4 FACETS OF REMOTE LEARNING IN THE S & T

COMMUNITY: LIVED EXPERIENCES OF SCIENCE

HIGH SCHOOL STUDENTS IN DIFFERENT
LEARNING MODALITIES

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2022
Volume: 5
Pages: 602-607
Document ID: 2022PEMJ354
DOI: 10.5281/zenodo.7336926
Manuscript Accepted: 2022-19-11
Psych Educ, 2022, 5(1): 602-607, Document ID: PEMJ354, doi: 10.5281/zenodo.7336926, ISSN 2822-4353
Research Article

4 Facets of Remote Learning in the S & T Community: Lived Experiences of

Science High School Students in Different Learning Modalities

Dominic Patric G. Galdonez*, Ronnalee N. Orteza, Arianne Noreen B. Ambion

For affiliations and correspondence, see the last page.

Abstract
Due to the rising cases of COVID-19, educational institutions have been faced with the challenge to
migrate instruction from face-to-face, physical classrooms to online and remote learning. With this,
developing materials and lessons using educational technology was paramount for engaging and
motivating remote learners. Educators were ushered into utilizing different options for teaching,
such as delivering live online lectures, pre-recorded video lectures, or self-paced with students using
the learning guides. The study used qualitative research approach and employed phenomenology as
research design. After analysis of data, four facets of remote learning were formulated as themes:
Access; Effectiveness; Readiness; and Interconnectedness. Most of the student-interviewees
appreciated pre-recorded video lectures due to the creative content of the developed videos and the
easy accessibility to said videos. The live online lectures were also enjoyed by the students because
they can interact with their teachers. But based on the interview results, students who had
problems with internet connection could not consistently attend synchronous live online lectures or
could attend but with the sub-optimal quality of the live online lectures’ experience. Thus, they prefer
the asynchronous pre-recorded video lectures. Lastly, the self-paced learning guides, in interviews,
some students did not find the content of the learning guide extensive and found learning on their
own unmotivating. Delivering live online lectures is thus still indispensable in facilitating student-
teacher interaction, especially in addressing misconceptions immediately, but pre-recorded video
lectures complement and reinforce remote learning course materials more equitably.

Keywords: remote learning, educational technology, pre-recorded, live lecture, learning guides

Introduction to see the effects of the different learning modalities

on the students’ learning outcomes. Student data
Due to the rising cases of COVID-19, educational
indicated a preference for accompanying teacher
institutions have been faced with the challenge to
instruction and a notable lack of student self-
migrate their instructions from face-to-face physical
motivation when left to their own devices with a self-
classroom to online and remote learning. With this
contained module. In the study of Mak (2021)
response is the development of materials (Munzil &
publicized that children in India were significantly less
Muntari, 2021) that harness technology in delivering
motivated to learn during the pandemic and revealed
lectures or discussions of concepts. With the
that a child’s motivation to learn at home was
emergence of remote and online learning, educators
associated with multiple factors, such as household
were ushered into utilizing different modalities of
income, parents’ employment status, child’s academic
delivering lectures such as live lectures, pre-recorded
ach iev em en t, and p aren t’s en joy m en t in
video lectures, or using plain learning guides that
homeschooling. Some students expressed their
students may use at their own pace. In the experience
satisfaction with teachers live online lectures but
of Philippine Science High School-Ilocos Region
raised issues on their internet expenses (Barrot et al.,
Campus (PSHS-IRC), disruption of classes happened
2021) and even internet accessibility (Asio et al.,
in the Fourth Quarter of SY 2019-2020. This prompted
2021). Parents also raised their issues on the long
the need for teachers and students to adapt to the
screen time exposure of their children. As the PSHS
sudden change of learning modality. Stopgap solutions
System modified its curriculum for the remote or
were implemented, such as conducting online video
blended learning, learning guides were also provided
conference classes, working through Google
to the students. For School Year 2020-2021, PSHS-
Classroom, recording lectures, and even creating
IRC ventured into pure online instruction. With this
modules by teachers. The substantive situation thus
development, the question that occurred to everyone
raises the importance of technology in education, and
involved, however, was whether the quality of
teachers are required to update their competencies,
education is still the same (Almahasees et al., 2021),
respectively (Akram et al., 2021). The Bridging
considering the new teaching modalities adopted. At
Program 2020 served as a benchmark and a trial for
the onset of SY 2020-2021, concerns also arose on the
the ensuing school year. From this, teachers were able
responsibilities that could be undertaken by the subject

