10 8 21 AFTER PROPOSAL For Refinement

UNIVERSITY OF MAKATI
GRADUATE SCHOOL
CHALLENGES OF DISTANCE LEARNING DIMENSIONS

AMONG TEACHERS IN THE NEW NORMAL TOWARDS A
SPECIALIZED TRAINING PROGRAM
A Thesis Presented to
The Faculty of Graduate Program
College of Education
University of Makati
In Partial Fulfillment of the Requirements for the Degree of

Master of Education
Major in Educational Management
October 2021
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TABLE OF CONTENTS
CHAPTER 1: THE PROBLEM AND ITS SETTING
Introduction
Background of the Study
Statement of the Problem
Hypothesis
Significance of the Study
Scope and Limitation
Definition of Terms
CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature and Studies
Synthesis and Gaps
Theoretical Framework
Conceptual Framework
Research Paradigm
CHAPTER 3: METHODOLOGY
Research Design
Research Locale
Participants of the Study
Research Instruments
Data Gathering Procedures
Data Analysis
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CHAPTER I
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
BACKGROUND OF THE STUDY
With the unprecedented threats and continuous impact of COVID19, the
world has inevitably faced a global crisis that has tested the readiness and
stability of all institutions including the education sector, that results in placing
the economic, political, health and educational systems in a volatile, uncertain,
complex, and ambiguous position, or popularly known as the VUCA world.
Seemingly, the pandemic brought a tremendous challenge on the leadership,
resources, and risk management skills of all the authorities.
In the Philippines, the opening of classes for school year 2020-2021 both
in the private and public sector has experienced abrupt changes in the teaching
and learning process, specifically when the government ordered through the
Inter Agency Task Force (IATF) that all learners will be temporarily studying at
home to ensure the safety and well-being of learners and teachers. Responding
to the guidelines released by the IATF, the Department of Education (DepEd)
released DepEd Order no. 12 s. 2020, the Adoption of the Basic Education
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Learning Continuity Plan for School Year 2020-2021 in the light of COVID 1-
Public Health Emergency that stipulated that learning opportunities may be
provided through Blended Distance Learning Modalities until any prohibition by
the Department of Health, the IATF, or the President for face-to-face learning in
schools is lifted or relaxed. This DepEd Order led to planning and creation of
suggested new learning delivery modalities as reflected in DepEd Memo DM-CI-
2020-00162 that provides descriptions, explanations, and consideration for the
different learning delivery modalities (LDMS) that schools can adopt depending
on the consultation, survey, and readiness assessment of all stakeholders in
their respective localities.
DepEd proposed different LDMS, specifically a. Modular Distance
Learning (MDL) that can be further classified into two: Digital Modular Distance
Learning (DMDL) or Printed Modular Distance Learning (PMDL). Furthermore,
the Department also suggested to adopt the Online Distance Learning (ODL),
TV- Video/Radio-based Instruction (TV-Video/RBI), TV-Video (SLM-based), TV-
Video (MELCs Mapped), Radio-Based Instruction (RBI), and Blended Distance
Learning (BDL).
Specifically, the Division of Makati in the National Capital Region, has
promptly heeded the call of the Department of Education (DepEd) and
immediately shifted to the online paradigm. In keeping up with DEPED Order No.
00520- 0005, DepEd-Makati created a program called “Continuing Learning
through Interactive Pedagogical Sessions (CLIPS) wherein teachers, students,
and parents alike undergo a series of online training on different learning

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modalities. Facebook pages were used to disseminate information about Oplan
Balik Eskwela SY 2020-2021. Twice, DepEd Makati went live on Facebook in
order to prepare stakeholders in the opening of classes on October 5, 2020. It
adopted Google Classroom as its official platform for meetings and online
classes. The city government of Makati responded to the call of the Department
of Education as it shifted to online teaching by providing OTG devices and free
internet access as well as providing Makati City public school teachers new
laptops for continued deliverance of quality education.
On the other hand, private schools in the Philippines started online
classes ahead of public schools. In an advisory, the Education department
clarified that private schools “are allowed to proceed provided they are strictly
using only distance learning modalities and that there are no face-to- face
classes.”
DepEd likewise adjusted the school calendar for ample time to prepare
for the needs of enrollees and also set a series of webinars for teachers and
other stakeholders on the different learning modalities to enable them to
conduct online classes.
In the school where the researcher is currently assigned, he was caught
in a dilemma on he could do the online teaching. This experience or feeling is
shared by the other teachers in the same school. Online teaching is definitely
new and we are not ready for it. It was a big courageous decision to stay
especially when he heard other teachers applying for early retirement or to be
transferred to other schools in other provinces. Webinars were conducted but

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did not seem enough as the use of ICT of not experience before the coming of
COVID 19. It was a frightening experience to meet the class online because of
the fear of the intermittent internet connection.
On the other hand, students presented a big problem, too. They
themselves are not that technology savvy, may not have a proper gadget to stay
online, and difficult to determine if they are still in the online class as they are
not required to turn on their cameras as they may have a problem regarding
internet connectivity or if they have enough data to stay online. While it’s true
that teaching and learning could go for Full Modular, the next problem is the
kind of learning they may acquire as each student is required to get their
modules in the school and do his/her independent learning, with the help of
his/her parents if they are able to assist them in their learning. The matter of
whether teaching and learning is Modular or Online, the question is, what kind
of education is acquired in the New Normal?
The researcher took an interest in the study regarding the learning
dimensions of online teaching with the purpose of combining of the construct on
the remote learning modality and meeting the challenges in adopting to the trend
in the New Normal. It will provide a closer look at the comparison based on the
demographic profile of teachers that that can provide a variety of perspectives in
optimizing learning through a specialized training of teachers to meet the
challenges of teaching in this time of pandemic crisis. It is further hoped that the
study will be both beneficial to school heads, teachers, and most specially
learners. The researcher as a public-school teacher, wants to know the

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significance of the current study for an instructional technical assistance tool to
further help improve instruction.
Statement of the Problem
This study aims to determine the extent of the impact of challenges of the
distance learning to teachers during the New Normal with the view of proposing a
specialized training program for teachers for the optimum delivery of instruction.
1. What is the profile of the respondents- teachers in terms of:

1.1 sex,
1.2 years of teaching experience
1.3 civil status
1.4 highest educational attainment
1.5 training mode for online instruction (webinar, workshop, individual,
etc.)
2. What is the respondents’ proficiency level in the use of the following online
gadgets/ applications?
2.1 Learning Management System (LMS)
2.2 Infographics
2.3 Video Instruction
2.4 Game-based interactive applications (Kahoot, Quizziz, Classpoint, etc)
2.5 Social Media (fb messenger, fb, etc.)
3. What is the extent of challenges of distance learning dimension in terms of the

following:
3.1 Preparation of learning materials

3.2 Delivery of instruction
3.3 Feedback to students
3.4 Evaluating instruction
3.5 Addressing learning gaps
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4. Is there a significant difference in the extent of challenges of distance learning

domains when the teacher’s profile is considered as a test factor?
5. Based on the findings of the study, what proposed specialized training

programs may be developed?
Hypothesis
The study will test the following null hypothesis at .05 level of significance:
There is no significant difference in the assessment of the teacher-
respondents of the challenges of distance learning domains in the new normal
when their profile is considered as a test factor.
Significance of the Study
This study will be beneficial to everyone as it aimed to gather data for
future reference which could give more attention to the needs of the teachers’
concerns. This study will also be of great help to teachers about their teaching
strategies that will best suit their students’ learning.
Students
This study is beneficial to learners because they could be afforded by their
teachers with more effective and enhanced teaching strategies that is suited to
their needs, thus eventually motivate and encourage them to strive harder and
perform better in studies in the new normal of education.

