i

Online Learning Vs Face-To-Face Learning: The Preferred Learning Modality of

Students

A Thesis Presented to

the Junior High School Faculty

of

Science and Technology

Education Center

Lapu-Lapu City, Philippines

In Partial Fulfilment

of the Requirements

for

Research 9

NIÑA MAE M. ABRENICA

HEZEKIAH D. ADAYA
 ii

Table of Contents

Title Page i
Table of Contents ii

Chapter Page
I INTRODUCTION
Rationale
Theoretical - Conceptual Framework
Statement of the Problem
Significance of the Study
Definition of Terms
II REVIEW OF RELATED LITERATURE AND STUDIES
Review of Related Literature
Review of Related Studies
III METHODOLOGY
Research Method
Research Environment
Research Respondents
Research Instruments
Data gathering Procedure
Data Analysis
Research Ethics
IV PRESENTATION AND ANALYSIS OF DATA
The students’ profiling
The Students' Preferred Learning Modalities
The Students' Motivational Scale

V SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

Summary if Findings
Conclusion
Recommendation
Reference
Appendices
ii
 1

Chapter 1

THE PROBLEM AND ITS SCOPE

Rationale

In 2020, COVID-19 becomes a big hurdle for education in the Philippines. To

solve this the Philippine government offered the idea of blended learning for the school

year 2020-2021, for traditional learning is not an option. Since classes began, many

students said they learned better in the classroom than in the online class. Many

students have also said online learning is easier for them. To address these issues, the

Department of Education of the Philippines (DepEd) reforms the workloads and lessons

to make it suitable for online learning. This study would like to find out, what modes of

learning the students choose.

Every student has a preferred learning modality. Department of Education

Philippines (DepEd) offered different types of modalities of learning, Traditional Face-to-

Face Learning, Modular Distance Learning, Online Distance Learning, Blended

Learning and Homeschooling. Listed above are the different modes of learning offered

by DepEd. According to the results of the Learner Enrollment and Survey Form (LESF),

8.8 million parents and students preferred modular, 3.9 million for blended modality, 3.8

million for those who preferred online class, 1.4 million for those who prefer educational

television, at least 900,000 chose radio-based instruction, and 500,000 or half a million

preferred other modalities.

 2

Face-to-face learning is an educational approach in which the content of the

course and the learning materials are taught in-person to a group of students. This

makes a live interaction between the learner and the teacher. Face-to-face learning

includes students at a specific place and at a specific time. It often typically entails

contact or involvement at times. According to the findings of a recent national research

report, 78% of the more than 1,000 students surveyed still believe that it is easier to

learn in a classroom. Regular class attendance encourages them to engage with other

people of their own age, to be better trained, to follow a regular schedule and to improve

their physical health and mental alertness (Barindra, D. 2018). Many students still prefer

learning traditionally and believe that they will learn more in the classroom.

Online learning is relatively the newest method of distance learning (Stern, n.d.),

although it has been practiced for decades (OnlineSchools.org, n.d.). Online learning

has emerged as a secure and viable choice for continuity of education as the COVID-19

pandemic has turned the personal and professional worlds upside down. Nearly 70% of

all students find online learning is as good or better than in traditional classroom

environments. 26% of online students say they learn more online than in a classroom.

Online learning offers a range of platforms through which students and teachers

communicate with each other, including email, online chat, and video conferences. On-

campus education offers connectivity across the same networks, with the inclusion of in-

person, classroom-based opportunities.

 3

Given the two variables mentioned above, it has a great significance in choosing

what modes of learning students want. Letting the students choose what they want will

have a big effect to their individual skills. In this situation today, with COVID-19, many

are struggling to cope up with the new normal, as well as in the new mode of learning.

More importantly, the student's preferred mode of learning may vary in their learning

style and their current situation.

Worldwide, COVID-19 is a major concern, especially in the Philippines.

Department of Education of the Philippine (DepEd) implemented online learning to

continue the education of Filipinos. The concept of holding online classes is opposed by

many students because of their situation, which are problems with them having an

unstable internet connection, not enough gadgets, not enough financial support.

Based on the findings discussed above, the goal of the research is to find out the

students' preferred modality. This study also aims to know whether they can learn more

in their preferred modality of learning.