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Research Article
teacher (Barron et al., 2021) in implementing the
recommended online/remote Curriculum Under
Remote or Blended Learning (CRBL). In the System
guidelines, synchronous student-teacher meetings were
only required to take around 15 minutes a week while
students were expected to complete the learning guides
(LGs)—including graded class activities—on their
own. Considering the difficulties reported by students
and teachers during the implementation of Bridging
Program in 2020, PSHS-IRC resolved to try to identify
which instructional delivery mode or modes, aside
from having students’ study through the LGs purely on
their own, would work best for PSHS-IRC students.
After BP 2020 participants reported they wanted a
similar in-person classroom environment online,
synchronous live online lectures (LOLs) were the
closest possible approximation to the traditional in-
person classroom with a teacher in front of the class.
However, the CRBL LOL experience still differed in
many ways. Interactivity, although plausible through
LOLs, was still limited to virtual communication,
hobbling topics such as lab activities and
demonstrations that would greatly benefit from hands-
on experience and immediate feedback. Another effort
to supplement CRBL implementation was to institute
teacher-created pre-recorded video lectures (PVLs),
with the outlook of customizing bite-sized lectures that
would accompany the learning guides. PVLs could
take the form of teacher-narrated PowerPoint
presentations, demonstration videos of the subject
teacher, clips of recorded lectures, or any other video
production that features the subject teacher. Studies
show that the ideal length of a PVL is around five to
10 minutes. This research was conducted to collect and
further understand the experiences and narratives of
students in the implementation of different learning
delivery modalities in remote learning. Results can be
used in shaping policy, steering instructional design,
and influencing priorities for training and procurement
towards developing appropriate materials.
Research Objectives
This study aimed to collect and analyze significant
lived experiences of students in Philippine Science
High School-Ilocos Region Campus in the
implementation of different learning delivery
modalities.
Literature Review
Recorded Video Lectures
Studies on the use of recorded video lectures in
Galdonez et al.
education suggest that recorded lectures, when used
for supplementing learning, improves student
assessment (Bos et al., 2015; Noetel et al., 2021). Bos
et al.’s 2015 study found no significant difference in
higher order thinking skills assessment between
participants who attended lectures against those who
used recorded lectures. Meanwhile in Noetel et al. 's
2021 (preprint) study, analysis of 105 previous
randomized trials of recorded lectures as used in online
courses showed that supporting other teaching
methods with video led to “strong learning benefits.”
However, designing course content for a fully online
learning environment should acknowledge the diverse
backgrounds of students (Gunder et al., 2020). This
includes considering the accessibility of class
resources to students from various socio-economic
backgrounds (Zhang et al., 2020). Gunder et al.
recommend enhancing teaching presence in online
courses by providing audio and video content, such as
micro-lectures, to accompany course content. The
handbook recommends accompanying self-produced
video content with closed-captioning and video
transcripts as well. This can accommodate students
who cannot watch the videos themselves without
compromising their access to course content.
Producing high-quality, accessible content is thus
important to successfully using video in remote
learning.
Synchronous Online Lectures
Studies on using synchronous online lectures find little
to no difference in student assessment outcomes
compared to asynchronous or face-to-face (F2F)
course implementation. Olson and McCracken (2015)
found that in implementing a course, learner
assessment results for those in a fully asynchronous
section did not differ significantly from learners that
had added weekly synchronous lectures. Meanwhile,
findings from Francescucci and Rohani (2018) showed
that exclusively using virtual, interactive, real-time,
instructor-led (VIRI) classroom technology had the
same level of student performance outcomes as an F2F
