CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter constitutes the related literature and studies made regarding modular
distance learning and academic and skills performance which are imperative as to give a
general overview of relationship between these variables and what does other researchers
and study found about this.

Distance education (sometimes referred to as “distributed learning” or “distance

learning”), meanwhile, is any educational process in which all or most of the teaching is
conducted by someone geographically removed from the learner, with all or most of the
communication between teachers and learners being conducted through electronic or
print mediums (UNESCO, 2006)

Modular Learning dates from B.F. Skinner’s and others’ research in 1950s which
led to the formulation of different principles of teaching and which later on became main
characteristics of programmed instruction such as division of subject matter into small
steps, active participation of students, immediate feedback, and self-pacing. It also assists
students in understanding complex and difficult concepts. These are all the principles that
are used in modules’ making.

As modules were composed on the manner of linear programming so when the

teacher taught a concept then soon after its students had to accomplish the self-
assessment task given in the module, (besides the activities given by the teacher at the
end of the content of each objective) and before having command over one phase they
could not go to next phase. According to Brun (2008), the use of modules has many
advantages because a module is virtually embedded in the process of learning. The
student is learning, studying, and experiencing while moving towards mastery of a
subject-matter area.

The student takes the availability and accessibility of subject-matter into account.
They used appropriate material as they ask, guidance or assessment from a teacher or any
acknowledged expert. At some point, the guidance and tutoring can play a role in
different modules related to the same or another domain. It would also allow a student to
proceed at his own pace. The belief that self-pacing is desirable is based on the generally
accepted assumption that learners do not achieve at the same rate and do not learn at the
same time.

Students are also given a chance to identify their strengths and weaknesses and to
‘recycle’ through remedial modules, repetition, or a change in learning mode. This is
important if we assume that it is desirable to save student time (frequent evaluation
permits early diagnosis) and to allow as many students as possible to attain the stated
objectives. Moreover, students can be tested earlier; progress and measures can be
brought into line (control of duration of study).

The advantages of teaching by way of distance classes are often readily apparent,
particularly with regard to student access and availability, but there are some drawbacks.
Students cannot develop the socialization and interpersonal skills that normally
accompany traditional learning methods. For students, the daily interaction with teachers
and students to aid in the development of professionalism can also be lost.

According to Halaban (2010), the greatest disadvantage of modular learning is the

lack of social interaction which is connected to their academic. But this indicate that
students were able to demonstrate competency of their abilities and skills as well. The
explanation for that performance be higher in the distance education may be related to the
fact that students have more support material in distance education, has more autonomy
to manage their study time and to conduct a preliminary study to class.

On the other hand, it is evident that in the distance classes the student is obliged to
participate more effectively, since the module platform allows to verify if the student has
accessed the contents, how many times he has done it and if he has actually accomplished
the tasks assigned. According to Carr (2005), distance learning students had a grade
average 5% higher than face-to-face students, but with less satisfaction.

According to Harrison et al. (2010). determined that there were 20 schools with
courses using modular learning in the USA, including 16 campuses running in parallel,
resulting in separate student groups for all four years of the PharmD program. Of these 16
schools, 12 delivered content synchronously, 1 school delivered content asynchronously,
and 3 schools delivered content in a hybrid of both synchronous and asynchronous
formats. This continuous and substantial growth illustrates the importance of
understanding the potential impact on academic performance and skills performance of
the students' experience in modular distance learning.

There are multiple benefits of modular learning, extended not only to giving quick
access to learning material but also enabling innovative thinking and problem solving in
the learners (West, 2013).

SKILLS PERFORMANCE

Blended learning has also been

found to develop learning skills
among Thai
students. Some of the skills
blended learning has been
known to improve include self-
directed learning and
communication skills
(Sriarunrasmee, Techataweewan,
&
Mebusaya, 2015).
Blended learning has also been
found to develop learning skills
among Thai
students. Some of the skills
blended learning has been
known to improve include self-
directed learning and
communication skills
(Sriarunrasmee, Techataweewan,
&
Mebusaya, 2015).
Modular learning has also been found to develop learning skills among Thai
students. Some of the skills blended learning has been known to improve include self-
directed learning and communication skills (Sriarunrasmee, Techataweewan, &
Mebusaya, 2015).

In Thailand, studies involving modular distance learning focus on English acquisition

and the development of learning skills (Banyen et al., 2016; Rattanawongsa &
Koraneekij, 2015; Tananuraksakul, 2016; Wichadee, 2018). Banditvilai (2016) found
that blended learning enhanced all four language skills and this was confirmed by
Wichwadee (2018).

According to Maxim (2009), self-regulated learners are closely related to autonomous

learners. They are more likely to participate voluntarily in a special project, relied on a
planned learning and used more goal setting, planning, organizing, memorizing and self-
monitoring strategies. In order to develop such abilities, it is important to train students
regarding the use of metacognitive strategies and establish an intrinsic motivation
through modular learning.

Integration of modular learning is a promising tool that allows students to have active
exposure to reading materials and activities with less teachers ‘direct intervention to
enhanced the environment. A considerable number of studies have been done in Thailand
(Channuan; 2012; Kirin, 2007; Liem, 2005; Pratontep & Chinwonno, 2008), but there
have been relatively few studies on modular learning. A possible outcome of
implementing modular learning was that students would develop their learning skills
autonomy in their own process.

. Meanwhile, they have to provide effort, practice, as well as participation in the

learning process. Murphy (2005) argues that learners must be encouraged to enhance
their capacities for reflection and self-direction. Hence, it can be concluded that the
implementation of an extensive modular approach should be promoted in school because
it helps students to develop skills ability as well as learner autonomy.