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Parents
To ensure learning continuity, educational institutions began implementing
online learning platforms to deliver online learning programs to their enrollees.
However, this new normal is not only new to the students but also to the parents.
Therefore, parents nowadays are stepping in as facilitators to assess the integrity
or quality of education they receive. This study aims to help these parents
understand factors that affect their son/daughter's motivation as a learner and
help them make a conducive learning environment in the comfort of their homes
— encouraging parents to be attentive and be part of the learning process itself.
Teachers
More importantly, this study is beneficial to teachers because being the
principal recipients and beneficiaries, they can broaden their horizons on the
multiple teaching strategies that will create learning opportunities for active rather
than passive learning. Creating authentic and relevant assessments and offering
timely and frequent feedback enhances students’ motivation, effort and
responsibility to strive harder and perform better. These are some of the teaching
strategies that promote collaborative learning with the use of technology as a tool
to increase learning opportunities and depth of study, to maximize it with utmost
importance and productivity. Through this, teachers will be able to achieve the
learning outcomes that are expected with quality and success.

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School Administrators
The institution is considered as the second home of the learners, as a
place for belongingness, gentleness and love. This study will be beneficial to the
school in their planning and review of the teachers’ level of proficiency in utilizing
instructional materials in teaching and identifying the challenges that will be
converted to opportunities to successfully deliver instruction in this time of crises.
Moreover, educational administrators are responsible for ensuring a safe and
productive learning environment for their institution's students and faculty. This
study intends to guide our school administrators regarding the data they need to
provide a better curriculum design that may help our teachers determine the
equipment and resources necessary to deliver an educationally effective
curriculum.
Policy Makers
The result of the study may give a hint towards the best school policies
which appreciates the importance of online learning and elevate teachers-
learners relationship in terms of developing a relevant system in education. Also,
this study will serve as a benchmark to improve certain school’s performance.
Researcher
This personal endeavor on the part of the researcher will become his own
masterpiece reflecting the culmination of his learning in the Graduate Studies in
Educational Management. This research will also be his contribution and legacy
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as a teacher to the society in advancing DepEd’s mission of promoting the rights
of every Filipino to quality and equitable basic education.
Scope and Limitations
The focus of the study is to determine the challenges of distance learning
dimensions among teachers during the new normal with the view of proposing a
specialize training program to enhance teacher quality performance in the new
normal. The teacher-respondents were limited to 206 elementary school teachers
from four elementary schools of District VI of Makati City during the school year
2020-2021.
The main instrument that was used to collect data was a researcher-made
questionnaire on the challenges of distance learning which includes: profile of
teachers in terms of sex, years of teaching experience, civil status, highest
educational attainment and training mode for online instruction; Proficiency level
on the use of online gadgets/applications in terms of: Learning Management
System, Infographics, Video instruction, Game-based interactive applications,
Social Media; Extent of challenges of distance learning dimension which include;
Preparation of learning materials, Delivery of instruction, Feedback to students,
Evaluating instruction and Addressing learning gaps.

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Definition of Terms
For better understanding of this study, the following terms were
operationally defined:
Asynchronous learning is a general term used to describe forms of
education, instruction, and learning that do not occur in the same place or at the
same time.
Blended learning is a combination of physical and virtual class that the
learners will have written activities and online learnings or depending on the set
up of the institution.
Civil Status are the distinct options that describe a person's relationship
with a significant other such as married, single, divorced, and widowed.
Collaborative learning is an umbrella term for a variety of educational
approaches involving joint intellectual effort by students, or students and
teachers together. Usually, students are working in groups of two or more,
mutually searching for understanding, solutions, or meanings, or creating a
product. Collaborative learning activities vary widely, but most center on
students’ exploration or application of the course material, not simply the
teacher’s presentation or explication of it.
Custom e-learning means mobile learning. They don’t have to sit at their
desk and study from their computer or choose a time for an in-house course.
Dimensions of distance learning refers to students’ preference whether
to go modular/online, contents depend on the Most essential learning

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competencies set by DepEd and what kind of learning management made use of
in instruction.
Preparation of Learning materials consist of modules of a given subject
which contains the Most Essential Learning Competencies provided by the
department of education prepared by the teachers subject to the approval of the
subject Division Supervisor.
Delivery of instruction refers to the utilization of multimedia and
technology, up-to-date teaching materials and cooperative learning in order to
attain the objectives of the lesson.
Feedback mechanism is the information provided to a learner to reduce
the gap between current performance and a desired goal (Sadler, 1989). The
primary purpose of feedback is to help learners adjust their thinking and
behaviors to produce improved learning outcomes (Shute, 2008).
Evaluating instruction involves objectively examining your progress
towards your learning objectives for your students towards the end of a quarter or
a school year. Data is collected through different forms of assessment and
determine the best strategy to improve students’ academic achievement.
Addressing Learning gap is the term used to describe a learner’s
deficiency or shortcoming, which if eliminated results in improvements in
knowledge, competence and/or performance that can potentially improve health
outcomes. Gaps may be defined as the difference on what the teacher will do to
teach what the students should have learned.

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Educational Attainment refers to the highest level of education that a
person has successfully completed. Successful completion of a level of
education refers to the achievement of the learning objectives of that level,
typically validated through the assessment of acquired knowledge, skills and
competencies.
Microlearning is a holistic approach for skill-based learning and
education which deals with relatively small learning units. It involves short-term-
focused strategies especially designed for skill-based
understanding/learning/education.
Mobile learning also known as M-learning, is a new way to access
learning content using mobile devices. It’s possible to learn whenever and
wherever you want, as long as you have a modern mobile device connected to
the Internet.
Modular Distance Learning Modality features individualized instruction
that allows learners to use self-learning modules (SLMs) in print or digital
format/electronic copy, whichever is applicable to the learner. Learners under
Modular Distance Learning can also use other resources such as Learner’s
Materials, textbooks, activity sheets, study guides, and other study materials.
New Normal is a current situation, social custom, etc., that is different
from what has been experienced or done before but is expected to become usual
or typical.
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Online Distance Learning is defined as a type of distance learning that
only focuses on virtual discussions, activities and communication and there is no
traditional classroom setting.
Sex refers to the physical differences between people who are male,
female, or intersex.
Synchronous learning is a general term used to describe forms of
education, instruction, and learning that occur at the same time, but not in the
same place.
Teaching Experience means full-time employment which included full
responsibility for the planning and delivery of instruction and evaluation of
student learning. Substitute teaching is not considered full-time teaching
experience.
Teaching Modalities are methods that comprises means and resources
used to structure the learning experience of the students. It involves providing
instructional materials and curriculum adapted content so that the students use
different senses and skills during classes.
Teaching strategies refer to methods used to help students learn the
desired course contents and be able to develop achievable goals in the
future. Teaching strategies identify the different available learning methods to
enable them to develop the right strategy to deal with the target group identified.
Training modes are the organized procedures by which people learn
knowledge and/or skill for a definite purpose. It refers to the teaching and
learning activities carried on for the primary purpose of helping members of an

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organization acquire and apply the knowledge, skills, abilities, and attitudes
needed by a particular job and organization.
Video-based learning is a form of eLearning that allows its audience to
acquire skills and gain knowledge via video. This method of training is becoming
increasingly popular, and starting to replace the traditional, mundane, “Click
Next” eLearning.
Virtual classrooms are similar to a traditional classroom, except that
the instructor and learners’ login virtually from different places.
Web-based learning is often called online learning or e-learning because
it includes online course content. Discussion forums via email,
videoconferencing, and live lectures (video streaming) are all possible through
the web. Web based courses may also provide static pages such as printed
course materials.
Webinars is a training session or workshop delivered over the web
using video conferencing software.
Philippine Professional Standards for Teachers (PPST) is a public
statement of professional accountability consisting of seven Domains that will
be used by the researcher as the basis of students’ assessment of teachers’
qualities and teaching practices.
Learning Management System is a software application for the
administration, documentation, tracking, reporting, automation, and delivery of
educational courses, training programs, or learning and development programs.