course. A 2020 study by Farros et al. found that
performance outcomes were not affected consistently
by using either asynchronous or synchronous
discussion; however, they do note that the increased
student participation observed in LOL discussion
sessions has been shown to improve student
performance (Bost & Riccomini 2006; Drevno et al.
1994).
Self-Directed and Modular Learning
When properly used, self-directed learning (SDL)
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inculcates self-study habits and self-confidence across
a spectrum of SDL readiness levels (Gugliemilno,
1977). However, there is a need for sufficient teacher
scaffolding and modeling learning (Bolhuis, 1996;
Corno, 1992; Leal, 1993), as well as established
student motivation (Corno, 1992; Garrison, 1997) and
independence (Lyman, 1997; Schunk, 2003) for this
learning model to work. Among secondary learners,
the same principles apply (Pavlas et al., 2020).
Implications of this can be found in observations from
Department of Education (DepEd) teachers engaged in
modular distance learning over the school year 2020-
2021 (Dangle & Sumaoang, 2020; Martinez, 2021).
Common observations from these studies included
student difficulty in understanding module instructions,
inadequate scaffolding when relying on inconsistent
parent assistance alone, and insufficient assimilation
of motivation for the suddenly independent
learners at home. Altogether, these factors contributed
to late submissions, as well as incomplete or blank
answer sheets.
Methodology
This study used a qualitative research approach. A
phenomenology research design was employed in the
study. Phenomenology is a methodological space to
study human phenomena at a deeper level of
consciousness to understand lived experiences
(Qutoshi, 2018). This design was used to understand
the essence of lived experiences of students in the
implementation of different modalities in delivering
lessons in the conduct of remote teaching and learning.
Student participants of this research study were
twenty-three (23) students from each grade level of the
Philippine Science High School-Ilocos Region
Campus for the school year 2020-2021. Purposive
sampling was used to determine the participants. A
phenomenological research study may involve 5 to 25
participants (Polkinghorne, 1989). Parents’ consent
was secured for all student participants in the study.
The criteria used in determining the participants: (1)
enrolled in Philippine Science High School-Ilocos
Region Campus; (2) experienced different learning
delivery modes; (3) willing to participate in the study.
This study underwent qualitative stages of data
analysis. These 23 willing student participants (via
aide-mémoire) participated in online interviews via
Google Meet. Questions were directed at gaining a
better understanding of their perceptions and
observations. Interviews conducted were transcribed.
The interview transcripts were then analyzed by
sentiment and theme to identify perceptions of the
three lesson delivery modes. Students' interview
Galdonez et al.
transcripts were analyzed using cool and warm
analyses (de Guzman & Tan, 2007).
Results and Discussion
After careful analysis of the gathered data, the
following results were framed and discussed.
Interviewed PSHS-IRC students expressing a
preference for pre-recorded video lectures over live
online lectures and self-paced learning guides. The
perceptions and sentiments of the students regarding
the three modes of instruction were gathered and
analyzed in some of the interview transcripts obtained.
Based on interview transcripts, the student-respondents
best appreciated the pre-recorded learning delivery
mode compared to live online lectures and self-paced
learning guides. The following themes were also
formulated into four facets after transcribing and
analyzing the data gathered from students as
participants: Access, Effectiveness; Readiness; and
Interconnectedness.
Facet of Access: Accessibility of Remote Learning
The success and effectiveness of distance education
systems largely depends on the availability of study
materials (Jayaram & Durababu, 2015). Difficulties in
accessing course material can have serious
consequences, as demonstrated here:
“Okay rin naman ang live kaso nga lang minsan
nawawalan kami ng internet connection and napuputol
yong signal kaya ang hassle minsan.”
“Minsan, hindi ko na po sinasagutan assignments and