ACADEMIC ACHIEVEMENT

Introducing modular learning at the was intended to offer a more innovative way of
delivering curricula to increase student engagement and academic performance. Distance
learning gained popularity, due in part, to its academic effectiveness.

Academic achievement involves mastering competencies and obtaining knowledge

during the learning process. As a step to increase student academic achievement, the
institution was directed to highlight the use of modular distance learning.

Modules developments promote practice to plan and develop into academic

performance. Modular learning pedagogies has been recognized as a path to improve
student collaboration and promote academic performance, and substantial evidence
provided by Poon (2013). recommended that blended learning support student success
and achievement.

In addition, modular learning contributes to improving student learning outcome

and often results in receiving higher grades, more knowledge and a better understanding
of theories and concepts Wallace, (2014). Trowler and Trowel (2010) noted a significant
challenge that adopters of modular learning, includes the design of pedagogy that offers
students to improve their levels of engagement.

. There are myriad definitions for student engagement, nonetheless, Huang and
Chiu (2015) linked the structure of the modular learning and its pedagogical strategy with
student achievement, based on the types of learning activities offered. Huang and Chiu
felt that the emergence of this type of education will improve student academic learning
and achievement if the focus is on the students’ social and cognitive presence. Kidder
(2015) further supported the view that student engagement and success rates tend to
improve with technology and instructional materials.

Considering that modular learning joins face-to-face learning with using

technology Koch (2014), shifting to modular learning will allow students to be more
productive for teachers if they have sufficient teaching tools and time for instruction.
Therefore, one can argue that further exploration regarding the links between modular
learning pedagogy and teachers’ practices will be valuable for teachers who have to
design engaging learning experiences and activities to give students a high academic
achievement with immersive modular learning experience. Equally, just as the students
improve their academic in different ways, teachers teach in different ways.

According to De George-Walker and Keeffe (2010) evaluated the pedagogy of a

modular learning strategy focusing on learners and how they can successfully learn. It is
important to note that the authors proposed a hybrid curriculum as an answer to
improving student engagement, learning, and academic performance. Comparative views
were supported by Demir-Kaymak and Horzum (2013), Liaw and Huang (2013), and
Tang and Lim (2013), who agreed that modular learning of study are associated
positively with student academic achievement.
 Dauod and Mahmoud (2013) examined the effect of blended learning on student
achievement using two randomly chosen secondary schools. One school was the
controlled group (n=31) and was instructed using the face-to-face methods; the next
group was the experimental group (n=32) and trained in a blended learning environment.
Using achievement tests which they developed, statistical differences between the
average scores of each group were found indicating that blended learning could positively
affect student academic performance and achievement.

Deschacht and Geoman (2015) analyzed two groups of undergraduate students

with similar characteristics. The findings showed that those students who used the
modular learning delivery improved their academic performance. Xu, Huang, Wang, and
Heales (2014) experimental study similarly confirmed that the benefits of modular
learning delivery include improvement of student’s examination performance and
engagement from using a personalized online learning environment.

. Moreover, institutions using modular learning have shown to have reduced

student dropout rates and superior success rates, proving that it improves student
academic performance Gedera, (2014). Considering these facts, we can say that is a need
for to prepare their students and more importantly, their faculty for the adoption of
modular learning strategy.

A web survey of over 500 teachers reported that 70% experienced increases in
their students’ standardized scores and marked increases in student academic
achievement through increasing the active learning experiences through modular learning
Brunsell & Horejsi, (2013). Halverson, Graham, Spring et al., (2014) argued that modular
learning instruction can be the most feasible instructional method that has the potential to
raise student academic performance and achievement.
 Researchers noted that the use of Web 2. 0 tools in a blended learning environment
was associated positively with better learning outcomes and final grades (Goyal & Tambe
(2015).

Challenges with modular distance learning.

Deviating from the benefits of using modular learning, some studies recognized
challenges in successfully integrating modular distance learning into tertiary education
programs. For instance, Cavanaugh, Sessums, and Drexler (2015), presented several
matters considered as detractors to student achievement in a modular learning
environment. Their study found no remarkable difference in academic success between
modular strategy.

Results of Hill, Chidambaram, and Summers (2013) study, showed that modular
learning allowed for more exceptional student performance but these findings were
contrary to comparable studies in this review. Similarly, Kwak, Menezes, and Sherwood
(2013) study presented the idea that blended learning does not affect student academic
performance. Using various studies which compared face-to-face with blended learning
to support their claim, the authors stated that student performance and success is not
affected based on the delivery mode used in the teaching and learning process. They posit
that students perform equally in both learning environments.

Modular learning processes and practices.

Kerr’s (2015) study on modular learning education in the Caribbean adequately

summarized recommendations for addressing the issues highlighted in the literature as
affecting the use of modular distance learning as a strategy for improving student
academic achievement. These include the use of printed materials to act as reminders of
tasks, activities to completing such tasks and summaries or review of the discussion
topic. To boost student academic performance, the students promoted the use of their
learning experiences and the use of social media as part of the teaching and learning
process.

A considerable challenge for tertiary institutions implementing modular learning

lies in the difficulty teachers experienced in acquiring new learning technology skills to
foster and facilitate the discussion forums Moskal, Dziuban & Hartman, (2013). While it
is evident the modular distance learning has many advantages; the key is to be able to use
it effectively by maximizing the benefits of modular through printed materials while
maintaining the motivation of the learning and teacher support (Tomlinson & Whittaker,
2013).