The Adjustment of Students from Face-to-Face Learning to Modular Learning

Chapter II

Review of Related Literature and Studies

Introduction for the Literature Review

This chapter presents the relevant literature and studies that the researchers considered in

strengthening the claim and importance of the present study. It provides an overview of previous

research on the adjustments of students from face-to-face learning to modular learning.

The main purpose of the literature review work was to survey previous studies on the

adjustments of students from face-to-face learning to modular learning. This is in order to scope

out the key data collection requirements for the primary research to be conducted

Related Studies

The general objective of the current research study is to identify adjustment of students

from face-to-face learning to modular learning specifically identifying the advantages,

disadvantages and benefits of face to face learning to modular learning. These studies were

chosen due to its relevance to the current study that is being held that will give additional

insights about the topic that is being talked about.

A. Foreign Studies

Are Undergraduate Students Ready for Online Learning? A Comparison of Online

and Face-to-Face Sections of a Course

Online coursework is common across the United States, and many institutes of

higher education include it in their strategic plans (Allen & Seaman, 2011). Special
education has embraced distance education technology—especially personnel preparation

programs that are in rural areas and/or prepare teachers who will work in rural areas.

Undergraduates are increasingly interested in online courses, but some question whether

they have the skill sets to be successful in online coursework. This investigation

compares two sections of the same undergraduate special education course (i.e., one

section was taught in a traditional setting and the other received archived, asynchronous

class sessions online) on attendance, grades on course assignments, quizzes, an exam, and

final grade. Discussion of the implications includes findings and how they might relate to

rural online programs. The findings showed that online students struggled with deadlines

and time management skills more than students that attended classes in traditional

settings. (Keramidas, C. G. (2012). Are undergraduate students ready for online learning?

A comparison of online and face-to-face sections of a course. Rural Special Education

Quarterly, 31(4), 25-32. https://doi.org/10.1177/875687051203100405)

A Comparison of Student Achievement and Satisfaction in an Online Versus a

Traditional Face-to-Face Statistics Class

In this study we examined differences between online distance education and

traditional classroom learning for an introductory undergraduate statistics course. Two

outcome dimensions were measured: students’ final grades and student satisfaction with

the course. Using independent samples t-tests, results indicated that there was no

significant difference in grades between the online and traditional classroom contexts.

However, students enrolled in the online course were significantly less satisfied with the

course than the traditional classroom students on several dimensions. This finding is

inconsistent with the “no significant difference phenomenon,” described in Russell’s

(1999) annotated bibliography, which supports minimal outcome differences between

online courses and face-to-face courses. (Summers, J. J., Waigandt, A., & Whittaker, T.

A. (2005). A comparison of student achievement and satisfaction in an online versus a

traditional face-to-face statistics class. Innovative Higher Education, 29(3), 233-250.

https://eric.ed.gov/?id=EJ771453)

Online or face-to-face? Experimenting with different techniques in teacher training

This paper illustrates a 5-year case study (from 2001 to 2005) regarding a course

in educational technology that involved from 100 to 150 student teachers per year for a

total of more than 500 trainees. Since the first version of the course, which was entirely

based on a face-to-face approach, computer mediated collaborative learning techniques

have gradually been introduced into the training program. The paper outlines the main

problems faced in the various versions of the course, where different combinations were

experimented with, and discusses the solutions adopted. The difficulties concern the

demands of a large, diversified population and the methodological problems related to the

non-neutrality of the introduction of online learning in the socio-cultural and

organizational context of the study. The solutions include a highly flexible course design

and a good balance and strict integration between traditional and online training

techniques in the delivery of the course and in the assessment of trainees. Finally, we

suggest possible directions for further research aimed at facilitating the infusion of online

techniques in initial teacher training. (Delfino, M., & Persico, D. (2007). Online or face‐

to‐face? Experimenting with different techniques in teacher training. Journal of Computer

Assisted Learning, 23(5), 351-365. https://doi.org/10.1111/j.1365-2729.2007.00220.x)

Face-to-Face versus Online Coursework: A Comparison of Learning Outcomes and

Costs

This study documents the transformation of a graduate-level course for teachers

that have traditionally been taught in a face-to-face (f2f) model, in multiple sections, at a

large university. By designing the course for online delivery and developing various

interactive multimedia modules, the university was able to offer the course at a

considerable savings while maintaining quality. The faculty worked in close

collaboration, strategizing creative solutions to maintain the academic rigor and integrity

of the course. Student papers and projects were analyzed and compared from both the f2f

and online versions of the course to determine academic quality and learning outcomes.

