ABSTRACT
This study aimed to identify teachers' challenges in the new normal setting on the use of modular distance learning modality and how teachers cope with these challenges. This study is descriptive research that employed the phenomenological research design to determine teachers' challenges in using modular distance learning modality. The study was conducted among 20 teachers in San Agustin Integrated School Ibaan District; they requested their voluntary involvement as key participants through convenience sampling. The teachers' personal experiences and coping mechanisms were gathered through a survey, particularly by employing a semi-structured questionnaire with open-ended questions. Colaizzi’s method was utilized in the interpretation of knowledge. Teachers' challenges were identified supported how they plan, prepare and distribute modules, monitor students' learning, check, evaluate outputs, and supply feedback on students' performance. Besides, teachers utilized different approaches to adapt to the challenges experienced in modular distance learning modality, like using time management, innovating teaching strategies, adjustment to the changes brought by the new normal trend in education, being adaptable, giving alternative plans, being patient, optimistic and, outfitting oneself with the vital abilities for the new normal methods of schooling.
Keywords: teachers, modular distance learning, education, pandemic, challenges
I. Introduction and Rationale
Lockdowns and strategy activities to diminish the transmission of COVID-19 have far-reaching health, economic, societal impacts, and even in the education delivery system. This pandemic is a health issue. Schools are closed globally and have changed the world. Because of the idea of the infection, especially how it is communicated, it has adjusted human practices, relations, and ways of life and significantly affected the financial, political, and social landscapes of societies across the world. It has similarly exacerbated poverty, discrimination, and inequalities in many parts of the world.
The Department of Education has also had to adjust to the new situation where face-to-face interaction and mass gatherings are prohibited. Committed to their mandate, the department found innovative ways to fulfill their pronged education tasks, delivery of instruction, and services. The operations and support service units up to the administrators and teachers, attuned to work-from-home arrangements. The country and therefore the world are at large facing new challenges brought by the unforeseen public health crisis. Certainly, like many other aspects of lifestyle, COVID-19 has had a significant impact on students, teachers, and academic organizations round the globe. (Mailizar, Almanthari, Maulina, and Bruce, 2020).
From the confines of their homes, teachers and administrators were put to the tasks of revising and adapting course syllabi and requirements as they moved to remote teaching modalities, using synchronous and asynchronous. Where students and educators approached electronic gadgets and reliable Internet associations, learning the board frameworks were utilized. In any case, where students had restricted admittance to PCs or questionable admittance to the Internet, teachers and students used smartphones to exchange messages, notes, and materials, through text messaging, e-mail, and Facebook Messenger.
This pandemic caused hindrances to face-to-face education or even blended learning; however, the education sector needs to re-examine and regulate the utilization of technology for emergency remote instruction between the students and the teachers. Hence, whether or not the negative or positive results, the educational systems worldwide are left with no choice but to understand, experience, and accept the great and rapid changes in embracing the models of emergency remote education (Bozkurt & Sharma, 2020).
In response to this crisis and to ensure the continuity of learning while assuring the health, safety, and wellbeing of all learners, teachers, and other employees, the Department of Education instituted DepEd Order No.12 series of 2020 to determine new learning delivery modalities altogether levels embodied within the Learning Continuity Plan (LCP) for the varsity year 2020-2021.
The alternative modes of delivering learning were envisioned to succeed in all learners no matter who and where they’re. Among these employed learning delivery modalities (LDMs) were Blended Learning, Distance Learning, and Homeschooling. The Department of Education (DepEd) piloted a Learning Enrollment and Survey Form (LESF) on the opening of schools (Department of Education, 2020). It was recognized that Modular learning which is a sort of distance learning that uses Self-Learning Modules (SLM) and considered to be very suitable for many distinctive Filipino learners. It was also the foremost preferred learning system of the bulk of parents/guardians for his or her children. The SLM is predicated on the essential learning competencies (MELCS) provided by the Department of Education.
Under modular learning, materials are often printed or in digitized form. It is the backbone of the Department of Education's distance learning program as access to technology remains a drag for many students. (Department of Education, 2020) San Agustin Integrated School adopted Modular Distance Learning using printed instructional materials. Issues and challenges arise since institutions need to establish the standard of learning. Some hindrances to advancement need to affect inadequate technological equipment (Alvarez, 2020) and therefore the failure to think about sociocultural aspects that would hinder technological adoption.
Teaching is feasible, but it's issues and concerns thanks to these abrupt changes within the new educational system. This study aims to determine teachers' challenges in the new normal setting on the use of Modular Distance Learning Modality in the field of education.
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