 5

Theoretical Conceptual Framework

This study is anchored on the different learning theories. Theories about learning

are mostly derived from psychology. Knowledge of educational theories will enable us to

develop and execute an efficient learning environment.

One of the learning theories is Behaviorism is a theory focused on behavior.

Behaviorism defines learning as nothing more than the acquisition of new behavior

based on environmental circumstances (Picciano, 2017). Another is Cognitivism, which

has been considered a reaction to the “rigid” emphasis by behaviorists on predictive

stimulus and response (Harasim, 2012, p. 58). The Cognitive theory promotes the

concept that the mind plays an important role in learning and aims to concentrate on

what happens between the occurrence of environmental stimuli and student response

(Picciano, 2017). Next is, Social Constructivism, this theory is parallel to behaviorism

and cognitivism and was the work of several educational theorists, including Lev

Vygotsky, John Dewey, and Jean Piaget. Their emphasis on social construction was to

define and explain teaching and learning as dynamic interactive social phenomena

between teachers and students (Picciano, 2017).

Another theory that supports this study is the Learning Theories for Online

Education. Several theories have emerged, most of which stem from the major learning

theories pointed out earlier.

The Community of Inquiry (CoI) is developed by Garrison, Anderson, & Archer

(1999) based on the concept of three distinct “presences” cognitive, social, and

teaching. Their model supports the design of online and blended courses as active
 5

learning environments or communities that relies on instructors and students

exchanging ideas, knowledge, and opinions.

Connectivism, one of the main proponents of connectivism is George Siemens

(2005). Connectivism is a learning theory that discusses how Internet technologies have

provided new opportunities for people to learn and exchange knowledge within and

across the World Wide Web. These tools include web browsers, emails, wikis, online

discussion boards, social networks, YouTube, and any other tool that helps users to

learn and exchange information with others.

Online Collaborative Learning (OCL), is the theory proposed by Linda Harasim

that focuses on Internet facilities to provide learning environments that promote

collaboration and knowledge building. Like Siemens, Harasim sees the benefits of

transferring teaching and learning to the Internet and large-scale networked education.

OCL also stems from social constructivism, as students are encouraged to work

collaboratively to solve problems through discussion and where the teacher plays the

role of facilitator as well as the learning community.

Certainly, belief in learning style theories is prominent. Howard-Jones' 2014

review showed that over 90% of teachers in five countries (the United Kingdom, the

Netherlands, Turkey, Greece, and China) agreed to learn better when individuals obtain

knowledge tailored to their preferred learning styles.

Overall, researchers aim to find out what are the preferred modalities of students

and their thinking about learning more if their preferred modality is being used.
5
 5

Statement of the Problem

The goal of this study is to find out the students' preferred learning modality.

In particular, the following questions would like to be answered in this research:

1. What is the student's profile in terms of their internet connection and gadgets

used?

2. What are the students' preferred modes of learning?

2.1 Online learning

2.2 Face-to-face Learning

3. What is the level of motivation of students in:

3.1 Face-to-Face Learning

3.2 Online Distance Learning

Significance of the Study

The result of this study will provide further insight into what students prefer in

terms of learning mode and why they choose that type of learning modality. The

information collected will help us determine which learning modality they learn more.

The data collected will also allow us to understand them better and help us to find ways

to enhance effective teaching in the future.

Definition of Terms

The following are the terms used in this study:

 5

Learning Modalities are methods used in teaching, has different kinds which

are: Traditional Face-to-Face Learning, Distance Learning, Blended Learning, and

Homeschooling.
 5

Traditional Face-to-Face Learning refers to a learning delivery modality where

the students and the teacher are both physically present in the classroom.

Online Learning refers to a learning modality where the students and teachers

are both away from each other and instructions are given synchronously or

asynchronously. There are no physical contact between the teacher and students.
 6

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter discusses the literature and the studies that are significantly

relevant to this research. It also provides a detailed discussion of the relationship

between all the principles and theories realized in this study.

Related Literature

Online learning has become increasingly common these days because of the

situation we are facing today. However, there is still a significant number of people who

prefer traditional learning. For some individuals, online training is more appropriate,

while for others, classroom training is the preferred method of delivery.

