FOREIGN LITERATURE

The classroom environment offers more inspiration, support, and guidance. Even

if a student intended to drop out within the first few weeks of class, the teacher and

other students might be able to convince him or her otherwise. To increase student

retention, face-to-face instructors may be able to change the course's format and

method of instruction (Kemp and Grieve, 2014).

Online learning is a type of remote learning that primarily entails internet-based

instruction with synchronous (that is, live sessions available online) and/or

asynchronous delivery of courses (i.e. students access course materials online in their

own time, which is associated with the more traditional distance education). On the

other hand, real-time or synchronous learning occurs in classic F2F settings. In a

physical classroom, teachers interact with the students in real time; in an online version,

teachers can deliver lectures in real time using learning management systems (like

Blackboard Collaborate) or record them for later viewing. Fully online courses are those

that are only available online, while blended learning mixes traditional face-to-face

instruction with online learning and learning assisted by other technology (Nguyen,

2015).
 With the development of technology, students today demand access to high-

quality programs anytime and anywhere. Due to these demands, corporate executives,

stay-at-home parents, and other comparable demographics now have a practical and

enticing option in online education. In addition to accessibility and flexibility, distance

learning has a number of other benefits that go beyond what they initially appear to be,

such as program choice and time efficiency (Wladis et al., 2015).

In comparison, Asynchronous or Modular Learning is known as independent

learning where children learn at their own pace. Its premise is learning in different times

and spaces (Finol, 2020). Learners will answer their modules on their own and devise

ways on how to understand their lesson which in a way can develop good study

habits in a way that they develop the sense of responsibility in accomplishing the

task provided in the modules.

LOCAL LITERATURE

As stated by Anthony (2020) modular distance learning allows students to learn

at their own pace, in their own fashion, and at their own time. Using online learning

courses (SLMs). It is possible for it to be a printed, digital, or electronic copy suitable for

students, as well as other educational resources including textbooks and activities.

 However, the main challenges that emerged in the implementation of modular

distance learning where budget is not enough in the making and delivery of modules;

students had a hard time answering their tasks on their modules and the lack of

knowledge of parents academically to guide their child/children (Dangle & Sumaoang,

2020).
REFERENCES

Anthony, M. (2020). DepEd Learning Delivery Modalities for School Year 2020-2021.
https://www.teacher.com/deped-learning-delivery-modalities/

Dangle, Y.R. & Sumaoang, J. (2020). The implementation of modular distance learning
in the Philippines secondary public schools. 3rd International Conference on
Advanced Research in Teaching and Education. Dublin Republic of Ireland.

Finol, M.O. (2020). Asynchronous vs Synchronous Learning: A quick overview.

Retrieved from https://www.brynmawr.edu/blendedlearning/asynchronous-vs-
synchronous-learning-quick-overview. (Accessed 21/06/2021)

Kemp, N., and Grieve, R. (2014). Face-to-Face or face-to-screen? Undergraduates'

opinions and test performance in classroom vs. online learning. Front. Psychol.
5:1278. doi: 10.3389/fpsyg.2014.01278

Nguyen, T. (2015). The effectiveness of online learning: Beyond no significant

difference and future horizons. MERLOT Journal of Online Teaching and
Learning, 11(2), 309–319. 

Wladis, C., Conway, K. M., and Hachey, A. C. (2015). The online STEM classroom-who
succeeds? An exploration of the impact of ethnicity, gender, and non-traditional
student characteristics in the community college context. Commun. Coll. Rev. 43,
142–164. doi: 10.1177/0091552115571729