Learning Effectiveness and Student’s Experience in Flexible Learning

CHAPTER 1

THE PROBLEM

1.1 Introduction to the Study Area

Traditional learning takes place in a classroom setting, with the students interacting with

teachers face to face. However, with the presence of the covid-19 pandemic, teachers have no

choice but to resort to flexible learning. Flexible learning is an important strategy for

increasing educational access, especially for higher education. In this time of pandemic, e-

learning is used to provide flexibility in Education. E-Learning is usually understood as

instruction delivered through an educational technology in teaching and learning (WANG, J.,

2017).

E-learning are often interchangeably used with online learning, computer-based learning,

web-based learning, virtual learning, digital learning, and so on. In the student's point of

view, flexibility is very much about the learning experience on the amount of control might

exercise over it (Dennis,et al. 2020). For some students, this kind of setup is very convenient

because they can access their lessons anywhere, whenever and however they want. But, for

some students, this may not be the case. One distinct quality of an e-learning is the wide

distance between the student and the teachers.

 This geographic dispersal is what it refers when they claim that online learning can take

place "anywhere" ( Veletsianos, G., 2020). In this context, students and teacher may meet at

the same time or not, regularly or not. This study seeks to determine the learning

effectiveness and experiences of students in flexible learning. This is to critically examine the

current learning resource and teaching process in a flexible setting.

1.2 Background of the Study

The covid-19 pandemic requires social distancing and temporary physical closure of

educational institutions. This affected the lives of university students and is the reason why

most universities resort to flexible learning. Flexible learning is a pedagogical approach that

allows flexibility in pace, place, audience, and path of learning by integrating technologies

(Cassidy, Fu, Valley, Lomas, & Jovel, 2016; Alder, Müller, Stahl, & Müller, 2018).

According to Armstrong et.al (2020), more than a third of students reported that they don't

have to commute to school, thus saving money.

Some also positive outcomes listed in the same study are more time to work on

assignments and to be with family and friends (21 responses), some students learn to manage

their time (3 responses), 9 students reported that they had faculty support, and reported that

they were able to manage schedules after their own pace (27 responses), only 10 responses

reported that there were no positive outcomes.

The learning effectiveness of flexible learning is high as students achieved equivalent

final exam results compared with students enrolled in the control group, a conventional face-

to-face format (Muller et. al., 2018).

This study aims to know the learning effectiveness and experiences of the students in a

flexible setting. The researchers will conduct an online survey to achieve the objectives.
1.3 Statement of the Problem

Some of the students have experienced difficulties in their learning because some

students who live in rural areas have difficulty in internet connection that's why it reflects on

their learning experience and also their learning effectiveness. This study aims to evaluate

and know the learning effectiveness and the students experiences in a flexible learning.

1.4 Research Objectives

This study aims to assess and to be acquainted of how effective the flexible learning and

how the students experiences in that kind of pedagogy.

1.5 Research Questions

Specifically, the study seeks to answer the following question:

1. What are the experiences of the students with regards to:

1.1 Online learning;

1.2 Face to face learning ; and,

1.3 Flexible learning?

2. Would the disadvantages in engaging in flexible learning can be seen in terms of:

2.1. Cheating;
 2.2. Lack of focus; and,

2.3. Time wasting?

3. What are the impact of learning experiences in the effectiveness of using pedagogies

used in learning’s in terms of:

3.1. Blended; and,

3.2. Flipped?

4. What would be the possible benefits of using flexible learning in terms of:

4.1. Better learning;

4.2. Improve learning outcomes; and,

4.3. Better student experiences?

1.6 Definition of Terms

This section discuss the conceptual and operation terms of the study, wit:

1.6.1. Flexible learning.

Refers to the ability to customize one’s pace, place and mode of learning. Learning can

take place in a variety of settings, including in the classroom, at home via the Internet, while

commuting or as part of a work-study program. Mode refers to the way that content is delivered
by technology, typically through blended learning, fully online courses or technology-enhanced

experiences.

1.6.2. Blended learning.

Blended learning is an approach to learning that combines face-to-face and online

learning experiences. Ideally, each (both online and off) will complement the other by using its

particular strength. Also called hybrid learning and mixed-mode learning, blended-learning

experiences may vary widely in design and execution from school to school.

1.6.3. Pedagogy

The method and practice of teaching especially as an academic subject or theoretical

concept.

