Abstract:
The purpose of the study was to determine the implementation of learning delivery modalities in elementary schools in the second congressional district of Sorsogon. The data was gathered from one hundred forty elementary school heads. Descriptive method using survey - questionnaire was utilized to gather data from these respondents. Data were analyzed with frequency count, percentage and rank. The findings of the study concluded the following: 1.Majority of the schools used printed modular distance learning while none of them employed tv/ video/ radio - based instruction and online distance learning as learning delivery modalities; 2.The primary strategy used in the implementation of modular distance learning was orienting the learners and parents about the processes involved in modular distance learning while the least strategy employed was establishing strong home-school- community collaboration; 3.None of the schools implemented online distance learning; hence, no strategies were used; 4.None of the schools implemented tv/ video/ radio - based instruction; hence, no strategies were used; 5. The commonly employed strategies utilized in the implementation of blended distance learning were requiring teachers to prepare learning plans, home learning tasks for learners, and individual monitoring plan for learners and assigning personnel at the school who can respond to queries from families and community learning facilitators regarding the modality while the least strategy employed was checking availability of gadgets and equipment for learners and teachers as appropriate; 6.The learning resources primarily used by schools in distance learning were Self-Learning Modules (SLMs) and Learning Activity Sheets as learning resources in distance learning while the least was DepEd recognized Learning Management System; 7.Most of the schools were challenged in implementing modular distance learning with the insufficiency of self - learning modules and learning activity sheets, 8.None of the schools implemented online distance learning; hence, no challenges were encountered; 9.None of the schools implemented tv/ video/ radio - based instruction; hence, no challenges were encountered; 10.Majority of the schools were challenged in implementing blended distance learning on keeping regular contact classes based on the grade/level of learners; and 11. An action plan to improve the implementation of distance learning was proposed. Based on the findings and conclusions, the following recommendations are given: 1.Employ online distance learning and/or tv/ video/ radio - based instruction as an alternative modality/ies; 2.Establish strong home-school- community collaboration; 3.Introduce different strategies in implementing online distance learning; 4.Introduce different strategies in implementing tv/ video/ radio - based instruction; 5.Identify the available and appropriate gadgets and equipment for learners and teachers on distance education; 6.Promote DepEd recognized Learning Management System as an alternative learning resource; 7.Provide interventions to address insufficiency of self - learning modules and learning activity sheets; 8.Provide solutions to address possible challenges in implementing online distance learning; 9.Provide solutions to address possible challenges in implementing tv/ video/ radio - based instruction; 10.Keep regular contact classes based the grade/ level of learners; and 11. Action plan may be submitted to the Division Office for possible implementation and adoption, if found feasible. IMPLEMENTATION OF DISTANCE LEARNING DELIVERY MODALITIES OF ELEMENTARY SCHOOLSANALIZA F. DE GUZMANA THESIS PROPOSAL SUBMITTEDIN PARTIAL FULFILLMENT OF THE REQUIREMENTSFOR THE DEGREE OF MASTER OF ARTS IN MANAGEMENTMAJOR IN ADMINISTRATION AND SUPERVISIONSORSOGON STATE UNIVERSITYSCHOOL OF GRADUATE STUDIESSORSOGON CITYJune 2021Abstract The purpose of the study was to determine the implementation of learning delivery modalities in elementary schools in the second congressional district of Sorsogon. The data was gathered from one hundred forty elementary school heads. Descriptive method using survey - questionnaire was utilized to gather data from these respondents. Data were analyzed with frequency count, percentage and rank. The findings of the study concluded the following: 1.Majority of the schools used printed modular distance learning while none of them employed tv/ video/ radio - based instruction and online distance learning as learning delivery modalities; 2.The primary strategy used in the implementation of modular distance learning was orienting the learners and parents about the processes involved in modular distance learning while the least strategy employed was establishing strong home-school- community collaboration; 3.None of the schools implemented online distance learning; hence, no strategies were used; 4.None of the schools implemented tv/ video/ radio - based instruction; hence, no strategies were used; 5. The commonly employed strategies utilized in the implementation of blended distance learning were requiring teachers to prepare learning plans, home learning tasks for learners, and individual monitoring plan for learners and assigning personnel at the school who can respond to queries from families and community learning facilitators regarding the modality while the least strategy employed was checking availability of gadgets and equipment for learners and teachers as appropriate; 6.The learning resources primarily used by schools in distance learning were Self-Learning Modules (SLMs) and Learning Activity Sheets as learning resources in distance learning while the least was DepEd recognized Learning Management System; 7.Most of the schools were challenged in implementing modular distance learning with the insufficiency of self - learning modules and learning activity sheets, 8.None of the schools implemented online distance learning; hence, no challenges were encountered; 9.None of the schools implemented tv/ video/ radio - based instruction; hence, no challenges were encountered; 10.Majority of the schools were challenged in implementing blended distance learning on keeping regular contact classes based on the grade/level of learners; and 11. An action plan to improve the implementation of distance learning was proposed. Based on the findings and conclusions, the following recommendations are given: 1.Employ online distance learning and/or tv/ video/ radio - based instruction as an alternative modality/ies; 2.Establish strong home-school- community collaboration; 3.Introduce different strategies in implementing online distance learning; 4.Introduce different strategies in implementing tv/ video/ radio - based instruction; 5.Identify the available and appropriate gadgets and equipment for learners and teachers on distance education; 6.Promote DepEd recognized Learning Management System as an alternative learning resource; 7.Provide interventions to address insufficiency of self - learning modules and learning activity sheets; 8.Provide solutions to address possible challenges in implementing online distance learning; 9.Provide solutions to address possible challenges in implementing tv/ video/ radio - based instruction; 10.Keep