Students preferably concentrate on various types of information, prefer to

function on interpreted information in different ways and to gain comprehension at

different rates (Felder, 1993, p. 286). Acknowledging that students have different

learning styles may help them know their advantages and disadvantages. As Felder

points out, students whose learning styles are consistent with the teaching style of a

course teacher tend to retain knowledge more efficiently and have more optimistic post-

course attitudes towards the subject than their peers who experience learning/teaching

styles are not the same.

Experienced learning is a strong and proven approach to teaching and learning

that is based on one incontrovertible reality: people learn best from experience (Kolb,

2015). According to Loeb (2020), clearly, online time cannot include many of the casual
 6

social experiences that students have at school, so how can online courses drive

students
 6

forward? Research to date offers us some clues and leads us to what we should do to

help students who are most likely to struggle online. She added that the use of virtual

courses among K-12 students has increased rapidly in recent years. For example,

Florida needs all high school students to take at least one online course. Online learning

can take a variety of different forms. People also think of Massive Open Online

Courses, or MOOCs, where thousands of students watch online videos and fill out

questionnaires or take exams based on those lectures.

According to the University of the People (2020), it is harder to excel in online

education, and that's because one needs to be extremely self-motivated and disciplined.

No one keeps you on track in online learning—you have to be your own motivator,

timekeeper, and discipline. They also stated, online and face-to-face learning will

include both student-led and teacher-led curriculum elements, and online learning is

ideally suited to student-led development and learning. In an online study, students will

decide for themselves whether they want to dig deeper and spend more time studying.

As mentioned in Kiwi (2020) Face to face learning and eLearning are two different

methods that complement different teaching materials. Some skills just can't be learned

on a computer. You can't expect the medical student to finish their studies online. The

work just requires us to be face to face with our tutors. While other skills are ideally

adapted to be taught by eLearning.

Even before many authors are already debating whether what method is more

effective in learning but, Blankson and Kyei-Blankson (2008), among others, examined

the degree to which students are pleased with online, face-to-face, and blended
 6

courses. They decided to combine synchronous online discussions with conventional

face-to-face
 6

teaching, and the results of the findings suggested that students were largely pleased

with the blended course style. For non-traditional students, synchronous online

discussions will promote engagement, teamwork, active learning, and fair learning

opportunities. In addition, integrating online and face-to-face discussions could ensure

more productive use of class time for short-term higher education courses.

Hauck (2006) cited in one of his articles that, in 355 comparative studies, Russell

(1999) found no substantial differences between the success of distance learning and

that of face-to-face students. Distance education, as described by Russell (1999),

involves the provision of education through a variety of electronic communication forms,

including television and the Internet. But some studies compared student performance,

satisfaction, and persistence between online and face-to-face classes (McLaren, 2004;

Summers, Waigandt, & Whittaker, 2005). Summers et al. (2005) found no significant

difference in grades between online and traditional classes; however, students in

the online course were significantly less satisfied with the course on several

dimensions.

Overall, the distinctions and impact of the various learning approaches have

been discussed and studied by several authors, as can be seen from the above-

mentioned literature. These works allow the researcher to learn the most favored

learning strategies of students over the years.

Related Studies

Some studies, both locally and globally, have been reviewed in order to carry out

and support this study.

 6

Several studies have been conducted to find out what is the most preferred form

of learning. These studies are of considerable relevance to this research since they

seek
 6

to know what students prefer in terms of the means of learning and to know why they

prefer the method.

As the outbreak of COVID-19 started Department of Education (DepEd) decide

to resort to a new way of teaching for the sake of student safety, Malipot M. (2020) cited

the outcomes of the Learner Enrollment and Survey Forms (LESF) gathered

nationwide, DepEd said that 8.8 million parents chose modular learning for their children

in both public and private schools. Modular modality applies to both print and digital

learning materials. While DepEd said 3.9 million parents preferred a blended modality or

a combination of two or more alternative learning approaches. In another survey

conducted in the United States (U.S.) by Koenig R. (2019), results states that most

college students and faculty seem to have a preference for in-person, not online,

teaching. Among the student respondents, 70% said they prefer mainly or fully face-to-

face learning environments. The professors surveyed were also more partial to face-to-

face courses, with 73% preferring them. One of the recent reports from the EDUCAUSE

Center for Analysis and Research has revealed this shared viewpoint. Gierdowski D. C.

(2019), 53,475 students from 160 institutions in 7 countries and 38 states of the United

States participated in the study. The quantitative results in this study were drawn up

using the 40,596 survey responses from 118 US institutions.