other activities kasi wala po akong pang-internet.”
“Mountainous ‘yong Abra kasi, sir kaya minsan
nawawalan ako ng signal. Lalo na kung data lang
ginagamit ko.”
Intermittent internet access was identified as obstacles
for student participants, precluding them from
accessing synchronous class delivery or participating
in time-dependent class activities. Similar results were
seen in the study of Owens et al. (2009) where
students had difficulties in distance learning due to
lack of learning resources and materials.
Facet of Effectiveness: Efficacy of Learning
Modality
Students who approach remote learning with open-
mindedness and flexibility can continue to learn
despite changes (Aksan, 2021; Anzaldo, 2021), as
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observed by these learners:
“Some assessments are good.”
“Hindi gaanong technical yong ibang mga LGs that’s
why madaling maintindihan.”
“Okay yong flow ng mga topics, effective yong ibang
strategy ng ibang subjects in dealing topics kaya
nagagawa ko kahit independent learning.”
However, students without the proper support systems,
scaffolding, or motivation may not benefit fully from
using self-learning resources, especially within the
context of secondary school remote modular learning
(Anzaldo, 2021; Pavlas et al., 2020):
“Ang hirap intindihin sir kung self-paced lang. I need
someone talaga guide to do the task kasi di ko talaga
ma-gets lalo na sa Math and Chemistry and some
teachers are not approachable pa.”
“I’ll go for pre-recorded, ang boring kasi kung pure
LG parang kinakausap mo sarili mo tapos wala
naming sumasagot.”
Further study needs to be conducted to establish self-
learning readiness and administer targeted
interventions or individualized learning plans as
needed. Subject or topic-based considerations are also
important in identifying learning resources, especially
for supporting practical skills like PE exercises,
laboratory skills, or step-by-step problem solving:
“I like the way teachers did the LG but some subjects
hindi siya applicable like PE and other lab skills/work,
I need an interpreter! Hahahha! Joke lang sir.”
Facet of Readiness: Efficiency of Using Learning
Resources
Accessibility of learning resources is the most
important consideration for students before they could
even evaluate any other aspects of their course
material:
“Mas okay and beneficial for us ang pre-recording,
since puwede naming balikan yong lesson dahil
available naman ito sa Khub.”
“Better for me ‘yong pre-recorded videos, mas
engaging because of the pics the motion pictures and
nababalikan hindi kagaya mo na di na binalikan. Joke
lang, sir!”
“Lahat naman okay, kaso mas okay sa akin ‘yong pre-
recorded kasi downloadable siya and puwedeng i-
watch kahit saan.”
Galdonez et al.
Student-interviewee observations center on
appreciating the replayability of Pre-recorded video
lectures, which is also related to their observations
regarding access to LOLs:
“Okay rin naman ang live kaso nga lang minsan
nawawalan kami ng internet connection and napuputol
yong signal kaya ang hassle minsan.”
“For me, pre-recorded is better kasi in synchronous,
hmmmm… daming problems like internet connection,
wifi signal and the like.”
Self-paced learning guides, on the other hand, elicited
mixed responses:
“Hindi gaanong technical yong ibang mga LGs that’s
why madaling maintindihan.”
“Okay yong flow ng mga topics, effective yong ibang
strategy ng ibang subjects in dealing topics kaya
nagagawa ko kahit independent learning.”
“Hindi ko ma-appreciate minsan yong LG, sir kasi
gusto ko may interaction pa rin. Though, na-appreciate
ko naman the efforts of the teachers sa pag-craft like
nag-effort din naman sila.”
“Some of the LGs are boring and sometimes the
content ay di ma-gets lalo na walang nag-e-explain.”
“Ang hirap intindihin sir kung self-paced lang. I need
someone talaga guide to do the task kasi di ko talaga
ma-gets lalo na sa Math and Chemistry and some
teachers are not approachable pa.”
“I’ll go for pre-recorded, ang boring kasi kung pure
LG parang kinakausap mo sarili mo tapos wala
naming sumasagot.”
“I like the way teachers did the LG but some subjects
hindi siya applicable like PE and other lab skills/work,
I need an interpreter! Hahahha! Joke lang sir.”
Accessibility and scaffolding must thus be considered
in implementing any delivery mode (Anzaldo, 2021;
Pavlas et al., 2020). Replayability and navigability of