(Herman, T., & Banister, S. (2007). Face-to-face versus online coursework: A

comparison of learning outcomes and costs. Contemporary Issues in Technology and

Teacher Education, 7(4), 318-326. https://www.learntechlib.org/primary/p/24250/.)

Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and

Review of Online Learning Studies

A systematic search of the research literature from 1996 through July 2008

identified more than a thousand empirical studies of online learning. Analysts screened

these studies to find those that (a) contrasted an online to a face-to-face condition, (b)

measured student learning outcomes, (c) used a rigorous research design, and (d)

provided adequate information to calculate an effect size. As a result of this screening, 51

independent effects were identified that could be subjected to meta-analysis. The meta-

analysis found that, on average, students in online learning conditions performed better

than those receiving face-to-face instruction. The difference between student outcomes
 for online and face-to-face classes—measured as the difference between treatment and

control means, divided by the pooled standard deviation—was larger in those studies

contrasting conditions that blended elements of online and face-to-face instruction with

conditions taught entirely face-to-face. Analysts noted that these blended conditions often

included additional learning time and instructional elements not received by students in

control conditions. This finding suggests that the positive effects associated with blended

learning should not be attributed to the media, per se. An unexpected finding was the

small number of rigorous published studies contrasting online and face-to-face learning

conditions for K–12 students. In light of this small corpus, caution is required in

generalizing to the K–12 population because the results are derived for the most part from

studies in other settings (e.g., medical training, higher education.) (Means, B., Toyama,

Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in

online learning: A meta-analysis and review of online learning studies.

http://repository.alt.ac.uk/id/eprint/629)

B. Local Studies

A Flexible Learning Framework Implementing Asynchronous Course Delivery for

Philippine Local Colleges and Universities

The Corona Virus 19 (COVID 19) pandemic has brought challenges and opportunities in

the world and the Philippine educational system. While there are universities that are

doing online learning in the past decades, over 100 local universities and colleges are left

with traditional instruction, face-to-face learning sessions. The traditional universities

have no choice but to become adaptive to the “new normal” once declared by the World

Health Organization. Philippine data on the effect of pandemic suggest that the student
populace are prone to carry the virus through interaction and traveling to and from the

schools. Classes cannot be delivered in traditional ways anymore, to mitigate the spread

of the virus, until a vaccine is available. This paper provides a framework for local

universities and colleges in implementing flexible learning procedures. The asynchronous

course delivery consists of the design of outcomes-based teaching and learning plan,

course materials, scheduled on-line and face-to-face meetings, technology, and center for

technology education. (Abisado, M. B., Unico, M. G., Umoso, D. G., Manuel, F. E., &

Barroso, S. S. (2020). A flexible learning framework implementing asynchronous course

delivery for philippine local colleges and universities. International Journal, 9(1.3).

https://doi.org/10.30534/ijatcse/2020/6591.32020)

Barriers to Online Learning in the Time of COVID-19: A National Survey of

Medical Students in the Philippines

In March 2020, the coronavirus disease 2019 (COVID-19) pandemic forced

medical schools in the Philippines to stop face-to-face learning activities and abruptly

shift to an online curriculum. This study aimed to identify barriers to online learning from

the perspective of medical students in a developing country. The authors sent out an

electronic survey to medical students in the Philippines from 11 to 24 May 2020. Using a

combination of multiple-choice, Likert scale, and open-ended questions, the following

data were obtained: demographics, medical school information, access to technological

resources, study habits, living conditions, self-assessment of capacity for and perceived

barriers to online learning, and proposed interventions. Descriptive statistics were

calculated. Responses were compared between student subgroups using nonparametric

tests. Among 3670 medical students, 93% owned a smartphone and 83% had a laptop or
desktop computer. To access online resources, 79% had a postpaid internet subscription

while 19% used prepaid mobile data. Under prevailing conditions, only 1505 students