Heyman (2010) points out that one of the biggest concerns in online education

emanates from the excessively high attrition rates in fully online programs compared

with traditional classes. In his study he explored in a qualitative analysis using a

modified three-round Delphi technique, the pattern of consistently lower student

 6

retention rates in fully online higher education programs was compared to student

retention rates in ground-

 6

based programs. As cited by Smith (2010), many learners enroll in online distance

education courses hoping they will be able to fit acquiring a degree into their busy lives,

however, between 40% – 80% drop out of online courses. The review of existing

literature shows that online courses have a variety of psychological, technical, and

motivational problems that arise both from the viewpoint of the learners and the faculty.

There are a variety of studies that discuss the various benefits and

disadvantages of different learning modes to students. Some researchers have also

tried to identify and develop the faults of each mode of learning. These studies are

relevant to this research, as it also addresses the various forms of learning that are

more favored by students and facilitators. However, since the Philippines is new to

online learning there are only a few researches conducted.

 7

Chapter 3

RESEARCH METHODOLOGY

This chapter discusses the research methods used in the study. It is also

requiring appropriate provides sufficient background to the research environment and

the chosen respondents. Thus, it describes and discusses the instruments used to

gather the necessary data. The techniques and processes used in collecting and

analyzing data are also systematically presented. Additionally, the ethical

considerations of research are clearly discussed to ensure the proper conduct of the

study.

Research Method

This study utilizes a mixed-method design that specifically uses Exploratory

Sequential. This design includes the collection and analysis of quantitative and

qualitative data. Qualitative results are used to support interpret and analyze the

quantitative findings of the study.

The quantitative and qualitative data were based on the results of the

questionnaire prepared by the researcher. The data analysis was done to describe the

data collected. The pieces of information that will be gathered will help in understanding

the preferred learning modalities of the students.

Research Environment

This study was conducted at the Science and Technology Education Center

Junior High School Department, located at Basak, Lapu - Lapu City. This school has
 7

three departments Elementary, Junior High School, and Senior High School. In the

Junior High School Department, there are 145 students.

Research Respondents

The data was gathered from Grade 9 students who are attending online class

from both sections, which is section TAE and ALL. In section TAE, there are 27

students, all of whom are attending the online class. In section ALL, there are 26

students, one of them is under the modular learning method.

Research Instrument

Questionnaires are the only tool that will be used in this study. These tools will be

validated by the researchers’ research adviser.

The questionnaire consists of three parts: the profile, the preferred learning, and

the learning of the students. The first part includes the profile of the students, this

includes the student's environment or place where he/she will be attending the class

(internet café, home, etc), connection used (wi-fi, mobile data, etc.) and gadget (pc,

laptop, phone) used. The second part will contain the question of their preferred

learning modality and what is the reason why they have chosen that method. The third

part will be about their conception about learning more if their preferred modality is

being used.

Data Gathering Procedure

To gather the information needed for the study, the school authorities will be
 7

informed of the purpose of the study through a letter to be sent to the Principal's Office.

The questionnaire will be sent to the respondents during their vacant time. They

will be informed in advance of the schedule for the questionnaire. To maintain the

privacy of the data that will be collected, researchers themselves will be the only one to

have the access with the results.

Microsoft Forms will be used to conduct the test. The forms contain the required

questionnaire. After collecting the necessary data, the results will be compiled and

tabulated. These data will be the basis for analysis and interpretation.

Data Analysis

The data gathered will be analyzed quantitatively and qualitatively. Descriptive

quantitative method will be used on the result of the questionnaire, where the mean and

the percentage will be computed. There is no need for statistical treatment, therefore no

causal or correlational results are needed.

Ethical Considerations

Ethics will be observed in this study. The research ethics clearance will be

approved by our research advisor before data collection. Ethical considerations will be

observed before, during, and after the data collection will be conducted based on the

recommendations of the REC. The consent of the respondents will be obtained through

the following processes: providing the Participant Information Sheet and the Informed

Consent Form, providing the respondents with adequate information on the purpose of

the study and why they are chosen to be part of it, and explaining that the respondents
have the right to decline or participate in the study. The consent of each participant will

be obtained after an adequate explanation of the research process had been provided.

