ASSESMENT OF REMOTE LEARNING SERVIVE OF CAMBA NATIONAL HIGH SCHOOL

Introduction and a Review of Related Literature and Studies

 INTRODUCTION

This study assessment aimed to investigate methods that schools could use to support remote learning
during School closures caused by the 2020 coronavirus pandemic (Covid-19). The review sought to find
the best evidence Behind the wide array of approaches that schools might choose to use during the
crisis.

The review systematically searched for/through existing meta-analyses and systematic reviews to find
the best evidence For a wide range of approaches. In addition to the direct teaching of pupils online by
teachers, the review also found Evidence for approaches that pupils can use independently, including
with technology that adapts the content of tasks In order to provide additional challenge or support,
educational games, and for approaches that support peer interaction.

The review also examined blended learning approaches, which combine remote and classroom teaching.
While these Approaches may not be directly applicable during school closures, they were included in
case there were useful lessons To be learned that were relevant to the current context of home
learning.

This report summarises the findings from 60 systematic reviews and meta-analyses answers under five
key topic areas:

-General remote teaching and learning

-Blended learning

-Computer-supported collaborative learning

-Computer assisted instruction

-Educational games

Another crucial aspect of supporting pupil’s learning is parental engagement. Parental engagement
approaches areBeyond the scope of this review, but an existing EEF guidance report, Working with
Parents to Support Children’s Learning (2019), and accompanying evidence review summarise the best
available evidence for engaging parents in

Their children’s education. In each section, we have detailed the included reviews and listed Findings
and implications drawn from the evidence. We have also highlighted case studies from projects funded
by the Education Endowment Foundation in which similar education.
The Remote Learning Experience

The structure of remote learning will determine the success students and teachers will have with the
experience. Oftentimes, remote learning is evoked during a time of stress so it is important not to add
more duties to teachers and students. To be most effective with remote learning, a well-defined
structure needs to be in place so it can support a well-developed instruction plan.

Structure

The most significant elements of this type of learning include time, communication, technology, and
lesson design. Clearly defining these elements up front helps to remove distractions from learning.

TIME

Time is the first thing schools need to consider because it sets expectations and boundaries for both
students and teachers, particularly, when to start the school day and how many hours it will entail.

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First and foremost, teachers should define a set time period throughout the day when they will be
available to students. Make sure these ‘office hours’ are clearly communicated so students know when
the teacher will be available to respond promptly to needs. Sometimes, teachers will want to connect in
real time, or synchronously, with a student or groups of students. These types of connections can be
done through videoconferencing, through chat, or by phone. Apps such as FaceTime, Google Hangouts,
Skype, Microsoft Teams or Zoom, or What’s App, can be used to provide these synchronous
connections.

Student should be instructed on how much time they need to spend working on assignments and other
activities outlined in lessons. If there is an expectation for students to check in regularly, then that needs
to be communicated as well.

The ‘office hour’ concept can also be used so that multiple students can communicate in chat sessions
simultaneously, enabling more touch points between the teacher and students.

COMMUNICATION

Communication is another aspect that needs to be clearly determined at the onset of the remote
learning experience. Students should know exactly how and when they are expected to communicate
with the teacher. Is email preferred to an online chat? Should all communication be within the
designated technology tool? What if that tool is not working? What is the backup plan for
communication? Each of these questions should be answered in an introduction document that sets all
of the expectations.

In addition to how the student should communicate with the teacher, expectations should also be set
for how and how frequently the teacher will be in touch with the student. For example, it should be
made clear that assignments that would typically have a one- to two-day turnaround in a traditional
classroom will have the same turnaround in a remote learning environment.
Teachers should be provided 24 to 72 hours to complete grading of assignments, depending on length
and complexity. When assignments are returned to students, comments and notes explaining the
grading should be included, ideally with more detail than usual since there may be no immediate
opportunity for a student to ask questions upon receiving the grade. The more feedback that can be
provided during the grad

COMMUNICATION

Remote learning, also known as online or virtual learning, can have several challenges, including:

Access to technology: Some students may not have access to reliable internet or the necessary devices
to participate in remote learning.

Lack of social interaction: Remote learning can be isolating for students who miss the social interaction
and support that they would receive in a traditional classroom setting.

