CHAPTER II

REVIEW OF LITERATURE AND STUDIES

This chapter provides investigation and studies already presented and conducted to

which the present study is related or has some bearing, similarity or difference. It includes

related legal bases, literature and studies.

RELATED LITERATURE

Status of Education Worldwide amidst the Pandemic

The COVID-19 pandemic forced schools and universities to close their doors,

impacting an unprecedented number of learners worldwide. According to a 2020 UN report,

the pandemic has created "the largest disruption to education systems around the world,

affecting 1.6 billion learners across 190 countries." As schools across Europe and North

America, anticipate the start of the term, the question has never been if they will return to

school, but how they will continue shaping young minds in the 'new normal'.

Responses to the COVID-19 crisis vary depending on every education system’s

capacity. In particular, they depend on governments robust emergency preparedness plans

in place, technology being already fully embedded in the system, on internet availability

within communities, availability of hard copies of learning material, and adequate working

conditions for teachers and education staff as Martinez of Human Rights Watch

enumerated.

UNESCO has recommended that countries “adopt a variety of hi-tech, low-tech and

no tech solutions to assure the continuity of learning.” Although much focus has turned to

online learning platforms, many public schools are not set up to use them or do not have

functioning internet access to support this. And neither do all students. Public schools in
many, if not most, of the countries affected largely operate offline, particularly in low-

income countries where the bulk of public schools are desperately under-resourced. Any

learning continuity plan to be implemented today has to account for this limitation

(UNESCO, 2020)

Tertiary Education Continuity Plan in the Philippines

A learning continuity plan seeks to ensure that students’ learning progresses even

amidst disasters such as natural calamities, storms, fires, and pandemics. This plan

overcomes obstacles created by the disasters through innovative means of teaching and

learning, keeping students on track. With today’s COVID-19 pandemic, the main obstacle

that has to be overcome is the need for social distancing, making face-to-face interaction

impossible.

The principles of the Commission on Higher Education is very relevant to address the

challenges it brought to higher education by mobilizing HEIs as one team, for the purpose

of sustaining learning and teaching . This will generate synergies of action from among

them, despite being differently situated, to co-create and innovate in order to align with

demands of the new normal.

The establishment of a consortium is bounded by a common vision and mission to

ensure quality and excellence in the delivery of the various academic programs. This

engagement of the HEIs is anchored on the spirit of bayanihan and culture of cooperation as

a way of achieving goals. It entails strengthening partnership, coproduction and sharing of

resources, and building capacities while maintaining a sense of ownership to outcomes and

accountability to the processes and impact to stakeholders.

Consequently, the consortium will contribute to the building of an agile, resilient and

transformative higher education system. The community of practice for collective

knowledge and good practices will be institutionalized, thus ensuring responsiveness and

inclusivity in higher education at all times.

Different Modalities in the New Normal

Commission on Higher Education introduced 2 modalities of how learnings shall be

delivered in “new normal”. These are Distance Learning, and Blended Learning, The first

modality is the Distance Learning which itself has also 3 forms. First is the modular

distance learning where modules will be given to the learners and will be collected by the

teacher? In this modality parents must make a drop box or called as learning package where

the teacher can place the modules and in return the parents will also place the activities

done by the learner. Second form is the Online Distance Learning, learners who opt to

choose this modality must have internet connection. In this modality the teacher and learner

will meet virtually and do their activities synchronous or asynchronous.

Second modality is the blended learning. This commonly tagged as “hybrid learning”

since this is effective at helping a diverse student body. This modality is the combination of

anything that is mentioned above. It may or may not requires internet connection and

parents shall also pick up the learning modules in the school.

Different Learning Styles Utilized by Learners

The idea of different learning styles started to gain popularity in the mid-70 and since

then, the notion has influenced the way education and learning is perceived. Just like there

are different teaching methods, many individuals also believe there are different ways to

learn and understand new information.

Kolb's learning styles are one of the best-known and widely used learning styles

theories. Psychologist David Kolb first outlined his theory of learning styles in 1984. He
believed that our individual learning styles emerge due to our genetics, life experiences, and

the demands of our current environment.

In addition to describing four different learning styles, Kolb also developed a theory

of experiential learning and a learning style inventory. (Cherry, 2020)

Time4Learning, Inc. enumerated the current seven learning styles: visual, aural,

verbal, physical, logical, social, and solitary. Visual learners are those who prefer learning

by observing things. Using pictures, images, diagrams, whiteboards and more helps these

types of learners understand information better. These students can easily visualize

information, have a good sense of direction and usually likes to draw and doodle.

On the other hand, sound and music are a strong suit for these types of learners who

typically have a good sense of rhythm. These learners are usually singers or musicians who

are familiar with different instruments and the sounds they make. Aural learners are good

listeners who normally learn best through verbal presentations like lectures and speeches.

Meanwhile, verbal learners prefer using words, both in speech and writing. They can

easily express themselves and usually love to read and write. Verbal learners tend to have a

vast vocabulary and excel in activities that involve speaking, debating, and journalism while

physical learners are all about the sense of touch. Physical activities and sports play a big

part in these student’s lives. Getting hands-on is a must for these learners who love to tinker

and learn best when they can do rather than see or hear.

Furthermore, if there is logic, reasoning and numbers involved, logical learners are

sure to excel. These students function and solve complex problems by employing strategies

and their scientific way of thinking. Computer programming, math and science are usually

favored by these types of learners.

Learning in groups and working with others is favored by social learners. These

students know how to communicate effectively and enjoy collaborating with others,
brainstorming and discussing ideas and concepts. Social learners are generally good

listeners who are thoughtful and understanding.

In contrary, solitary learners prefer to use self-study and work alone. They are

independent and are very self-aware and in tune with their thoughts and feelings. These

learners prefer being away from the crowds and learn best in a quiet place where they can

focus on the task at hand.

RELATED STUDIES

Distance Learning

Learning Styles on Instructional Environments

According to the research conducted by Dunn, Beaudry, and Klavas (2002), the extent

to which classrooms appear either to stimulate or to inhibit learning for students with

selected learning style characteristics has been documented in terms of individuals’ needs

for quiet versus sound, bright or soft lighting, warm or cool temperatures, and formal versus

informal seating designs (Dunn 1987, Dunn et at. 1985). These four elements affect from 10

to 40 percent of students, dependent upon age, gender, hemisphericity, and achievement.

For example, the need for sound remains fairly consistent during the elementary

school years but increases as adolescence begins and, as that stage passes, appears to return

to its previously normal level. The younger children are, the less light they need; but about

every five years most children require significantly more light than previously. Boys tend to

require more mobility than girls and, thus, find sitting for any length of time difficult (Price

1980). However, teachers often view negatively the children who squirm in their seats, tap

their pencils, complain about the temperature, or become hyperactive (in some cases

because of too much illumination).