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Infographics are graphic visual representations of information, data, or
knowledge intended to present information quickly and clearly. They can improve
cognition by utilizing graphics to enhance the human visual system's ability to
see patterns and trends.
Video Instruction is a recorded content that provides detailed
information on how to meet a specific challenge. It features an expert on the
particular topic who describes or demonstrates the relevant information to
resolve an issue or achieve an outcome, often with real-life applications.
Game-based Interactive Applications are applications that allow users
to interact with audiovisual information via gamification, visualization, and even
VR/AR.
Social Media is a collective term for websites and applications that focus
on communication, community-based input, interaction, content-sharing and
collaboration
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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the related conceptual and research literature that had
direct bearing to the study presented thematically. The conceptual literature
provides major insights on: Preparation of learning materials, Delivery of
instruction, Feedback to students, Evaluating instruction and Addressing learning
gaps.
Review of Related Literature and Studies
Education during Covid-19 Pandemic
Coronavirus disease, also known as Covid-19, first appeared in Wuhan City,
China in December 2019, World Health Organization (WHO) (2021) declared
Covid-19 is a global state of emergency on 30 January 2020 and a global

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pandemic on 11 March 2020. It is a world health crisis today affecting several
areas like everyday life, employment status and the system of education. In order
to lessen the spread of this life-threatening virus, quarantine classifications,
granular lockdown and rules such as in-bound and out-bound travel restrictions,
closure of restaurants and entertainment venues, mandatory use of face mask and
face shields have been imposed.
Because of this outbreak, it has also influenced educational systems
worldwide, leading to cancellation of face-to-face classes in schools, colleges
and universities. In response to this action, United Nations Educational, Scientific
and Cultural Organization (UNESCO) endorsed the use of distance learning
modalities and different platforms that schools and teachers could use to reach
learners remotely to continue delivering quality education.
Google Workspace that includes Google meet, Google drive, Google
slides, Zoom app have become the primary sources of education across the
world. In this crisis, educational institutions have been mastered technologies
responsibly. Many academic administrators provided online instructional
materials for free to assist teachers and students with distance learning.
Although there are some difficulties and challenges encountered by the students
and teachers in terms of connectivity and accessing technology, education must
continue through promoting distance learning to assure the safety and security
among students while they are at home.

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Transition from face-to-face teaching methods to more indirect methods,
has forced schools into a flow of learning which is full of complexities and
limitations (Rasmitadila, 2020). This process has had a great impact on school,
teachers and students (Mailizar et al., 2020). Through this, students have
experienced specific difficulties, challenges and obstacles in learning. Students
have been affected psychologically by school closures, lack of equipment to
participate in courses, being unable to access online materials from home and
being unable to leave home for a long time (Apriyanti, 2020). Moreover,
insufficient technological infrastructure such as network activity, servers, storage,
printers, etc. can be considered another factor. Such factors can be a hindrance
in attaining the success of the education implemented.
History of Distance Learning
Distance learning has been around for well over 100 years. One of the
earlier forms of distance learning was done through correspondence courses
started in Europe. This stayed the primary means of distance learning until the
middle of this century when instructional radio and television became more
popular (Imel, 1996). As technology has evolved, different modes of creating
instructional materials paved way for distance learning. Videotaped lectures have
been a standard in university and professional courses for the last two decades
(Moore & Lockee, 1998). Audiotapes and lessons sent through the mail have
been used in correspondence courses to teach subjects such as foreign
language for quite some time (Teaster & Blieszner, 1999). Live video instruction
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is the most popular and fastest growing delivery mode in the United States
(Ostendorf, 1997). Now, the Internet and video instruction have taken distance
learning in new directions, allowing distance learning to occur in real time.
Definitions of Distance Learning
Greenberg (1998) defines contemporary distance learning as “a planned
teaching/learning experience that uses a wide spectrum of technologies to reach
learners at a distance and is designed to encourage learner interaction and
certification of learning” (pg. 36). Teaster and Blieszner (1999) say the term
distance learning has been applied to many instructional methods: however, its
primary distinction is that the teacher and the learner are separate in space and
possibly time” (pg. 741). Desmond Keegan (1995) gives the most thorough
definition. He says that distance education and training result from the
technological separation of teacher and learner which frees the student from the
necessity of traveling to “a fixed place, at a fixed time, to meet a fixed person, in
order to be trained” (pg. 7). From these definitions, we can say that even if
learning between the students and teachers is in a distance, but through
technology, learning still takes place.
Technology in Education
Information and Communication Technology (ICT) in schools have
prioritized by the government resulting to significant increase in quality education.

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Although education is not a “change-averse” area, with improvements
already taking place in classrooms, it has not managed to harness technology to
raise productivity, improve efficiency, increase quality, and foster equity (OECD,
2016). International surveys have found that digital technologies have not yet
been fully integrated into teaching and learning (OECD, 2016). Integration of
Digital technology for teaching and learning in schools have experienced drastic
changes that led them to major adjustments. Because of the effect of pandemic,
ICT entered families (Quaglino, 2005, 2014) and confirms the importance of
informal learning in community life. The non-formal (and informal) environment
represents a considerable reserve of knowledge (Schein, 2017) and an essential
source of innovation in teaching and learning methods. Teaching learning
processes need collecting the experiences of people in a varied learning
situations and understand the context within structured lesson.
Many studies have already examined the effectiveness of e-learning,
investigating the relationship between instructional materials and their structure,
the teaching strategies, the abilities and behavior of students (in terms of their
self-discipline when using the Internet as the primary teaching tool) (e.g., Alenezi,
2020; Duffy & Jonassen, 2013). With the presence of necessary resources,
people who has a knowledge and skill on the use of technology are strongly
motivated.
It is reasonable to assume that this perception also leads to the adoption of
better online learning.

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In like manner, the rise of internet has brought out the concept of
electronic learning by changing the mode of delivery of learning and knowledge
(Mahmud, 2010). Together with the development of digital technologies aimed at
offering distance courses, new educational opportunities such as open
educational resources and massive open online courses (MOOC) have emerged
for larger masses to access education (Saykılı, 2018). In today’s digital age,
online learning, blended learning, social media and open learning are critical
developments for an effective teaching (Bates, 2018). The utilization of mobile
learning tools has added a different aspect to distance education. The utilization
of mobile learning tools in distance education has positive impacts on learner’s
motivation, self-regulation, control and personalization of learning environment
(Sönmez, Göçmez, Uygun & Ataizi, 2018). However, as teaching by using new
technologies requires a variety of skills that most educators are not familiar with,
the educators need to be trained on how to use these new devices and how to
integrate them into their own implementations (Makoe, 2012). In addition,
students should be prepared and motivated for distance education lessons that
are greatly widespread and designed in different models (Bertiz &
Kocamankaroğlu, 2020).
Terminology of Online Education
Online education so far has had three popular designs such as Blended,
Synchronous, and Asynchronous teaching and learning.