Difficulty with time management and motivation: Without the structure of a traditional classroom, some
students may struggle to stay on task and motivated to complete their work.

Difficulty with understanding and engagement: Remote learning can also be challenging for students
who find it hard to focus or maintain engagement in an online setting.

Difficulty with providing assessment and evaluations: Remote learning can be challenging for teachers to
assess and evaluate student learning and progress.

Difficulty with providing adequate support: Remote learning can also be challenging for students who
require additional support such as special education, language support and counseling.

The Evolution of the Character and Practice of Distance Education

Börje Holmberg

in: Open Learning, June 1995, pg. 47-53.

If by education we mean the acquisition of intellectual learning matter and cognitive skills, these were
fairly exclusive activities until the middle of the nineteenth century or later. Formal education was for
very long open only to financially or otherwise privileged groups - which is still the case in a number of
developing countries - and was almost exclusively meant for children and youngsters. When in the
nineteenth century organised adult education began in Europe and North America the methods of
distance education gradually developed to meet needs not easily catered for by other means.

The background of early distance education

While it was - and is - perfectly possible to learn in study groups and by private reading in one's spare
time, the need for systematic study alongside paid work could only partly be met in these ways. For
many study was - and is - possible only if it does not interfere with jobs by means of which adult
students support themselves and their families. Only in thickly populated areas is it possible to organise
study groups in the subjects required for university entrance, degree studies, professional qualifications
or special training needs arising in industry and commerce.
Education and training became important social concerns in the latter half of the nineteenth century.
This - combined on the one hand with liberal thinking concerned with the development of students'
personalities, on the other hand with the necessities of livelihood - constitutes the background for the
introduction of distance education at that time. It was the need for study alongside paid work and for
individual learning as opposed to classroom learning that was the great instigating force. While
presumably quite a few adults preferred individual study, this was in a great many cases the only
learning opportunity open to would-be students.

The only media available to distance education during the pioneering period and until the second half of
the twentieth century were print, the written word and phonograph recordings. What emerged was
what is today regarded as traditional correspondence education. It seems worth stressing, however,
that the two basic constituent elements of today's distance education, i.e. mediated subject-matter
presentation and mediated student-tutor interaction, were the vital characteristics also of the very early
actions to bring about education in situations when students and tutors do not meet.

The pioneers

Evidently, the needs referred to have occurred at other times in history than in the period indicated.
People have studied in their spare time much earlier. There is even an indication that distance education
may have been provided as early as 1728. In The Boston Gazette of 20 March, 1728, 'Caleb Phillipps,
Teacher of the New Method of Short Hand' advertises that any 'Persons in the Country desirous to Learn
this Art, may by having the several Lessons sent weekly to them, be as perfectly instructed as those that
live in Boston' (Battenberg 1971, p.44).

A hundred years later we find more conclusive evidence of distance education in our sense. An
advertisement in English in 'Lunds Weckoblad', No.30, 1833, a weekly published in the old Swedish
university city of Lund, offers Ladies and Gentlemen' an opportunity to study 'Composition through the
medium of the Post' (Baath 1980. p. 13 and Baath 1985, p.62). Another early attempt to organise
distance education was made in England by Isaac Pitman who reduced the main principles of his
shorthand system to fit into postcards. He sent these to students, who were invited to transcribe into
shorthand short passages of the Bible and send the transcription to him for correction. This teaching of
shorthand combined with a study of the Scriptures began in the year 1840 when in the United Kingdom
the uniform penny postage was introduced. In 1843 the Phonographic Correspondence Society was
formed to take over these corrections of shorthand exercises. It was the beginning of what was later to
become Sir Isaac Pitman Correspondence Colleges (Dinsdale 1953, p.573; Light 1956; The Times of 24
December, 1952).

According to early tradition, organised distance education is assumed to have been introduced in
Germany in the year 1856 by the Frenchman Charles Toussaint and the German Gustav Langenscheidt,
who formed and organised a school in Berlin for language teaching by correspondence (Noffsinger 1926,
p.4). What scope the correspondence actually had is uncertain; students were offered opportunities to
submit questions, but, Baath writes, translating from the Toussaint-Langenscheidt prospectus, 'they
were by no means encouraged to do so - "it would hardly be necessary", the prospectus said, "since
everything is fully explained in the course" (Methode Toussaint- Langenscheidt 1901, p.10) . ' (Baath 1
985 , p.62; cf. also Delling

According to SWS, data collected from respondents showed 58 percent of students use devices, which
were specified as laptops, tablets, smartphones, television (TV) sets, or radios.