1.6.4. Flipped Learning

Is a methodology that helps teacher to prioritize active learning during class time by

assigning students lecture material’s and presentations to be view at home or outside of the class.

1.7 Significance of the Study

 This study is vital to the following sectors in the fulfillment of this research endeavor:

Students. The study is beneficial to the students because they will do better upon

knowing the experiences they will be able to know what to change in terms of their behavior in

virtual learning.

Teachers. The study is beneficial to the teachers because this will be used an opportunity

to help their students and make some strategies that can help their student’s learnings.

Parents. This study is beneficial to the parents because they can now know how to

handle their children’s experiences in flexible learning. It will now be easy for them to help

them.

1.8 Scope and delimitation

The general intent of this study is to know the learning effectiveness and experiences of

the students in a flexible setting. This study will be limited to 3rd year education Students of

USTP. This study will be conducted at the University of Science and Technology of Southern

Philippines, Oroquieta Campus. This study will be conducted with a limited amount of financial

resources and time framework.

 CHAPTER II

REVIEW OF RELATED LITERATURES

2.1 Introduction

This section is composed of five parts. The first part discusses the pedagogies used in

flexible learning. The second part deals with the experiences of the students in online learning.

The third part deals with the students behavior in face to face, online and blended learning. The

fourth part discusses the benefits of flexible learning. Lastly the las part deals about the

disadvantages of flexible learning.

2.2 Pedagogies used in Flexible Learning

With Covid 19 plaguing the world, face to face classes were stopped and is replaced by

Flexible Learning. Flexibility in learning, according to Dennis Et Al (2020), is about providing

students with greater choice as to the way in which they might engage in learning. 

There are different pedagogies used in Flexible Learning. The researcher found two popular

pedagogies, the blended learning and the flipped classroom. The rise of virtual learning

environments (VLEs) as a ubiquitous platform for hosting and delivering support materials

means that for most students some minimal experience with blended learning is likely to already

be the norm (Dennis Et Al, 2020). On the other hand, Baytiyeh (2017) described flipped

classroom as a relatively new education model, mainly focused on student-centered instruction.

2.2.1 Blended Learning

 Blended learning is becoming increasingly relevant in teaching. It is a new methodology

which includes online and face to face modalities. The two approaches complement and blend

each other, enhancing a positive learning environment. This educational strategy combines the

traditional class with computer-mediated activity through the use of tablets, smartphones and

other technological devices which catch students’ interests more effectively than simply face to

face or on-line lessons (Capone et. al., 2017). Results from Yusoff et.al. (2017) study shows that

blended learning can be used as a teaching approach for less proficient students. However, the

dimensions of the blended learning have to be tailored to suit the students’ learning styles that is

because, while an average proficient student can quickly familiarize and adapt to a blended

learning approach, students who are less than average proficient require additional monitoring to

encourage higher participation.

2.2.2 Flipped Classroom

In the flipped classroom, the teacher helps the students instead of merely delivering

information, while the students become responsible for their own learning process and must

govern their own learning pace (Lai & Hwang, 2016). According to Gökçe Akçayıra and Murat

Akçayır's (2018) research findings, the most prominent pedagogical contribution of the flipped

classroom is its flexibility. Since most of the learning materials are delivered through online, the

students can study anytime and anywhere. The flexibility of this pedagogy allows students to

control their own learning

and learn as fast as they can. Students are free to pause or rewind videomaterials, put

down a list of questions, and discuss the material with their teachers and groupmates in class

( Martynyuk, O., 2019). In a study conducted by Jian Qiang (2018), the results reveal that, in
comparison with traditional didactic instruction, almost all students are in favor of flipped

classroom instruction and completing homework in class activity. Students would actively ask

questions when encountering difficulties in classes and express personal opinions in the

interaction process; classmates with better capabilities would actively help lower-level

classmates so that almost all students participate in the class activity. Overall, space, time and

flexibility matters not only to the kinds of pedagogical tools teachers employed to tailor learning

students’ differing needs, but also to the kinds of learning spaces – online and offline,

individually and in groups – in which learning happens (Graham et.al., 2017).

2.3 Technical Experiences of Students

According to (Condes & Quezon, 2021) Though technology has been a powerful and

valuable tool for supporting their education, there is a flip side around the use of technology.

Issues such are bugs, speed, errors, and power outages. 