(41%) considered themselves physically and mentally capable of engaging in online

learning. Barriers were classified under five categories: technological, individual,

domestic, institutional, and community barriers. Medical students in the Philippines

confronted several interrelated barriers as they tried to adapt to online learning. Most

frequently encountered were difficulty adjusting learning styles, having to perform

responsibilities at home, and poor communication between educators and learners. By

implementing student-centered interventions, medical schools and educators play a

significant role in addressing these challenges during the COVID-19 pandemic and

beyond. (Baticulon, R. E., Sy, J. J., Alberto, N. R. I., Baron, M. B. C., Mabulay, R. E. C.,

Rizada, L. G. T., ... & Reyes, J. C. B. (2021). Barriers to online learning in the time of

COVID-19: A national survey of medical students in the Philippines. Medical science

educator, 31(2), 615-626. https://doi.org/10.1007/s40670-021-01231-z)

The New Normal in Education: A Challenge to The Private Basic Education

Institutions in The Philippines?

This article aims to examine and discuss the challenges faced by the private basic

education institutions in the Philippines as an effect of the Covid-19 pandemic. This

pandemic has brought a dilemma to educational institutions especially when the

government announced and ordered not to open face to face classes for Academic Year

2020 - 2021 until the Covid19 vaccine. In response to this order, the Department of

Education (DepEd) released department order nos. 007, 12, 13, and 14 series of 2020

instructing all basic education institutions to come up with their learning continuity plan
(LCP) and health and safety protocols in the new normal in education during the

pandemic. The bigger challenge is now passed on to the private basic education schools.

Literature cited herein develop a framework as to the necessary measures every private

basic education institutions must do in the reopening of the schools. As there are limited

studies written on the same nature, the author suggests a thorough study on the various

facets of the online learning involving the children of the private basic education

institutions. (Ancheta, R., & Ancheta, H. (2020). The new normal in education: A

challenge to the private basic education institutions in the Philippines. International

Journal of Educational Management and Development Studies, 1(1). ISSN 2719-0633

(PRINT) 2719-0641 (ONLINE))

Challenges and Opportunities for Higher Education amid the COVID-19 Pandemic:

The Philippine Context

Covid-19 affected higher educational institutions not just in Wuhan, China where

the virus originated but all other higher educational institutions in 188 countries as of

April 06, 2020. Educational countermeasures are taken to continue educating the students

despite the COVID-19 predicaments. Based on the author's experiences,research,

observations in the academe, COVID-19 guidelines, and the need for alternative

solutions, this article introduces how higher education is affected and how it can respond

to future challenges. This article recommends to educational institutions to produce

studies to proliferate and document the impact of the pandemic to the educational system.

There is also a greater need for educational institutions to strengthen the practices in the

curriculum and make it more responsive to the learning needs of the students even

beyond the conventional classrooms. (Toquero, C. M. (2020). Challenges and

opportunities for higher education amid the COVID-19 pandemic: The Philippine

context. Pedagogical Research, 5(4).)

Faculty Perception toward Online Education in a State College in the Philippines

during the Coronavirus Disease 19 (COVID-19) Pandemic

This research determined the perception toward online education among faculty in

a State College in the Philippines. This study used a descriptive online survey involving a

sample of 27 faculty members. Statistical tools employed were descriptive statistics,

Mann-Whitney U test and Kruskal-Wallis test. Research findings indicated that the

majority of faculty had intermediate computer competency and had no training in online

teaching with only a few having a very stable internet connection. Faculty considered that

online education will result to more academic dishonesty, will be impersonal and lack

feeling compared to face-to-face classes, and will be difficult to manage in terms of

technology. Additionally, faculty were undecided if they are in favor of online education.

The faculty significantly differed whether they are in favor of online education based on

age, sex, college, educational attainment, years in teaching, academic rank, level taught

and employment status. Faculty of Higher Education Institutions must be provided with

continued support and training as they adapt into the new normal in the higher education

landscape and as they embrace the instructional challenges brought by the Coronavirus

disease 19 pandemic. (Moralista, Rome and Oducado, Ryan Michael, Faculty Perception

toward Online Education in a State College in the Philippines during the Coronavirus

Disease 19 (COVID-19) Pandemic (October 1, 2020). Universal Journal of Educational

Research, 8(10), 4736 - 4742. DOI: 10.13189/ujer.2020.081044., Available at SSRN:

https://ssrn.com/abstract=3636438)
Related Literature

A. Foreign Literature

As distance learning grows in popularity, practitioners and researchers alike

struggle to define distance learning. They also struggle to agree on what the most

important defining features of distance are. For instance, is the most defining feature the

“distance” between teacher and student, the separation in time, or the technology used.