“The national Social Weather Survey of November 21-25, 2020, found 58% of enrolled school-age (5-20
years old) Filipinos using devices for distance learning. These devices were either already owned (27%),
bought (12%), borrowed (10%), given (9%), or rented (0.3%),” SWS explained.

However, the highest percentage of students using devices came from Metro Manila at 96 percent;
meanwhile, just 64 percent of students use devices for the rest of Luzon, 43 percent for the Visayas and
41 percent for Mindanao.

Also, the number of households with devices before transitioning to online and modular classes was
higher in Metro Manila and Luzon.

 Theoretical Framework

This paper outlines the elements of a theoretical framework for open distance learning (ODL) in a
developing country through the application of the case study method. The theoretical tenets of
transactional distance and connectivism have been applied to invetigate the feelings,perceptions
and expectations of Honours students in Development Studies at the University of South Africa
(Unisa). With a special focus on students' access to and usage of the internet and web-based
learning, the study contributes to developing a framework for distance education in a developing
context. In addition to a literature study and theoretical framework , a quantitative research
approach was followed and entailed an exploratory study based on survey research. The results
show that the vast majority of students are willing to engage fully with e-learning and are active
internet users considering it as an important source of learning and information.However, it is
important to note that access and usage of the internet depend on the individual profile of a
student. In conclusion, elements to inform the design of an ODL theoretical framework are
outlined.

 Conceptual Framework

Interaction lies at the center of any learning experience (Dewey, 1938; Vygotsky, 1978), and it has
been identified as one of the major constructs in distance education research (McIsaac &

 6 Gunawardena, 1996; Moore, 1989; Vrasidas, 2000; Wagner, 1994). Dewey (1938) argued
that education is based on the interaction of an individual’s external and internal conditions.
Interaction and the situation within which one experiences the world cannot be separated
 because the context of interaction is provided by the situation. He postulated that “an
experience is always what it is because of a transaction taking place between an individual and
what, at the time, constitutes his environment

The idea of transaction suggests the intersubjectivity between the individual him or herself, other
people, and his or her surrounding environment. Figure 1. Conceptual framework for studying distance
education.

7 Between 1997 and 2002, the authors and colleagues conducted a series of studies to examine face-
to-face and mediated interaction in distance education courses. The results of those studies led to the
construction and refinement of a conceptual framework (see Figure 1). The classic concept of
“interaction” can now be seen as resolvable into a set of concepts embedded in a particular instructional
structure that itself is embedded in a social/institutional context that mediates the salience of these
concepts and the relationships among them. Figure 1 is an attempt to portray this framework.
Modalities or qualities of interaction form the foreground (or “figure”) emerging from the background
(or “ground”) of social and institutional context. Other researchers will reverse the figure-ground
relationship as their interests dictate. But for us, it is the evolving nature of teacher-learner-content
interactions shaped by technological advances considered in their social and institutional contexts that
serves as the focus of our disciplined inquiries. The framework consists of the following categories:
context (e.g., institutional policies, teacher, technology, content), structure, learner control, social
presence, feedback, dialogue, and interaction. Teacher and technology are the two most important
components of context since they shape the structure of the learning environment in ways that will
allow learners to construct knowledge and meaning alone and in collaboration with teachers and peers.
The major categories of the framework were fine-tuned by conducting a review of research in distance
education (Baynton, 1992; Chen & Willits, 1999; Dille & Mezack, 1991; Gunawardena, 1995;
Gunawardena & Zittle, 1997; Hillman, Willis, & Gunawardena, 1994; McHenry & Bozik, 1995; McIsaac &
Gunawardena, 1996; Moore, 1994; Parker, 1995; Quinn

 Statement of the problem

Distance education has its share of challenges, but students can succeed with the right tools

Distance learning provides an exceptional learning opportunity as it allows for flexibility in learning
methods and materials, schedules, and physical location. Like all learning models, distance learning does
have some inherent problems, especially in the areas of isolation, support, technology and discipline.
We break down some of the most common challenges of distance education, as well as ideas for
improving the learning experience for every student.