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Blended learning involves the combination of online and face-to-face
components where teachers conduct online activities to develop students’
comprehension of a skill together with the related practice they conduct in
physical classrooms (Garrison & Kanuka, 2004). On the other hand,
Asynchronous learning is a general term used to describe forms of education,
instruction, and learning that do not occur in the same place or at the same time
while Synchronous learning is a general term used to describe forms of
education, instruction, and learning that occur at the same time, but not in the
same place.
These designs enable collaborative, interactive and feedback friendly
atmosphere of learning with the use of instant messaging, webinars and virtual
classrooms. Although synchronous learning offers these “real-time” opportunities,
it’s nothing compared to face-to-face classroom interactions. For example, the
use of chat box in google meet is much more synchronous than emails, but
participants still must wait for the response of others. And even in virtual live
sessions where cameras and microphones are turned on, there is a delay of
sound and video for millisecond, which affects the quality of communication.
Asynchronous learning, however, is a more learner-centered approach which
requires learners to complete courses in their own time and pace through
watching pre-recorded videos, webinars, or online courses, and participating in
discussion boards, writing emails, and blogs (Hrastinski, 2008).
Attitudes Towards Distance Learning

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Teachers’ attitude towards teaching in a distance-learning environment
serves as a checkpoint to effective distance education. One role of educators in
any educational situation is to set the mood for learning in the educational
environment. These educators must be well-trained and motivated to be effective
in the academe. Also, they must have technological skills equip with confidence
in dealing on the use of electronic devices to achieve an effective electronic
classroom.
(Walcott 1994, cited in Carter, 2000) found in a study of adult distance
learning that “to effectively bridge the gaps between classroom and distance
teaching, faculty need to look at the distance teaching from the students' point of
view” (pg. 249). The educator must be aware and know where to get these
instructional materials, tests, handouts and other means to be able to develop a
sense of community, achieve maximum participation of the students. When the
students are separated by distance, the idea of learning as a collaborative
process is necessary. According to research by Palloff and Pratt (2000),
“collaborative learning processes assists students to achieve deeper levels of
knowledge generation through the creation of shared goals, shared exploration,
and a shared process of meaning making” (pg. 6).
Another important consideration for the educators is their view regarding
the goal and objective of distance education. There are two main thoughts on
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this. Schlosser and Anderson (1994, cited in Imel, 1998) put this thought forward
in a review of distance education literature. They submit that the goal of distance
education in the United States is “to offer the distance student an experience as
much like that of traditional, face-to-face instruction as possible” (pg. 3). It means
that the practice of distance education is similar to face-to-face because of their
common goal. Bates (1995) has a different idea. He suggests that instead of
using technology to replicate traditional methods, it should be used to improve
instruction. Holmberg (1989) also discusses these two schools of thought and
concludes that distance education as a mode of education in its own right has
very different consequences (than viewing it as a substitute for face-to-face
instruction).
Educators also need to embrace the changes brought about by
technology. There are times that educators are unable to observe emotions of
the students and cannot detect “moments of anxiety,” thereby limiting their ability
to respond to student needs. This challenge puts a burden on the educator and
causes the
students to respond differently than they might in a face-to-face setting. The
educator must do all he can to overcome the limits of the technology and involve
the students in an environment of interaction, which can work to create the
feeling of a true class (Hiltz & Wellman, 1997).
Educators’ Concerns
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With distance learning, educators must know how it will change their role
in education. Gober (1998) worries that if they rely too much on distance-learning
techniques, the discipline would “risk losing our collective soul in the rush to
convenience, cost-effectiveness, and accountability” (pg. 130). Some educators
hold back in putting their materials online thinking that the style will be different
from what they know. This puts the administration in a position to hire less
skilled, and cheaper, workers to deliver the technologically prepackaged course
(Noble, 1998 cited in Dibiase, 2000).
In this period of crisis, Zimmerman (2020) recently compared online and
traditional learning in an article entitled Coronavirus and the Great Online-
Learning Experiment, arguing that teachers often fail to make the connection
between what we do in a physical classroom and what we do online. Education is
forming a relationship between educators and students. This is not just about
teaching the concepts of the lessons, but also maintaining a high level of
motivation and student involvement.
In a face-to-face classroom setting, anything can happen. Students enjoy
small things, teacher collaborate with one another, internet does not work, and
someone asks to go somewhere in school for a purpose. All of this scenario
allows the educators to adjust the learning rhythm and to lower if necessary.
While in virtual classroom, educators have to acquire new management
strategies in order to carry out our educational function even at a distance.

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In order to make this learning possible, educators should work on two
aspects to an even greater extent than previously mentioned. First, be sensitive
to their emotions and how we react to them. Secondly, concentrate on what we
propose, on how we propose it, and on what thoughts pass through our mind.
On the other hand, evaluation of teacher’s performance determines the
effectiveness of a teacher through assessment or evaluation, Bichi (2017). In
this way, real data is analyzed and can be used to improve the teaching-learning
process. Teachers today are increasingly important and their duties and
responsibilities are increasing Ustuner, (2017). It is important to find out the
level of teaching performance as assessed by the instructional leader. Teachers’
role is ever- changing, but being a teacher involves much more than executing
lesson plans. Teaching is a highly sophisticated profession that regularly extends
beyond academics more so of their instructional responsibilities, Cox (2020).
Now, becoming skillful at conducting sufficient observation and providing useful
feedback can pose problems for school principals. One of the reasons for this
may depend on the goals of principals in evaluating classroom instruction. Most
existing studies indicate that goal setting has an indirect effect on classroom
instruction by coordinating the work of teachers (Özdemir, 2019; Sebastian,
Huang, & Allensworth, 2017). When school leaders use evidence based tools
focused on equity for observation, they have greater potential to improve
classroom practice,Tredway, (2021). However, with the revised guidelines in
RPMS Class observation, classroom observable objectives are only three (3) that
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include (1) knowledge of content, (2) planning/delivery of teaching strategies, and
(3) select develop appropriate teaching materials that include ICT integration.
Distance Learning Dimensions
Several pressing concerns, teachers encounter is the extent of challenges
on distance learning dimensions in terms of: Preparation of learning materials,
delivery of instruction, feedback to students, evaluating instruction, and
addressing learning gaps.
Preparation of learning materials is vital in the delivery of learning to the
students. Learning resources or reference materials should be available and
must consider the diverse needs of the learners. Moreover, appropriate skills in
ICT should also be learned and practiced.
According to GUJJAR and MALIK (2007), a wide range of teaching
media are employed in distance education; their effectiveness consists is
organic relationship between the planning of course content and the planning of
teaching methods. Moreover, (Campbell, 1999) states that instructional
materials enhance the teaching/learning process by exhibiting information
necessary to acquire knowledge and skills. Thus, learning resources or
reference materials should be available and must consider the diverse needs of
the learners. Also, appropriate skills in ICT should also be learned and practiced
to help teachers to interact with students, (Bhattacharjee and Deb, 2016). In the
Philippine Professional Standards for Teachers (PPST), content knowledge and

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pedagogy ensured the positive use of ICT to facilitate the teaching and learning
process.
In the delivery of instruction, variety of teaching strategies must be
applied to enhance learners’ achievement that focuses on learning outcomes.
Meanwhile, integration of appropriate ICT in instruction should be done to attain
the intended outcomes of the prescribed curriculum to all types of learners.
According to https://www.deped.gov.ph/als-est/PDF/ALS-
EST_Handbook_Chapter06.pdf, when learning is integrated, relevant, and
properly supported, the learner is motivated to participate and meet target
learning outcomes. By having more positive experiences, s/he becomes even
more prepared to continue learning. In addition to, in the PPST
RRL ABOUT DELIVERY OF INSTRUCTION
Online learning, also called e-learning is a form of education in which the
main elements include physical separation of teachers and students during
instruction and the use of various technologies to facilitate student-teacher and
student-student communication and giving feedback, (Moody (2018). Giving
feedback to students in a classroom enable students to become aware on the
status of their performance. It can also help the students improve and develop
their knowledge and skills equipped with the power of motivating words. Also, it
is important to give feedback to recognize what the student has done well and
identifies what has been misunderstood or not.