A copy of the Participant Information Sheet will be given to the respondents

before the start of data collection. Each potential respondent will be approached

individually and provided explanations as to the purpose of the study, their rights and

responsibilities as respondents, the data collection process that will be undertaken, and

how they will benefit from the study. Respondents were given 24 hours to read the

Participant Information Sheet and decide whether or not they would like to take part in

the study. There will be also time for the respondents to raise their questions and

requests. To signify that the respondents were permitted to engage in the study, they

will be asked to sign the Informed Consent Document before the start of the interview.

Respondents will be informed that their participation in the study is voluntary and that

they will have the freedom to reject or withdraw even if the interview and administration

of the researcher-made questionnaire will be proceeding. Besides, phone numbers of

individuals they can contact will be given when they have any concerns about their

rights that are important to the report.

To protect the privacy, confidentiality, and anonymity of the respondents, their

names and identities will not be used during data collection and analysis. Researchers

will review the answers obtained from the researcher-made questionnaires themselves.

More specifically, codes will be used to guarantee the privacy of respondents. Any

respondent is classified as Respondent 1, Respondent 2, Respondent 3, and so on.

The respondents will also be told that they would obtain a soft copy of the findings of the

report. This will be sent to them via their Gmail account.

 CHAPTER 4
PRESENTATION AND ANALYSIS OF DATA

This chapter contains the findings in line with the subproblems raised: (1) the

students' profile in terms of internet connection and gadgets used; (2) the students'

preferred learning modalities; (3) and the students' motivation scale in those modalities.

As a visual reference, the data is presented in pie charts and tables. These are

extensively discussed and supported by the questionnaire's responses of the

participants.

A. The students’ profiling.

Internet. An electronic communications network that connects computer networks and

organizational computer facilities all around the world.

Figure 1 Type of Internet Connection

 To explain this result, it can be stated that the majority of Grade 9 students use a
6.7%
Wi-fi connection, with only a few using a mobile data connection.

Figure 2 Gadgets Used

According to the results of the data gathered, most of the Grade 9 students use a

laptop and cell phone for online classes.

B. The Students' Preferred Learning Modalities

Learning Modalities. Learning modalities are methods we use to learn. Face-to-Face

Learning, Distance Learning, Blended Learning, and Homeschooling are the modalities

that Department of Education of the Philippines (DepEd) proposed for the new norm.
 Figure 3 Preferred Learning Modality

As shown in Figure 3, Face-to-face learning is chosen the most by the students.

Furthermore, a small number of students prefer online classes. The result suggest that

many students yearn for the fun and social interactions of the face to face learning and

online learning is not to their liking.

Table 1 Common Reasons Why They Choose That Method

FACE-TO-FACE LEARNING
Fun
Because it is much more fun and I because it is more fun and enjoyable than online
believe that I can learn more from class.
Face-to-Face classes.
it's more fun I will have some fun while learning and my
knowledge will also deepen.
Because it fun and have someone to Because I feel the connection between me, and
be with. the class and I think that learning face to face is
more enjoying and thrilling compared to sitting
down and looking at a screen with people that I
don't even see...
Its stressful but fun
Friends
because I get to see my friends I prefer face-to-face learning since I can meet
with my friends and talk to them personally.
you can really feel that you are at school because you will also meet your friends and many
more.
Easier
You can see your classmates, and it is Easier, our internet connection is bad
easier to communicate with others.
I can understand the lessons more.
Information
I think it allows us to absorb more information rather than Online Classes because during
these online sessions, there are many things that can interfere with how we focus during
class.
Interactive
more interactive and enjoyable
Teacher
I prefer this method rather than online it's easier to approach a teacher for help, In face
classes because it's much better to to face you can always approached your teacher
learn where you can see the teacher
and can share your answer or opinion
without worrying about the internet
connection.
Efficient
I believe Face to Face Learning is a more efficient way to learn in school
Focus
Because I can focus on the discussion and I won’t have distractions
Physical activity of the student is higher I prefer face-to-face learning because I enjoy the
than usual in this method. Comparing it actual hands--on experience during face-to-face
to online classes, the health of the classes. Online classes limit us to activities that
students can't be watched over and can be done within our homes. We cannot do
possibly mentally uncontrolled during much physical activities, experiments, and other
classes or making schoolwork activities that require the physical presence of
group mates.
Others
I won’t be distracted in face to face My eyes got damaged yeet
Because I can take accountability for doing/not doing work.
 Table 2 Common Reasons Why They Choose that Method

ONLINE LEARNING
Learning
I like learning own my own and I am able to learn in the comfort of my own home
Time
Since it allows me to make better use of the Time is flexible and you can do other things
time I spend traveling to and from school, as that are not related to your studies.
well as save money on transportation costs. It
allows me to have enough time to do my
favorite activities, I have all the necessary
knowledge at my fingertips, and I can
message the teacher if I don't understand
anything. The risks that may exist outside are
reduced.

