With the rapid development of the internet, many colleges and universities have begun to offer online courses as a viable alternative to traditional face-to-face instruction. According to Reyneke (2018), distance learning is in high demand around the world because it allows access to many students who do not enjoy the luxury of studying full time at contact-based universities by providing flexibility in terms of time, space, and finances. The term distance learning is often associated with e-learning, mobile learning, or online learning. According to Paulsen (2002), distance learning is characterized by the separation of teachers and learners (which distinguishes it from face-to-face education), the influence of an educational organization (which distinguishes it from self-study and private tutoring), the use of a computer network to present or distribute some educational content and the provision of two-way communication via a computer network so that students may benefit from communication with each other, teachers, and staff. This instructional practice utilizes a wide range of tools and technology, therefore, the minimum requirements for successful distance learning include the acquisition of hardware such as a computer and webcam, mobile device, applications like Google Meet, Zoom, WebEx, and a stable internet connection.
Perceived Strengths of Distance Learning
Distance learning is said to have numerous advantages and applications. The effectiveness in educating students, the cost-effectiveness in combating the rising expense of higher education, and the ability to provide a world-class education to anyone with a broadband connection are just a few of the most crucial (Lorenzetti, 2013).
On a qualitative study to determine learners’ perspectives on web-based learning conducted by Petrides (2002), participants stated that while replying in writing rather than verbally, they tended to think more deeply about the subject areas, showing that distance learning allowed for greater thought than face-to-face classroom discussion, allowing them to write carefully about their ideas. Flexibility with time is another area of strength of the online learning environment that has been identified by researchers (Petrides, 2002; Schrum, 2002). In Petride’s (2002) study, he reported that participants in an online course said it was easier to work in collaborative groups because there was no need to alter everyone’s schedule. Convenience is also an advantage reported in the online learning literature. Distance learning gives students more leisure time to do other things like being physically active because there is no time constraint by having to be in class at a certain location or a certain time. This can both be a good thing or a bad thing as the students can find more self-improvement, or this can be a form of distraction (Mangis, 2016).
Distance Learning Amidst a Pandemic
Due to the pandemic, distance learning has been abruptly implemented in full force, resulting in a slew of issues that have impacted the performance of students (Dubey P. & Pandey. D, 2020). Chung et.al (2020) stated that one of the greatest challenges regarding distance learning is internet connectivity. In the Philippines, due to a lack of adequate infrastructure and access to technology, it has been questioned whether the country has been able to successfully implement technology for constructivist learning. Recent studies conducted in the Philippines have shown that the accessibility of resources will significantly impact the students’ distance learning journey and will widen the education gap (Villanueva & Nunez, 2020). Furthermore, some students from middle to low-income households or distant regions do not have internet access and devices. Albay Rep. Joey Salceda further expressed that only 17% of Filipino students have internet access at home while only 3.74% have mobile phones. Moreover, only about 5% of students have internet access at home stable enough for online learning activities (Daguno-Bersamina & Relativo, 2020).
Although distance learning offers flexibility by minimizing limitations on a study in terms of time, access, place, the pace of education, and method of study (Dzakiria, 2012), students face other distinct challenges. Leontyeva (2018) stated that in an online learning environment, the quality of distance learning has both its advantages and disadvantages, with the availability of distance learning as a primary advantage, with the psychological aspect of it greatly impacting a student. When it came to performing tasks like tests and course requirements, the majority of the students reported feeling less anxious. Meanwhile, it was determined that a significant disadvantage of distance learning was the lack of open, full-fledged communication with professors and students. The lack of communication, not only with the professor but also with the students themselves hampered the confidence and awareness of the students. It has also been reported that students are having a difficulty using the set up as well as the inefficiency of technology making the lesson more difficult to grasp for students. Students’ isolation and underdeveloped communication skills are other issues with distant learning options. (Northenor, 2020).