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Providing feedback is just one of the many jobs that teachers do to
communicate how well a learner performs in the class. In giving feedback, it
should be very specific to learners in a way they will understand, Education point
to point blog (2019). Especially in MDL, feedback must be given right after
submission of learning tasks so that learners are guided on their weaknesses
that need improvement as well as their strengths that need further enrichment.
What normally works in the classroom would not necessarily so in distance
learning, B. Lagua (2020). Teachers must adapt intelligently with a keen of
sensitivity with the modular learning and keep the learner’s engagement by
providing just the right amount of activities in the delivery of instruction. With the
increased number of online programs throughout the world, advantages and
disadvantages in taking online distance learning have been identified as making
inroads in revolutionizing education.
According to (Bransford, Brown, & Cocking, 2000; Chickering & Gamson,
1987), feedback is widely touted as one of the most important elements for
promoting successful student learning. In addition to, the primary purpose of
feedback is to help learners adjust their thinking and behaviors to produce
improved learning outcomes (Shute, 2008). (Espasa & Meneses, 2009) also
mentioned that feedback is widely regarded by researchers as crucial for
improving not only knowledge acquisition but learner motivation and
satisfaction.
Meanwhile, “learning or professional practice gap” is the term used to
describe a learner’s deficiency or shortcoming, which if eliminated results in

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improvements in knowledge, competence and/or performance that can
potentially improve health outcomes. Gaps may be defined as the difference
between “the way things are” and “the way they should be”. One way of
addressing gaps is to adjust the pace of the lesson to provide learners with
additional learning opportunities; lessons wherein the given examples are
related to them. Moreover, a teacher must diversify teaching methods that is
applicable to all learners.
According to Heather (2020), the first step in addressing learning gaps is
to identify exactly where and what those gaps are, and which learners struggle
with them. The author noted that quizzes are a quick and easy way to
formatively assess learners on what they have learned. She added that these
can be mini end-of-topic quizzes, or even one covering a few units of a subject.
Teachers must ensure a good spread and mix of questions to uncover learning
gaps. After knowing the gaps, teachers must apply the necessary actions and
test again the mastery level acquired by the learners through quizzes. Through
these steps, learning gaps can be addressed and bridged. Moreover, in a
published study by Cabigao (2021), the author started the identification of
learning gaps in writing from the outputs of the learners in his class. From the
date acquired, he conceptualized the intervention program and implemented it.
Learners’ levels of performance before and after the implementation phase
were compared to determine the level of improvement achieved.
Teachers should be at the forefront in addressing the learning gaps of
learners. Present and previous teachers should work collaboratively to offer

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developmentally appropriate learning tasks, thus ensuring effective
implementation of the intervention program. The words developmentally
appropriate mean an approach to teaching those respects both the age and the
individual needs of each child. This pedagogical concept reiterates that the
program should fit the learner, not the other way around. [13] Aside from the
support system within the school, parents’ support at home is indeed essential
in addressing (bridging and closing) the learning gap. A study conducted in an
elementary school proved that strengthened school-home relationships have
positive effects on the performance of learners (Cabigao, 2014).
These aforementioned learning dimensions were based on the insights,
experiences and readings by the researcher and anchored from the article
published by Courtney Flanders, Jason Brousard, and Justin de Leon, May 13 th,
2020. This includes personalization, depth of knowledge and distance
operations.
Problems Faced in Distance Education
Despite the advantages of distance learning, there are problems that need
to be addressed. Ertmer (1999) identified first-order (external) and second-order
(internal) barriers to the technological integration. First-order barriers are related
with equipment, education, access, time and technical support; while second-
order barriers (specific to teachers) are related with pedagogy, belief and
personal preferences.
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Davis, Gough and Taylor (2019) stated that student barriers to online
learning might be misinterpretation of expectations, time management and
interpersonal communication; while instructor barriers might be related to the
identification of expectations, providing feedback and interpersonal relations.
O’Doherty, Dromey, Lougheed, Hannigan, Last and McGrath (2018) stated in
their research based on the literature that barriers to online learning in medical
training might be time limitations, weak technical skills, inadequate infrastructure,
lack of institutional strategies and support and negative attitudes of everyone
involved. Burns (2011) mentioned three barriers to the web-based distance
education implementations in teacher education: lack of high-speed internet and
durable technology, lack of trainer and student skills and lack of support services.
The use of technology in instruction Nagel and Kotzé (2010) and Chen,
et.al (2010) who pointed out the use of technology, however problems were
pointed by. Problems of online distance learning that have been identified in
previous research include learner frustration, and confusion (Hara & Kling, 2000;
Piccoli, Ahmad, & Ives, 2001); higher student attrition rates (Frankola, 2001;
Laine, 2003; Ryan, 2001); the need for greater discipline, writing skills, and self-
motivation; and the need for online users to make a time commitment to learning
(Golladay, Prybutok, & Huff, 2000; Serwatka, 2003.
Apriyanti (2020) found in their research that kindergarten and primary
school parents face problems during the Covid-19 pandemic such as being
unable to guide their children to learn and children’s lack of concentration,