(Graham 2006)

Rudolf Manfred Delling stated in general that distance education is a planned and

systematic activity that comprises the choice, didactic preparation and presentation of

teaching materials as well as the supervision and support of student learning and which is

achieved by bridging the physical distance between student and teacher by means of at

least one appropriate technical medium.

Distance learning is an outcome of distance education. Where learners and

teachers are separated by geographical and/or temporal distance, a form of mediated

learning can be achieved using a combination of technologies. Distance learning can be

differentiated from e-learning, which may be undertaken at a distance or contiguously, or

as a combination of both (blended learning). Moore and Kearsley define distance

education as planned learning that normally occurs in a different place from teaching and

as a result requires special techniques of course design, special instructional techniques,

special methods of communication by electronic and other technology, as well as special

organizational and administrative arrangements. (Moore and Kearsley 1996, p. 2)

The main goal of distance learning is to overcome barriers of place and time.

Learners may live in isolated, rural areas and have no access to education. Other learners

may have ready access to a college, but that college might not offer the course of study

needed by that learner. Distance learning allows education to reach those who are not

able to physically attend courses on a campus. Further, as learners attempt to balance

family, work, and education, time becomes a precious commodity. Driving to campus,

parking, and spending time in class at an appointed (and probably inconvenient) time

may not fit into the learner's overall schedule. Distance learning courses increasingly

allow learners to participate at a time that is most suitable for their schedule.

Distance learning can also overcome barriers of learning styles. "We now know

that people learn in different ways, and that because some students do not absorb

information well from a lecture style of instruction does not mean they are stupid…. But

research won't change things until its findings are put to use" (Hull, p. 7). The common

complaint about distance learning is that "it is not for everyone." While this complaint

could also be made of the lecture method of teaching, it still predominates on campus.

Electronic education tools, formerly used only in distance learning, are increasingly being

used in both on- and off-campus courses. "Almost two-thirds (64.1%) of all college

courses now utilize electronic mail, up from … 20.1 percent in 1995" (Green, p. 7).

Using video, audio, active learning, simulations, and electronic advances can overcome

problems encountered by learners who do not adapt to just one learning style.
 Face-to-face learning is an instructional method where course content and

learning material are taught in person to a group of students. This allows for a live

interaction between a learner and an instructor. Learners benefit from a greater level of

interaction with their fellow students as well. (https://tophat.com/glossary/f/face-to-face-

learning/)

Traditional (Face-to-Face) teaching (also known as in-person, F2F) focuses on

several elements, including lectures, capstones, team projects, labs, studios, and so forth.

Teaching is conducted synchronously in a physical learning environment (utilizing

appropriate safety measures), meaning that “traditionally,” the students are in the same

place simultaneously. The traditional classroom has the significant advantage of face-to-

face interaction between the student and educator and the students themselves. Students

derive motivation from the teacher as well as from the other students.

(https://www.celt.iastate.edu/teaching/teaching-format/traditional-face-to-face/)

Modular learning arranges information in a way that presents points in an

intelligent way, and it can be individualized according to learners' needs. Traditional

course frameworks generally present information sequentially, and the perception by the

learner is one of monotony. Traditional courses often intersperse quizzes after some

prescribed reading or lecturing is offered. Modular courses tend to use learning objects

that are more closely related to a holistic approach to information, often including a

problem oriented approach (Tseng, Su, Hwang, Hwang, Tsai, & Tsai, 2008)

Dochy (1989) explained that modular learning's most important consideration is

the student. The author explained that learners want a more individualized approach to

the course content so that his/her prior knowledge and personal characteristics are taken
 into account. Further, modularization will generally allow a student to learn at his or her

own pace. By definition, an appropriate pace may allow the learner to skip modules if

they already know the material. Offering pre-tests for each module is therefore a critical

element to modularization

Good (1959), Adjustment is the process of finding and. adopting modes of

behaviour suitable to the environment or the changes in the environment (Mangal, 2002,

p.490). It is the process by which a living organism.