As shown in Table 1, students prefer face-to-face learning for a variety of

reasons, including fun, friendship, and convenience.  As seen in Table 2, time is one of

the reasons they prefer online learning.

The findings suggest that most of the reasons why they choose face-to-face

learning since they wanted to be socially active, and their learning style. Additionally, in

online learning, the result suggests that the students who choose this method like their

personal time and like to be on their own.

Table 1 is supported by the theory of Vygotsky (1978, 57) which,

emphasizes that social construction was to define and explain teaching and learning as

dynamic interactive social phenomena between teachers and students. Table 2, on the

other hand, is opposed by Loeb (2020),where she stated that, online time cannot

include many of the casual social experiences that students have at school, so how can

online courses drive students forward.

C. The Students' Motivational Scale

Motivation. Motivation is composed of the biological, emotional, social, and cognitive

variables that drive conduct. Motivation is a concept that is regularly used in daily

language to express why someone does something.

Scale. The process of measuring and allocating items to numbers in accordance with

the rules given.

Figure 4 Motivational Scaling in Online Class

 Figure 5 Motivational Scaling in Face-to-face Learning

It can be gleaned from Figure 4 that the students are not motivated in online

learning and there are more students who disagree than who agreed. In the Figure 5, it

can be seen that more of the students agrees to the questions laid out and they are

motivated in face-to-face learning.

The findings in Figure 4 and Figure 5 suggests that online learning is more

motivational for those students who love to be on their own and is not motivational for

those who enjoy interactions. On the other hand, most the students agrees that face-to-

face learning is more motivational and enjoyable.

The figure 4 is supported by the study from the University of the People (2020),

where they stated that it is harder to excel in online education, and that's because one

needs to be extremely self-motivated and disciplined. No one keeps you on track in

online learning—you have to be your own motivator, timekeeper, and discipline.

However, the study of the University of the People (2020) is opposed to the results of

Figure 4. The theory of Chomsky (1959) where he promotes the concept that the mind

plays an important role in learning and aims to concentrate on what happens between

the occurrence of environmental stimuli and student response, this theory supports the

Figure 5.
 CHAPTER 5
Summary of Findings, Conclusion, and Recommendation

This chapter is divided into three sections. The summary of findings is presented

in the first section, which contains the overall findings of the study. This is followed by

the conclusions reached after a thorough analysis of the findings. The final section

provides some recommendations for future research.

Summary of Findings

The results revealed that 90% of the population in Grade-9 are in favor of face-

to-face learning modality, and only 10% preferred the online learning modality. The

results also suggest that the students choose the face-to-face modality because of

these common reasons; having fun, social interactions with friends, and etc.

Conclusion

The findings indicate that nearly half of the population in Grade-9, prefer face-to-

face learning, with only a minority preferring online learning.

Recommendations

The study's findings resulted in the development of the following

recommendations.
 i. The motivational scale results show that face-to-face classes is

more beneficial to the students.

ii. In this study, it was found out that communication in online class

between teachers and students has to be improved.

iii. For the future studies it is recommended to research to a bigger

population for more accurate and reliable result.

iv. It is recommended for the future studies to compare online learning

and face-to-face learning to oppose or support this study.

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APPENDECES

Questionnaire

PART I: Profiling

1.Your name or nickname

2.What internet connection do you use?

Wi-fi
Mobile Data
Others

3.What gadget(s) do you use for online classes?

Laptop
Android or IOS phone
PC
Others

PART II: Preferred Learning Modality

4.What learning modalities do you prefer?

Online Learning
Face-to-Face Learning

5.Why do you prefer your chosen method?

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PART III: Learning of the Students

6.Is there a possibility that you can learn more if your preferred method is used?