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unwillingness to learn, desire to go to school, inability to learn online and limited
comprehension of the material. Fauzi et al. (2020) found in their research that
teachers face problems in the Covid-19 pandemic such as lack of opportunities,
network and internet use, planning, implementation and evaluation of learning,
and collaboration with parents. Mailizar et al. (2020) found that teacher, school,
curriculum and student were the four components of problems experienced by
teachers in the Covid-19 period. Rasmitadila et al. (2020) found that teachers
face problems in distance education implemented in the Covid-19 pandemic such
as technical barriers, student’s conditioning, student’s participation in education
and online education experience.
Problems should be revealed in order to achieve success in distance
learning. Through this, it will help address the barriers in distance education
implementation. Moreover, educators may need to examine their attitudes
towards distance learning to carry out their lessons professionally.
Synthesis and Gaps – TO BE REFINED
The aforementioned literature has afforded ideas and information to the
researcher giving him clear and better understanding about the topic on
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distance learning during the new normal. A good number of literatures found in
various printed and online materials have provided the needed information and
concept to provide direction of the study. Particularly are those of DepEd
memoranda that clarify the legal bases for this study. With the transition from
face to face to online distance learning, educational institutions have been
mastered technologies responsibly to achieve quality education. Different
modes of creating instructional materials paved way for distance learning in new
directions. Meanwhile, attitude of teachers also serves as a checkpoint to
effective distance education. These educators must be well-trained, motivated,
equipped and confident to be effective in improving instruction in the academe.
On the other hand, Nagel and Kotzé (2010) and Chen, et.al (2010)
pointed out the use of technology, however problems were pointed by.
Specifically, learner frustration, and confusion (Hara & Kling, 2000; Piccoli,
Ahmad, & Ives, 2001); higher student attrition rates (Frankola, 2001; Laine,
2003; Ryan, 2001); the need for greater discipline, writing skills, and self-
motivation; and the need for online users to make a time commitment to
learning (Golladay, Prybutok, & Huff, 2000; Serwatka, 2003. Problems have
experienced by the teachers in the new normal of education particularly failing
to make constant connection that affected their teaching to what teachers do in
face- to- face classes and what to do online, Zimmerman (2020).
The cited literature identified the shift from face to face to online modality.
The previous have shown the importance of the use of online delivery of
instruction even before the pandemic crises. The gaps were identified; thus, the
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present study hopes to identify what problems or challenges that were
encountered by the teachers in the delivery of distance learning instruction. The
finding of the present study hopes to proposed training that could address these
challenges.
Theoretical Framework
This study made use of two theories on the learning dimensions of online
distance learning which are found to be applicable to the present study. The
theories are Dewey’s Experimental Approach as also used by Caspary (2018) in
his philosophy of John Dewey that develops and makes continual use of
increasingly reliable judgments to respond to and transform the demands of
existence. It amounts to far more than a fallible attitude, far more than playing out
intuitions. Pragmatic moral inquiry provides a reliable method for exploring and
resolving problems in a way that drives toward increasing generality, objectivity,
and refinement in application in particular situations. It generates confidence in
judgment, cultivates acute sensitivity to changed circumstances, and encourages
creative response to complex situations. Just as Dewey suggested, it not only
provides criteria for identifying progress in the situation of threat.
The second theory that is likewise relevant to the study is the
________________________________________________________________
_________.
CONCEPTUAL FRAMEWORK
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This study is anchored on the Philippine Professional Standard for
Teachers which identified the expectations of teachers’ increasing levels of
knowledge, practice, and professional engagement. The standards describe the
breath of 7 domains that are required of teachers to be effective in the 21 st
century. Quality teachers need to possess the following characteristics. These
are: 1.) Content Knowledge and Pedagogy 2.) Learning Environment 3.) Diversity
of Learners 4.) Curriculum 5.) Assessment of Reporting 6.) Community Linkages
and Professional Engagement and 7.) Personal Growth and professional
Development.
In this study, the attention is also focused on the Results-based
Performance Management System (RPMS) of DepEd as it continuously
endeavors to evolve as a learner-centered public institution. The RPMS is on the
strategic, responsive, and effective delivery of all levels of DepEd so that it can
effectively implement a learner-centered, school-based management system and
the K to 12 strategies to improve the quality of education in public schools. It is
an organization-wide process of ensuring that teaching staff will focus work
efforts towards achieving DepEd priorities. It is also a mechanism to manage,
monitor, performance among teachers in the new normal.
The Philippine Professional Standards for Teachers (PPST), which is built
on NCBTS, complements the reform initiatives on teacher quality from pre-
service education to in-service training. It articulates teacher quality in the K to 12
Reform through well-defined domains, strands, and Indicators that provide
measures of professional learning, competent practice, and provide an effective

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instructional delivery. This set of standards makes explicit what teachers should
know, be able to do, and value to achieve competence, improved student
learning outcomes, and eventually quality education. It is founded on teaching
philosophies of learner-centeredness, lifelong learning, and
inclusivity/inclusiveness, among others. The Philippine Professional Standards
for Teachers, therefore, becomes a public statement of professional
accountability that can help teachers reflect on and assess their practices as they
aspire for increasing sophistication across a broader and more complex range of
teaching/learning situations.
During pandemic, their interaction is limited by the distancing but the
power of technology allows connectivity. Remote learning often necessitates
certain level of ease and familiarity with technology. On the part of the teachers,
certain consideration on the following dimensions is to be given.
They are able to sustain attention, motivation and organization of their
thoughts through cooperative learning. These are specific challenges among
students who are not in a classroom setting, because they can rely on their
teachers. But the loss of sustained physical presence of their classmates and
most specially their teachers for the purpose of socializing has been a
significant loss for students. The socio-cultural theory explains that all is not lost,
Students through emotional engagement can navigate these challenges. Positive
emotions that focus on one’s belief in accomplishing online task successfully,
willingness to learn, and harmonious relationship with teacher and peers are
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linked with unprecedented challenges that are identified as the impact on the
shift to an unfamiliar modality of delivery.
There are certain popular resources and apps that can facilitate the
attainment of learning goals among students. This describes student’s effort
necessary to comprehend the discussion and attain level of mastery. The
available resources are indeed effectively support student needs. Here teachers
should be certain to assign opportunities for students to work individually, or with
the family, or in a small group with students. The teacher is task to identify
challenges that will be converted to opportunities to successfully deliver
instruction in this time of crises, render the education authorities to make
education available to the school age population of this country.
It is in the light of these concepts and insights that the framework of the
study was established: 1.) Preparation of learning materials 2.) Delivery of
instruction 3.) Feedback to students 4.) Evaluating instruction and 5.) Addressing
learning gaps.
Figure 1 illustrates the research paradigm of the study. It shows the
interplay of the of the variables under investigation. It shows the perceptions of
the teacher-respondents that differ with their profile. Teachers’ profile, such as
sex, teaching experience, civil status, highest educational attainment and training
mode, could have impact on the challenges encountered by the teachers utilizing
online teaching modalities. It would be of greater challenge for teachers to deal
with preparation of learning materials, delivery of instruction, feedback to
students, evaluating instruction and addressing learning gaps. With the findings
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derived from the interplay of variables during distance learning delivery, it is the
goal of the study to offer specialized training program that could address
challenges met in online distance learning in the New Normal.
CHALLENGES OF
DISTANCE LEARNING
DIMENSIONS
 Preparation of learning
materials
 Delivery of instruction
 Feedback to students
 Evaluating instruction
 Addressing learning
gaps Assessment of Teacher-
Respondents
TEACHER’S PROFILE:
 Sex
 Years of teaching
PROPOSED SPECIALIZED
experience TRAINING PROGRAM
 Civil status FOR TEACHERS TO ADDRESS
 Highest Educational CHALLENGES IN THE
Attainment
 Training mode
Figure 1
Research Paradigm
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CHAPTER III
METHODOLOGY
This chapter presents the methods and procedures the researcher will use
in understanding the Challenges of Distance Learning Dimensions among
Teachers in the New Normal towards a Specialized Training Program. This
presents the research design, research locale, unit of the study, research
instrument, data collection procedures, tools for data analysis and research plan
and schedule.
Research Design
This study will use descriptive – comparative method. The research
method is descriptive as it will involve collection of data in order to determine the
nature and degree of existing conditions. According to McCombes, (2020),
descriptive survey research gathers large volume of data that can be analyzed
for frequencies, averages and patterns. It is helpful in describing the nature of
situations as it exists at the time of study and to explore the causes of natural
phenomena. Meanwhile, comparative research design is used when comparing
two people groups. It analyzes the similarities and differences between
compared groups in an attempt to better understand both. Both of these methods
involve the collection of data in order to test hypotheses and to answer questions
concerning the current status of the study. By using this method, information is
collected without making any changes to the study, Staff Writer (2020).
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In the Philippines, distance learning started to popularize in early 2000 in
parallel with the growing use of ICT in government and education, (D H Galeon1,
P G Jr. Garcia2, J dela Cruz3, 2019). Since pandemic came, distance learning
has been generally implemented in the DepEd both in public and private schools
which started in the school year 2020-2021 specifically the elementary schools in
Makati VI District. Until now, distance learning is being implemented in these
schools with use of Learning Management System (LMS), Infographics, Video
instruction, Game-based interactive applications and social media as the primary
tools to deliver synchronous and asynchronous classes and monitor students’
progress.
Discuss the use of comparative design -
Add some background about distance learning status of implementation in
these schools but do not mention names of school
Research Locale
The study will be conducted in elementary schools of District VI in Makati
City namely Palanan Elementary School, La Paz Elementary School, San
Antonio Village Elementary School and Francisco Benitez Elementary School III.
They are located in Barangay Palanan, La Paz, San Antonio and Singkamas,
respectively. The residents of the communities have a mixture of families with
different background and economic status who migrated from the provinces since
Makati City is well known for its high employment rate.