1.What are the experiences of the participants that contribute to remote learning service in a
term of:
1.1 Lack of support
1.2 Felling of Isolation
1.3 Academic discipline
1.4 Lack of knowledge of using gadgets
1.5 Poor internet connection?

2.what are the advantages/ disadvantages of the remote learning service to students?

3.How effective are distance learning and online learning approaches in comparison to usual
schooling?

4.Does pupil or school level disadvantage moderate pupil achievement outcomes in distance
learning approach?

Scope and limitation of the study

This study will focus on the advantage and disadvantage of remote learning service of student in senior
high school. It will investigate the impact of remote learning experience of the student in the term of
lack of support feeling of isolation for of internet connection and technical issues. This research will only
cover the 200 senior high school student in Camba National High School Year 2021-2022

Many of the reviews failed to find evidence that related to school-aged learners receiving remote
teaching. Many reviews That included studies from schools also included studies on higher education
and these were usually greater in number. In these combined reviews, it was often unclear in moderator
analysis how many studies from school-aged pupils Featured in the analysis. Other approaches, such as
computer assisted instruction or learning games had much more School-aged evidence, but evaluations
rarely took place during periods of remote learning. Careful consideration about The extent to which the
evidence from higher education remote learning studies and school-aged non-remote learning Studies
can be applied to the current circumstances.

 Significance of the Study

The purpose of this study is to investigate the impact of remote learning services to the student .
based on their experience which will be help us to our study.

Parents – Studies show that parent involvement at home is associated with improving student
behavior, academic progress, and social skills without attending face-to-face classes.

Teacher – The results of the research study will provide them data on their status on Distance
education/ Remote learning which will serve as their future actions and plans to work on

Future Researchers- The findings of the study will serve as a reference material and a guide for future
researchers who wish to conduct the same study on Research anxiety, or any study related t
development of research instrument.

CHARTER 2

Method and Procedures

in this chapter the method procedure and instrument to be used in conducting the study on the impact
of remote learning service used to senior high school student in camba high school based for the
instrumentation will be presented.

 Research Design

This study used a quantitative research design to provide a more comprehensive picture of each
aspect of the study it must be noted however that the findings of recommendations of this study
have limited application to other contexts and therefore one cannot generate axioms that are
widely applicable to other situations. What this study does yield, however, are interesting Insights
into suggested areas for further research,specifically those using qualitative designs as a basis for
developing insight and gaining understanding into process-issues of distance education.

 Locale of the Study

This research should only be done within the grade 12 students in Camba National High School .

 Participants of the Study

The total number of the respondents 70 students from randomly Grade 12 senior high in
Camba National High School Year 2020-2021

 Sample and Sampling Procedure

consisted of 70 students in different section.Since the population was not large,the investigator
studies the entire population or cusion.

 Research Instrumentation

The instrument to be used in this study is about Remote learning service Scale questionnaire. it
will be used to gather the needed data and informatin to answer the problem.
  Data Gathering Procedure

Remote learning presents challenges for documentation and data-gathering efforts.

As a result of the COVID-19 outbreak, schools across the United States have been forced to
adapt to the demands of remote learning. From digitizing lesson plans to conducting class via video
conference, teachers have rapidly shifted their focus to delivering online instruction.

With many school years coming to a close, administrators have begun shifting their focus to another
issue altogether: what happens when students return in the fall? Despite the hopes of some
policymakers, rural, urban, and suburban districts alike are planning for a new educational reality and,
possibly, a school year that toggles between in-person and remote instruction. Continuity is key. By
taking decisive action now to digitize instructional resources, establish robust hardware tracking
systems, and identify gaps in teacher and student internet access, leaders can prepare their school
communities for the “new,

Data Analysis Technique

The data to be gathered will be treated by using the following statistical tools:

Descriptive Statistics, according to Calaguas (2013), the means and standard deviations garnered from
the responses of the respondents are necessary to include as they can serve as the basis in choosing the
final items in the scale.

Development of the Final Instrument

The validity and reliability of the evaluations will become the basis in the development of the final scale.

The following conversion will be done to replace the values reflected in the validation tool to fit the
descriptions in the Lawshe method (1975) to compute the content validity ratio of each item:

Poor - Not Necessary;

Below average - Necessary

Average – Necessary

Good - Useful but Not Essential

Excellent – Essential

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