

much more and focus better than we are at home learning thru online classes. This is where the

honesty of the students shows whether they deserve their grades this also study shows the

dishonesty of the students. The situation of students that are having trouble with online classes,

maybe because of the lack of internet, lack of gadgets, or having a hard time adjusting, motivated

us to pursue this study to prove that face-to-face learning has much more impact than online

learning.

We also conducted this study to encourage people that are still hesitant in coming back to

online classes to make their decision and hopefully choose face-to-face classes.

III. Statement of the Problem

This study was conducted to determine the factors affecting the success in distance learning

education.

Specifically, the study sought to answer the following questions:

 1. What are the factors affecting the Success in Distance Learning Education in Lyceum of

Alabang in terms of:

1.1 Internet Connection

1.2 Lack of Gadgets

2. Which among the following greatly affects the success in distance learning education?

3. Is there a significant difference between the factors affecting the Success in Distance

Learning Education in Lyceum of Alabang in terms of internet connection and lack of

gadgets?

IV. Conceptual Framework

V. Theoretical Framework

This study was guided by Keegan and Holmberg (1986 -1988) stated that until the 1970s,

distance education was characterized by a lack of a solid theoretical foundation and relied

primarily on a trial-and-error approach. Various interpretations of the concept and the need for a

theory within the context of distance education have resulted from the need for a solid theoretical

foundation. A good distance education theory should be able to provide a yardstick to measure

the political, financial, educational, and social decisions that need to be made in order to avoid

impromptu solutions to problems. It also declared that "distance education is a distinct field of

education" and paved the way for the critical acceptance of a credible distance education base

theory.

Rock and Palmer (1990) presented the Gestalt Theory it examines the concept of visual

perception. The Gestalt Theory, which focuses on education, opposes the Behaviorist movement,

such as Edward L. Thorndike's experiment, in which he placed a cat in a cage with a piece of

string that could be pulled to allow the cat to escape. When the cat attempted to flee, he

accidentally pulled the string that let him out. When the cat was placed back in the cage, he

discovered that by pulling the string, he could escape the cage. Thorndike came to the conclusion

that this was accomplished through trial and error rather than intelligence. According to the

article, Gestalt theorists argued that the cat was displaying intelligence because it couldn't

understand the 'hidden mechanism.'

Garrison (1990) states that the development of new technologies has accelerated the

growth of distance education, both in terms of the number of students enrolled and the number of

universities adding distance education to their curriculum. While the use of modem technology
may elevate distance education, research in the field reveals a conceptually fragmented

framework devoid of both theoretical foundation and programmatic research. Distance education

has struggled to gain acceptance from the traditional academic community due to a lack of

research and theory.