Moreover as stated by (Tabisola et al., 2021)Main challenges found included intermittent

power interruptions, poor internet connection , costly purchase of mobile data, stress on multiple

online submissions of requirements.

Conforming by (Amir et al., 2020) unstable internet connection, extra financial burden for

the internet quota and internal factors such as time management and difficulty to focus while

learning online for a longer period of time.

2.4 Students Behavior

The COVID-19 pandemic has changed our understanding of the world as we previously

knew it. The strong measures of social distancing and lockdown that have been applied since the

beginning of the pandemic have led to significant changes in social relationships, which, for

many people, have created feelings of isolation and loneliness (Smith and Lim, 2020).
 Indeed, the rapid transmission of COVID-19 throughout the world has had health, social,

psychological, economic and, of course, educational consequences. In fact, school closure has

been, on a global scale, one of the most widely used measures for helping to maintain social

distancing and to decrease infections (Sheikh et al., 2020; Van Lancker and Parolin, 2020; Viner

et al., 2020).

2.4.1 Flexible Learning

With flexible learning, students gain access and flexibility with regard to at least one of the

following dimensions: time, place, pace, learning style, content, assessment or learning path.

Zurich University of Applied Sciences (ZHAW) has launched a new flexible learning study

format called FLEX, a blended learning design allowing students to be more flexible as to when

and where they study. It reduces classroom learning time, replacing some of it with an e learning

environment for self-study that includes instructional videos. In a pilot phase, we conducted a

semi-experimental study on the learning effectiveness of FLEX. Students’ perceptions of the

new study format FLEX were found to be positive. In addition, the final test results of students in

the FLEX programme were similar to those of other students, despite classroom learning time

was reduced by about half.

With flexible learning, students gain access and flexibility with regard to at least one of the

following dimensions: time, place, pace, learning style, content, assessment or learning path.

Zurich University of Applied Sciences (ZHAW) has launched a new flexible learning …

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2.4 BENEFITS OF FLEXIBLE LEARNING

2.4.1 Better Learning

As a mentioned in the study of (Fisher & Frey, 2020, p. xx) state that

Better Learning Through Structured Teaching is the definitive guide to the gradual release of

responsibility—an instructional framework any teacher can use to help students to be more

successful and self-directed learners. To gradually release responsibility is to equip students with

what they need to master content and develop new competencies. No matter what grade level or

subject you teach, Better Learning Through Structured Teaching is an essential resource for

improving your practice and empowering your students.

2.4.2 Improve Learning Outcomes

In the opinion of (Gorbunovs et al., 2016, p. xx) state that E-learning environment makes

learning process more efficient and attractive. However, the possibility of learning anytime and

anywhere in e-learning environment requires additional attention to motivate students to acquire

knowledge and prevent drop-outs. The aim of this paper is to prove that a self-discipline in daily

routine knowledge acquisition process could be considered as a key parameter to improve

learning outcomes. The authors prove this statement by data analysis of learner activity levels

within collaborative e-learning environment and achieved appropriate competence levels. Self-

discipline and motivation issues are also discussed.

2.4.3 Better Student Experience

Based on (Syaharuddin et al., 2021) state that choosing the right learning strategy has
helped provide a learning experience for students during the pandemic. The learning strategy that

can do is visiting teachers. Teacher visits are carried out with a clear schedule of regular

attendance. In addition, teachers can take advantage of several platforms such as; zoom, google

classroom, the personal messenger as learning media.

2.5 Disadvantages of Flexible Learning

2.5.1 Cheating

When the difficulties faced in evaluating student success and performance in distance

education were examined, it was seen that the main problem faced in online exams, compared to

traditional exams, was the cheating problem. Lecturers indicated that they faced similar problems

also in assignment and project studies and that students copied and pasted things they found on

internet or copied one another’s assignment in assignment and project studies.