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Since the research locale are in a public school, it caters to all kind of
students because of the Department of Education’s adherence to Education for
All policy.
Participants of the Study
The researcher will use total population sampling which is a type of
purposive sampling technique that involves examining the entire population (i.e.,
the total population) that have a particular set of characteristics (e.g., specific
attributes/traits, experience, knowledge, skills, exposure to an event, etc.). This
paper is exploratory in nature considering that this is the second academic
school year that the target respondents have experienced online distance
learning.
Participants of this study will be from the teachers of Makati VI District
namely Palanan Elementary School (medium size category) with 57 teachers,
La Paz Elementary School (large size category) with 72 teachers, San Antonio
Village Elementary School (small size category) with 27 teachers and Francisco
Benitez Elementary School (medium size category) with 50 teachers.
There are 206 teachers combined and all of them will be the respondents
of the survey questionnaire and have direct access to the internet in answering
the given survey. For the purpose of ensuring collection and participation, the
researcher will request them to complete their profile in the survey
questionnaire.
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Research Instruments
A questionnaire will be personally designed by the researcher which will
be validated for reliability and will serve as the principal tool in gathering the data
needed for this study and to identify the challenges of distance learning
dimensions among selected teachers in the new normal. The questionnaire will
most likely contain basic information of the teacher-respondents and statements
that will assess the distance learning dimension that includes preparation of
learning materials, delivery of instruction, feedback mechanism, evaluating
instruction, and addressing learning gaps.
Data Gathering Procedures
Initially, the researcher will submit a letter of request to the Department of
Education-Division of Makati City, for the permission to gather necessary data of
this study. Upon approval, the researcher will coordinate the approved letter to
the principals of the elementary schools in District VI, department heads and
advisers.
With their consent, the researcher will distribute the survey questionnaire to the
selected teachers.
Teacher- respondents who will be requested to be part of the study will
be informed and oriented about the purpose of the study. They will be asked to
answer the survey via Google form using their school account during their free
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time. There will be a one-week collection period. It will be explained to them that
the information collected will be confidential and will only be used for the
purpose of the study.
Tools for Data Analysis

The researcher will collect the data and will be organized for treatment
using the SPSS by getting the responses that will be gathered from the teachers
of selected Makati District VI schools in Makati City in the Division of Makati.
In the first question, the researcher will use the frequency distribution and
percentage to display the profile of the respondent.
In answering the second question, the researcher will use the mean to
get the weighted average and computed the standard deviation. Relatively, the
scale values based on the four-point scale will be analyzed based on the
following:
Symbol Mean Range Verbal Holistic interpretation

Description
tion 3.51-4.00 Very true of Very Great Extent
me
3 2.51- 3.50 True of Me Great Extent
2 1.51- 2.50 Slightly true of Less Extent
me
1 1.0- 1.50 Not true of Me No Extent at All
Moreover, the researcher will use an independent sample T-test as a

statistical treatment to determine whether there is a significant difference
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amongst the challenges and teachers’ profile namely sex, marital status, highest
educational attainment.
LETTER TO THE TEACHER-RESPONDENTS
October 2, 2021
Dear Fellow Teacher-Participants,
I am a student of Master of Arts in Education Major in Educational

Management at the University of Makati and is currently conducting my thesis
writing entitled “CHALLENGES OF DISTANCE LEARNING DIMENSIONS
AMONG TEACHERS IN THE NEW NORMAL TOWARDS A SPECIALIZED
TRAINING PROGRAM”.
In line with this, I would like to request your generous assistance and
cooperation by answering the questionnaire I have prepared so as to accomplish
my goals towards the completion of this study.
In order to get accurate and reliable results from this study, please answer
the questions truthfully and sincerely. Rest assured; the responses will be treated
with utmost confidentiality and in no way will affect your performance rating.
Thank you very much for your kind support.
Sincerely yours,
JESSIE REX V. POLICARPIO

The Researcher
jessierex.policarpio@depedmakati.ph
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+639610862532
P.S. The information herein shall be treated confidentially in compliance with the Data
Privacy Act of 2012.
TEACHER’S SURVEY QUESTIONNAIRE
Name: _________________________________________________________
School: ________________________________________________________
PART I: Demographic Profile of Teacher

These questions are about you, your education and the time you have
spent in teaching. In responding to the questions, please mark the appropriate
box.
Sex: Male Female
Years of Teaching Experience:
This is my first year 1-2 years 3-5 years 6-10 years 11-15 years
16-20 years More than 20 years
Marital Status:
Single Married Widowed Divorced
Highest Educational Attainment:

Bachelor’s Degree _______________________
Master’s Degree _______________________
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Doctorate Degree _______________________

Other _______________________
Training mode for online instruction: Choose the ones that apply.
Collaborative learning is an umbrella term for a variety of educational
approaches involving joint intellectual effort by students, or students and
teachers together.
Custom e-learning means mobile learning. They don’t have to sit at their
desk and study from their computer or choose a time for an in-house course.
Microlearning is a holistic approach for skill-based learning and
education which deals with relatively small learning units. It involves short-term-
focused strategies especially designed for skill-based
understanding/learning/education.
Mobile learning also known as M-learning, is a new way to access
learning content using mobile devices. It’s possible to learn whenever and
wherever you want, as long as you have a modern mobile device connected to
the Internet.
Video-based learning is a form of eLearning that allows its audience to
acquire skills and gain knowledge via video.
Virtual classrooms are similar to a traditional classroom, except that
the instructor and learners’ log-in virtually from different places.
Web-based learning is often called online learning or e-learning because
it includes online course content. Discussion forums via email,
videoconferencing, and live lectures (video streaming) are all possible through
the web.
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Webinars is a training session or workshop delivered over the web
using video conferencing software.
Collaborative Learning
Custom eLearning
Micro-learning
Mobile Learning
Video-based Learning
Web-based Learning
Webinars and Virtual Classrooms
PART II: SURVEY ON THE USE OF ONLINE APPLICATIONS

Directions: Please put a check () mark that corresponds on your proficiency
level on the use of online gadgets/applications in the new normal. Use the
following scale.
4 – Very Proficient (VP)

3 – Proficient (P)
2 – Less Proficient (LP)
1 – Not Proficient (NP)
VP P LP NP
ONLINE GADGETS/APPLICATIONS
4 3 2 1
1. Learning Management System (LMS)
2. Infographics
3. Video Instruction
4. Game-based interactive applications (Kahoot,
Classpoint, Quizziz etc.)
5. Social Media (fb messenger, fb, etc.)
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PART III: SURVEY ON THE CHALLENGES ENCOUNTERED WITH