Furthermore, based on the study “Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective”, it has been determined that students easily get distracted and lose focus as a result of teachers’ lack of well implemented strategies in order to keep them focused, but also due to their lack of prior experience with this style of instruction. In addition to these aspects, environmental disruptors such as the noise made by family members or neighbors and lack of adequate learning space also influence the amount of time for which students can concentrate while learning online. Another study revealed that students frequently encounter difficulties such as time management, coping with personal stress, deficient IT skills, and a lack of proficiency in English as instructional language (Geduld, 2013). Distance learning, according to a recent study by Akaaboune et al. (2021), continues to be a concern, as their findings revealed lower levels of exam performance for students as well as challenges with academic dishonesty.
A recent study by Cacault (2021) determined that students attending lectures via live streaming platforms impacts both ends of the learning spectrum, with low-ability students’ performance declining while high-ability students get an increase in their academic performance. Furthermore, the information gathered demonstrated a wide range of impacts on students’ academic performance, potentially widening the gap of educational inequality. This was also in line with the result of a study by Bettinger (2017) wherein it was established that individuals with lower prior GPAs had much more unfavorable consequences from attending online courses. Cacault further specified an important element that students have a general preference for face-to-face classroom interaction with peers and professors and when offered a choice between live-streamed lectures or face to face classes, students opted to go to in face classes and live-streamed lectures only mildly decrease the attendance of in face classes. This is reinforced by the findings of Weil et al (2014) wherein students still did not want to forego the opportunities of being in class with peers and faculty. Even though they value online activities, having it experienced in actual is still favored for the students.
Making remote learning work for all students, according to Armstrong and Mensah, is difficult. The best tools can be in place, but without equitable access by all students to the tools, adequate preparation time and training for faculty, and the adoption of existing curricula, or the development of brand-new course syllabi, it will be difficult to replicate the in-person learning experience, online. Studies have further revealed the complexity of distance education, highlighting the numerous variables involved in any educational setting, not to mention other factors affecting the field, such as social, economic, and geopolitical challenges (Saba, 2000). Complexity leads to different adjustments needed to be made from both students and professors.
Al-Adwan (2018) stated that students’ perceptions of online learning are influenced by a great deal of factors with the “relative advantage, complexity, social influence, perceived enjoyment and the self-management of learning” coming out on top. Al-Adwan further remarked that if the online learning environment is appropriately constructed to have a beneficial impact on students’ academic performance, they will be more inclined to fully integrate themselves into the online learning environment. On another note, online learning environment developers should line their vision and objectives when developing on designing meaningful and customized learning applications to address point per point the student’s academic and non-academic requirements which in turn, results in an increase of performance across the horizon.
Moreover, Ali (2020) highlighted the importance of staff readiness, confidence, student accessibility, and motivation play in online distance learning. For successful assimilation of Higher Education Institutions’ online learning platforms, proper implementation of ICT support and integration into the online learning environment is needed. Ali further noted that online learning changed the classroom environment from a teacher-controlled to a learner-controlled environment, shifting the educator’s function to that of a facilitator. With this in mind, it is crucial to emphasize that having the proper attitude and perceptions about online distance learning will have a significant impact on the efficiency and effectiveness of distance learning integration.
Faculty readiness to integrate themselves into the digital learning platform, according to Dubey and Pandey (2020), is measured by whether they are prepared in advance to complete the learning modules, their competency in handling existing technologies for online learning, and their ability to address potential challenges as quickly as possible. They also provided that in light of the inherent problems of distance learning, solutions to quickly adapt to the changing environment should be implemented such as instilling awareness for the professors and students, strengthening the IT infrastructure of the learning institutions and conducting online training to the non-academic staff to integrate them seamlessly into the learning environment.
According to Gopal’s research, the quality of the instructor is the most important aspect that influences student satisfaction during online classes. This necessitates a high level of efficiency from the lecturer during the lectures. The lecturer needs to understand students’ psychology to deliver the course content prominently. If the teacher can deliver the course content properly, it affects the student’s satisfaction and performance.
In the Philippines, where there are still growing COVID-19 infections as of now, the continuance of the implementation of distance learning is inevitable. Several aspects must be considered as the Philippines implements this method of education. In addition to the more obvious concerns about internet speed, material costs, and delivery methods, instructor capacity, the learner’s circumstance and context, and the learning environment’s efficiency must also be considered as these can greatly impact the performance of students.
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