Adjustment is the process by which a living organism maintains a balance

between the needs and the circumstances. Kulshrestha (1979) explained that, the

adjustment process is a way in which the Individual attempts to deal with stress, tensions,

conflicts, etc., and meet his or her needs. In this process, the individual also make efforts

to maintain harmonious relationship with the environment.

L.F. Shaffer (1961) explained that, adjustment is the process by which a living

organism maintains a balance between its needs and the circumstances that influence the

satisfaction of these needs.

B. Local Literature

Recently, the education system has faced an unprecedented health crisis that has

shaken up its foundation. Given today’s uncertainties, it is vital to gain a nuanced

understanding of students’ online learning experience in times of the COVID-19

pandemic. Although many studies have investigated this area, limited information is

available regarding the challenges and the specific strategies that students employ to

overcome them. Thus, this study attempts to fill in the void. Using a mixed-methods

approach, the findings revealed that the online learning challenges of college students
varied in terms of type and extent. Their greatest challenge was linked to their learning

environment at home, while their least challenge was technological literacy and

competency. The findings further revealed that the COVID-19 pandemic had the greatest

impact on the quality of the learning experience and students’ mental health. In terms of

strategies employed by students, the most frequently used were resource management and

utilization, help-seeking, technical aptitude enhancement, time management, and learning

environment control. Implications for classroom practice, policy-making, and future

research are discussed.

DepEd coined the term distance learning, “where learning takes place between the

teacher and the learner who are geographically remote from each other during

instruction.” This approach has three types of delivery modalities, depending on the

students’ available resources: the Online Distance Learning (ODL), Modular Distance

Learning (MDL), and Self-learning Module (TV/Radio-Based Instruction).

Distance education is traditionally defined as, any educational or learning

procedure in which the guide and the student are separated geographically. There is no

interaction between students. Distance education also known as distance learning or

distributed learning, or remote education, has now existed for ages. It involves acquiring

information from methods other than the traditional way of gaining knowledge –

attending institutions. Some recent definitions have focused on it as a new development,

involving advanced technology. (https://www.philippineseducation.info/distance-

education)

Academic Adjustment. Students adjusts academically well, if they have

motivation, believe their capabilities, implement their abilities, be satisfied with their
 chosen universities and even the level of loyalty to their academic aims (Rienties et al.,

2011).

According to Rienties et al. (2011) latest studies has figured out that the students՚

adjustment happen hardly especially between international students and it may become a

reason for students՚ poor learning outcome. This phenomenon mostly occurs when

students՚ integration does not make higher education institutes satisfy, and the reason is

students are not well-adjusted in order to the universities requirements

(Russell et al., 2010). Academic adjustment represents one of the permanent

challenges of university pedagogy.

Schooling is one of the most affected aspects of human life due to coronavirus

disease-2019 (COVID-19) pandemic. Since the rise and threat of the pandemic, many

countries around the world have decided to temporarily close schools that have affected

millions of students. Consequently, students who are mostly children have been facing a

learning crisis due to the pandemic. In a recent correspondence published in this journal,

the authors cited that every country has the responsibility to come up with strategies to

reopen schools in a safe manner.

(https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7928711/ )

Synthesis

A synthesis of the earlier work provides an overview of the research topic. Material

drawn from the review led to the development of the adjustments of the students from face to

face to modular learning and provided context for identifying data collection requirements, as

well as creating the data collection tools for our research. The inadequacies of the existing

published research on the specific role of the students on the adjustments of the students from
face to face to modular learning. Acceptance and realization, realize that given the current

situation of our country we aren't given much choices so we should accept it and adjust

accordingly. It is only a matter of flexibility and the mindset to adapt in order to face hindrances

like the online learning. Learn to be resourceful and creative to keep up your motivation in

learning. Stick with your goals and do not be swayed by the abrupt changes.

Group Members (Participated/Helped in making the Chapter II)

King Jhames Manganaan

Allysa A. Manzano

Joven Marinay

Julius Ceasar Marcos

Eddie James Magaoay

Lhiana Manuel

Mikaela Markos

12-Aquinas (Green Group)