DISTANCE LEARNING MODALITIES
Directions: Please put a check () mark on the extent of challenges you have
encountered considering the use of online distance instructional modalities as
you would want to be evaluated in terms of the given dimensions. Use the
following scale.
4 – Very true of me (VTM)

3 – True of me (TM)
2 – Slightly true of me (STM)
1 – Not true of me (NTM)
Preparation of materials VT T ST NT
M M M M
4 3 2 1
1 Availability of resources/reference materials
2 Learner-centered content
3 Availability of activities, learner’s task assessments
are suited to Modular Distance Learning Modalities
4 Content which highlight inquiry-based, reflective,
and integrative pedagogical approaches
5 Availability of time in preparing instructional
materials
6 Considers the diverse learner’s needs
7 Appropriate skills in ICT based material
development
8 Knowledge on the effective application of teaching
aids/ instructional materials
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9 On-time printing of materials for distribution to

learners
10 Alignment of lesson with the Most Essential
Learning Competencies (MELCs)
Others: please specify
Delivery of instruction
1 Limited range of teaching strategies to enhance
learner achievement in the Modular Approach
2 Delivery of the lesson in the Modular Approach
3 Design, select, organize and use assessment
strategies consistent with curriculum requirements
4 Consideration of channels for approval of developed
instructional materials by Subject Supervisors
5 Applying a prescribed curriculum to all types of
learners
6 Integration of appropriate ICT in instruction
7 Giving clear directions/clarity of instructions
8 Awareness of pacing, variety of materials and
degree of enthusiasm by the teacher
9 Flexibility on the use of different delivery methods
10 Activating prior knowledge to connect curriculum
goals to students’ experiences and eventual
application in the students’ lives
Others please specify
Evaluating instruction
1 Giving high expectations for all learners and helping
them learn based on learning tasks given.
2 Providing instruction that contributes to positive
academic and attitudinal outcomes for learners such
as cooperative behavior.
3 Using diverse strategies to achieve high performance
of learners in MDL.
4 Using Rubrics in giving scores to performance tasks
given.
5 Using appropriate assessment methods to reflect
students’ learning outcomes which help parents
understand their children’s learning progress.
6 Individual interaction and observation between the
teacher and student to evaluate progress and
retention
7 Providing students with multiple attempts to attain
mastery
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8 Using Portfolio to evaluate students’ mastery of

content
9 Using self-assessment to evaluate and reflect
students’ own work
10 Conducting of recitation in classes to promote
interactive discussion
Others: Please specify.
Giving feedback to learners

1 Giving timely and useful feedback to help learners
improve.
2 Giving motivating and challenging the learners to
further develop their knowledge and skills
3 Recognizing which the learner has done well which
identifies what has been misunderstood or not
understood
4 Focusing on the quality of the task and is specific.
5 Enhancing sensitivity on feedback to cater for
learner’s psychological and mental well-being
6 Designing constructive feedback.
7 Using rubrics as an instrument to communicate
expectations for learning
8 Conducting optimistic one-on-one conferences
9 Returning test results to hold relevant discussions
10 Setting of due dates in grading to provide quality
written feedback
Others: please specify
Addressing learning gaps

1 Incorporating social-emotional learning in some
learning tasks
2 Adjusting the pace of the lesson to provide learners
with additional learning opportunities
3 Conceptualizing learning materials for learners to
fully understand the lesson
4 Unlocking of difficult words
GRADUATE SCHOOL
5 Providing more examples and use localized

materials in presenting the lesson to address the
learning gaps
6 Providing additional learning resources to learners
7 Diversifies teaching methods to cater to all kinds of
learners
8 Revisiting evaluation and assessment components to
maximize its impact on learners
9 Modifying learning plans to close the gap between
where the students are now in their learning and
where the teacher wishes them to be
10 Devoting instructional time daily to filling gaps
Others: Please specify
Validated by:
IMELDA CARAVACA FERRER

Public Schools District Supervisor
Deped Makati
M.A. Reading University of the Philippines
Ph.D. in Leadership and Management (on-going)
PNU Lisqup Scholar
HARLINE G. ABAN, PhD

GRADUATE SCHOOL
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UNIVERSITY OF MAKATI

CHALLENGES OF DISTANCE LEARNING DIMENSIONS

In Partial Fulfillment of the Requirements for the Degree of

CHAPTER 1: THE PROBLEM AND ITS SETTING

Background of the Study

Statement of the Problem

Significance of the Study

Scope and Limitation

CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature and Studies

Synthesis and Gaps

Participants of the Study

Data Gathering Procedures

BACKGROUND OF THE STUDY

With the unprecedented threats and continuous impact of COVID19, the

the economic, political, health and educational systems in a volatile, uncertain,

complex, and ambiguous position, or popularly known as the VUCA world.

Seemingly, the pandemic brought a tremendous challenge on the leadership,

resources, and risk management skills of all the authorities.

to the guidelines released by the IATF, the Department of Education (DepEd)

Public Health Emergency that stipulated that learning opportunities may be

provided through Blended Distance Learning Modalities until any prohibition by

suggested new learning delivery modalities as reflected in DepEd Memo DM-CI-

2020-00162 that provides descriptions, explanations, and consideration for the

on the consultation, survey, and readiness assessment of all stakeholders in

their respective localities.

DepEd proposed different LDMS, specifically a. Modular Distance

Learning (DMDL) or Printed Modular Distance Learning (PMDL). Furthermore,

TV- Video/Radio-based Instruction (TV-Video/RBI), TV-Video (SLM-based), TV-

Video (MELCs Mapped), Radio-Based Instruction (RBI), and Blended Distance

Specifically, the Division of Makati in the National Capital Region, has

promptly heeded the call of the Department of Education (DepEd) and

00520- 0005, DepEd-Makati created a program called “Continuing Learning

through Interactive Pedagogical Sessions (CLIPS) wherein teachers, students,

and parents alike undergo a series of online training on different learning

modalities. Facebook pages were used to disseminate information about Oplan

Balik Eskwela SY 2020-2021. Twice, DepEd Makati went live on Facebook in

order to prepare stakeholders in the opening of classes on October 5, 2020. It

of Education as it shifted to online teaching by providing OTG devices and free

laptops for continued deliverance of quality education.

On the other hand, private schools in the Philippines started online

classes ahead of public schools. In an advisory, the Education department

other stakeholders on the different learning modalities to enable them to

conduct online classes.

In the school where the researcher is currently assigned, he was caught

in a dilemma on he could do the online teaching. This experience or feeling is

especially when he heard other teachers applying for early retirement or to be

transferred to other schools in other provinces. Webinars were conducted but

the fear of the intermittent internet connection.

On the other hand, students presented a big problem, too. They

of education is acquired in the New Normal?

The researcher took an interest in the study regarding the learning

dimensions of online teaching with the purpose of combining of the construct on

demographic profile of teachers that that can provide a variety of perspectives in

optimizing learning through a specialized training of teachers to meet the

learners. The researcher as a public-school teacher, wants to know the

significance of the current study for an instructional technical assistance tool to

further help improve instruction.

Statement of the Problem

1. What is the profile of the respondents- teachers in terms of:

3. What is the extent of challenges of distance learning dimension in terms of the

3.1 Preparation of learning materials

4. Is there a significant difference in the extent of challenges of distance learning