resources also support students towards independence
in their learning. Among the three delivery modes,
PVL works best in expanding accessibility and
facilitating self-learning for learners. Its use, however,
must still be contextualized and structured within the
online learning environment (Delen et al., 2014).
Facet of Interconnectedness: Connection and
Interaction
Learners have been shown to benefit from feedback
and participation (Drevno et al. 1994), but this can be
challenging to deliver in remote learning situations. As
student participants observed:
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Research Article
“Gusto ko yong nakikita ko si teacher while discussing
lalo na kung pogi. Hahaha!”
“Hindi ko ma-appreciate minsan yong LG, sir kasi
gusto ko may interaction pa rin.”
“Some of the LGs are boring and sometimes the
content ay di ma-gets lalo na walang nag-e-explain.”
“Ang hirap intindihin sir kung self-paced lang. I need
someone talaga guide to do the task kasi di ko talaga
ma-gets lalo na sa Math and Chemistry and some
teachers are not approachable pa.”
Increased student participation observed has been
shown to improve student performance (Bost &
Riccomini, 2006), especially in the context of online
learning courses. Remote learning studies have also
emphasized the importance of scaffolding and
modeling student learning (Bolhuis, 1996; Corno,
1992; Leal, 1993). Poor performance due to lack of
participation has been traced to absence of scaffolding
or guidance in online learning (Tallent-Runnels et al.,
2006).
Conclusion
Based on the results, four central themes were
determined as the 4 Facets: Access, Effectiveness,
Readiness, and Interconnectedness. Most of the
student-interviewees appreciated pre-recorded video
lectures due to the creative content of the developed
videos and the easy accessibility to said videos. The
live online lectures were also enjoyed by the students
because they can interact with their teachers. But
based on the interview results, students who had
problems with internet connection could not
consistently attend synchronous live online lectures or
could attend but with sub-optimal quality of the live
online lectures’ experience. Thus, they prefer the
asynchronous pre-recorded video lectures. Lastly, the
self-paced learning guides, in interviews, some
students did not find the content of the learning guide
extensive and found learning on their own
unmotivating. Delivering live online lectures is thus
still indispensable in facilitating student-teacher
interaction, especially in addressing misconceptions
immediately, but pre-recorded video lectures
complement and reinforce remote learning course
materials more equitably.
Based on these results, the following actions can be
undertaken: encouragement and support should be
given to teachers in producing pre-recorded videos
(PVLs) that are creatively designed and packed with
extensive discussions to promote optimum student
Galdonez et al.
learning online; production of the learning materials
(PVL, LOL, & LG) should be optimized with respect
to ideal tone, format, content, and length; various
studies have already been conducted within higher
education online course contexts that identify these
aspects. In the context of PSHS, studies of these thus
need to be taken with respect to year level, subject
content or type, and the total subject load per day for
learners, among others; training and equipment
upgrade opportunities can be found to address skill-
based and hardware-based challenges, to varying
degrees, in solo PVL production. Student equipment
and internet access should also be upgraded to make
LOL access more equitable; further studies (i.e. action
research or institutional research) can incorporate or
observe the following parameters, which could help
administrators and teachers formulate policies to
promote quality instruction; repeated measures of pre-
and post- testing across different topics throughout the
school year would expand the data set for each subject
and improve reliability of results for each lesson
delivery mode.
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Affiliations and Corresponding Information
Dr. Dominic Patric G. Galdonez
Philippine Science High School
Ilocos Region Campus – Philippines
Dr. Ronnalee N. Orteza
Philippine Science High School
Ilocos Region Campus – Philippines
Arianne Noreen B. Ambion
Philippine Science High School
Ilocos Region Campus – Philippines
607/607