2.5.2 Lack of Focus

Among the students, the lack of face-to-face interaction in their studies was the major

disadvantage of elearning, while collaborative learning among peers is essential for the students

as they improve their knowledge and exchange ideas. Students by nature are social learners who

often prefer to learn and interact with their peers in groups. The tendency to surf social web

extensively such as Twitter and Facebook, download games, and watch movies on YouTube was

considered as another disadvantage of e-learning to students. It has been observed that social

web excessively can affect the brain to shrink and the condition may lead to decline in

concentration.
2.5.3 Time consuming and lack of work satisfaction

Negative aspects of online teaching reported by teachers were: some of them found

online teaching more time consuming as it required them to prepare ppt and extra materials for

the classes, some reported that the online mode seemed too formal and lacked personal touch and

did not seem lively. Difficulty in assessing concept clarity by students and to know if 

they are understanding what is being taught was another issue experienced. Inability to monitor

and control students behavior, lack of work satisfaction, background distractions, time restraints

in using online apps, delay in starting the class due to students taking a lot of time to join,

inability to assess if students are mentally present in the class or have just logged in were the

other issue reported. Another major issue reported was the problem of 

taking practical subjects online. As per the teacher’s theoretical subjects were easier to take but

when it comes to practical subjects like design, accounts, math, and others, they found it difficult

to take the class. 

 CHAPTER III

METHODOLOGY

3.1 Introduction

This chapter deals with the methodology of the study this includes , Introduction,

Research Design, Research Location , Population , Sample and Sampling Procedure , Research

Instrument ,Data Collection Methods ,Data Analysis Techniques , and Summary.

3.2 Research Design

The study will use descriptive research design. Descriptive research is most typically an

exploration of what is, what exists, and/or the status of any given topic of interest (Miksza, P.,&

Elpus, K, 2018). It is a research method used to describe the existing phenomena as accurately as

possible. The word “existing phenomena” makes descriptive research contrary to experiment

research which observes not only the existing phenomena, but also the phenomena after a certain

period of treatment. The phenomena observed in descriptive research are already available. What

is necessary for a researcher to do is collecting the available data through the use of research

instruments such as test, questionnaire, interview, or even observation (Atmowardoyo, H., 2018).

Descriptive research aims to accurately and systematically describe a population, situation or

phenomenon. It can answer what, where, when and how questions, but not why questions

( McCombes, S., 2020).

3.3 Research Location

The study will be conducted in University of Science and Technology of Southern

Philippines Oroquieta Campus, Oroquieta City, Misamis Occidental, Philippines. The target

population will be the students of USTP-Oroquieta campus.

3.4 Population

In research, a population doesn’t always refer to people. It can mean a group containing

elements of anything you want to study, such as objects, events, organizations, countries,

species, organisms, etc. (Bhandari, P. 2021). However, on the other hand, according to the same

author, a sample is the specific group that you will collect data from. The size of the sample is

always less than the total size of the population.

In this study, all bonafide 3rd year Education students of USTP Oroquieta are legible to

participate in the survey, however, due to a large number of students, the researchers will only

use a Sample size of the total population.

3.5 Sample, Sampling Procedure and Sample

In this study we will use the simple random sampling method. The respondents of the

study will be the students of UTSP Oroquieta. We will ask one hundred of them about their

experiences in flexible learning.

3.6 Research Instrument

In this study will be determine the effectiveness of new ways of learning by answering the

questionnaire provided. I.
Questions

Yes or No

Does the online learning help the students to become independent?

Are you enjoying the new system of learning?

Does face to face classes are better than virtual learning?

II. Give your own opinions.

1. What can you say in our new way of learning?

2. What are the impact of online class?

3. What do you think will happen if we comeback to face to face classes.

4. On a scale of one (1) to 10 (ten) how will you rate online class?

5. On a scale of one (1) to 10 (ten) how will you rate Face to Face learning?

At this point the existing phenomena will be described to experiment research which observes

not only the existing phenomena, but also the phenomena after a certain period of treatment. The

phenomena observed in descriptive research are already available (Atmowardoyo, H., 2018).

3.7 Data Collection Method

The research data will be gathered accordingly. A letter will be sent to each respondents

asking permission to conduct the study via facebook messenger. As soon as the consent will be

sought the survey questionnaires will be prepared using google form .The researchers will
explain the purpose of the study and will distribute the questionnaires through faceboook

messenger/ Gmail.

The data gathered will be analyzed according to the research design employed when the survey

questionnaires will be accomplished. The researchers will then make conclusions based on the

result of the survey questionnaires.

3.8 Data Analysis Techniques

The purpose of this research is to conduct a survey through online to the students of USTP about

the learning effectiveness and students experience in flexible learning.

3.9 Summary

The respondents of the study will be the 3rd Year Education students of USTP- Oroquieta

Campus. The location will be in USTP Oroquieta. The study will use descriptive research design

to describe existing phenomenona. Only a sample size will be surveyed in the study and random

sampling method will be used in identifying the respondents.

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