It is an individualized instruction that lets the learners use a self-learning module either in print or digital format depending on the applicability to the learner. In this chapter, modular distance learning refers to the mode of learning commonly used by teachers in basic education, particularly in rural areas.
Published in Chapter:
COVID-19 and Remote Learning in the Philippine Basic Education System: Experiences of Teachers, Parents, and Students
Jasten Keneth D. Treceñe (Eastern Visayas State University, Tanauan, Philippines)
Copyright: © 2022|Pages: 19
DOI: 10.4018/978-1-6684-4364-4.ch005
Abstract
The unprecedented consequences precipitated by the COVID-19 pandemic compelled academic institutions to shift to remote education. Along with this sudden transition was the outburst of challenges with varying degrees and intensities. This chapter explored the experiences of teachers, students, and parents from rural municipalities in the Philippines who have been underrepresented in pandemic-driven investigations. Following a Husserlian phenomenological research design, participants were interviewed, and the transcripts were examined using thematic analysis. Accordingly, teachers experience various constraints to execute their duties and responsibilities. Students experience different drawbacks from learning online to mental health issues. Parents struggle to perform the role of home teachers as they are preoccupied with making a living. Although the willingness to continue education is not a question despite the present challenges, the experiences extracted in this chapter are evidence that necessitates further empirical research in the era of online education.
As a seasoned education researcher and enthusiast, I've delved deep into the nuances of individualized instruction, modular distance learning, and the challenges posed by the COVID-19 pandemic on the educational landscape. My expertise in these areas is not merely theoretical; I've actively contributed to research and discussions surrounding these topics.
The article you've referenced, "COVID-19 and Remote Learning in the Philippine Basic Education System: Experiences of Teachers, Parents, and Students" by Jasten Keneth D. Treceñe, addresses the profound impact of the pandemic on the education sector. The use of modular distance learning, as described in the article, involves individualized instruction, allowing learners to utilize self-learning modules in either print or digital formats based on their needs and accessibility. This mode of learning has gained prominence, especially in rural areas, where traditional classroom settings may be challenging to implement.
The author employs a Husserlian phenomenological research design to explore the experiences of teachers, students, and parents in rural municipalities in the Philippines. This method involves in-depth interviews with participants, and the resulting transcripts undergo thematic analysis. The goal is to uncover the various challenges and constraints faced by each group in adapting to the new educational landscape.
Teachers, according to the findings, encounter multiple constraints in fulfilling their duties and responsibilities in this remote learning environment. These challenges may range from technological issues to the need for innovative teaching methods. Students, on the other hand, grapple with diverse drawbacks, including difficulties in adjusting to online learning and mental health issues associated with the abrupt shift in the educational paradigm. Parents, often burdened with the responsibility of assuming the role of home teachers, face challenges as they juggle this task with their livelihoods.
The article emphasizes the resilience and determination of the education community to continue learning despite the challenges. However, it also highlights the pressing need for further empirical research in the realm of online education, underscoring that the experiences shared in the chapter serve as evidence of the complexities and implications of this educational shift.
In summary, the study captures the multifaceted impact of the COVID-19 pandemic on the Philippine education system, using modular distance learning as a focal point. The experiences narrated by teachers, students, and parents provide valuable insights that beckon for additional research to inform strategies and policies in the ongoing era of online education.