regular contact classes based the grade/ level of learners; and 11. Action plan may be submitted to the Division Office for possible implementation and adoption, if found feasible. CHAPTER ITHE PROBLEMBackground of the Study Education is a fundamental right enshrined in Article 26 of the Universal Declaration of Human Rights (UDHR) and Articles 13 and 14 of the International Covenant on Economic, Social and Cultural Rights (ICESCR), two of the core United Nations human rights treaties. These provide that primary education shall be compulsory and free to all. On the other hand, secondary education is not compulsory but shall be made generally available and accessible to all by every appropriate means. The Committee on Social, Economic and Cultural Rights in its General Comment No.3 as cited by UNESC0 (2020) asserts that the states must ensure that the right of access to public educational institutions and programs on a non-discriminatory basis, including the right to primary education for all and the right to adopt and implement a national educational strategy, are satisfied at all times, including in times of emergency. This simply provides that States shall provide the adaptability of education by designing and providing resources for curricula, and that curricula are flexible enough to adjust to unforeseen circumstances, which reflect the contemporary needs of students in a changing world. The advent of COVID - 19 poses challenges to various sectors, especially in responding to basic rights. With the prescribed health standards, such as physical distancing and community quarantine, to mitigate the spread of COVID - 19, basic education is among the sectors heavily affected as schools and learning spaces are closed and/or postponed for physical conduct of classes. According to UNESCO (2020), the COVID -19 pandemic creates the largest disruption of education systems in history, affecting nearly 1.6 billion learners in more than 190 countries and all continents. It also exacerbates the pre-existing education disparities by reducing the opportunities for many of the most vulnerable children, youth, and adults - those living in poor or rural areas, girls, refugees, persons with disabilities and forcibly displaced persons - to continue their learning. Nevertheless, 23.8 million additional children and youth, from pre-primary to tertiary, may likely drop out or not have access to school for the year 2020 due to the pandemic's economic impact alone. Ensuring learning continuity during the time of school closures become a priority for governments around the world, many of which turned to ICT, requiring teachers to move to online delivery of lessons. In Argentina, the Ministry of Education sets up the program Seguimos Educando, a multimedia education platform aims at ensuring the continuity of teaching activities during the pandemic. The government makes partnerships with telecommunication companies to guarantee free access to the platform. The program also ensures that communities which lack access to internet will have access to printed educational materials (Normandin, 2020). While the transition to online education has been rather smooth in developed countries, which largely benefit from the necessary infrastructure and technology to ensure academic continuity, this is far from true in developing countries with education systems that are lagging behind. In Asia and Africa, where internet connectivity is very limited, governments have used more traditional distance learning modalities, often a mix of educational television and radio programming, and the distribution of print materials (UNESCO, 2020). The Philippines through the Department of Education (DepEd) develops Basic Education Learning Continuity Plan (BE - LCP) in response to the challenges brought about by the new normal in education. It is a package of interventions that cover the essential requirements of education in the time of COVID-19, including the most essential learning competencies, multiple learning delivery modalities for teachers, school leaders and learners, required health standards in schools and workplaces, and special activities such as Brigada Eskwela (DepEd Order No. 12, s 2020). BE - LCP highlights the multiple learning delivery modalities that a school may adopt depending on the COVID-19 restrictions and the particular context of the learners in the school or locality. These various learning modes include face - to - face, distance learning, blended learning, and homeschooling. To help learners, parents, and teachers implement these learning delivery modalities, Self-Learning Modules (SLMs) shall be made available in print and offline/online digital formats, for use this incoming school year. DepEd shall also tap the materials developed by various partners and entities such as SEAMEO-INNOTECH, BASA Pilipinas, and Knowledge Channel (Briones, 2020). Knowing the importance of grasping the new normal in education, Gilbert T. Sadsad, regional director of DepEd - Bicol, initiated a training course for School heads in the region regarding learning delivery modalities. This undertaking aims to determine the unique characteristics of all learning modalities and to choose which is/are the most appropriate to their school children. The Schools Division of Sorsogon conducted dry run of the opening of classes to selected elementary and secondary schools for school year 2020 - 2021 using distance learning and blended learning. The simulation aims to evaluate the effectiveness of the preparatory schemes of the selected schools and the best practices that may be adopted by the schools in the division. Subsequently, Rolando F. Embile, chief education supervisor of Curriculum Implementation Division, somewhat in July, 2020 mentions that distant learning as a learning delivery modality to be adopted by the division includes printed modular (90%), radio - based instruction and online (10%). Keeping in view the established connection between the role of schools and various modes and strategies in delivering quality education, it is of great importance to know the status of implementation of distance learning delivery modalities. Likewise, considering the massive efforts made by elementary school heads in the Schools Division of Sorsogon in response to finding ways to address the learning crisis and bringing about a set of solutions to ensure the continuity of education, this study is conceptualized. Statement of the Problem This study aimed to determine the implementation of distance learning delivery modalities of elementary schools in the second congressional district of Sorsogon for school year 2020 - 2021. Specifically, it sought answers the following questions:1. What are the delivery modalities implemented by the schools?2. What are the strategies utilized by the school in implementing their learning delivery modalities along:a. Modular Distance Learning (MDL;b. Online Distance Learning (ODL); c. TV/Video/Radio-Based Instruction, andd. Blended Distance Learning?3. What are the learning resources used for distance learning?4. What are the challenges encountered by the school in the implementation of the various learning modalities along the identified variables?5. What action plan can be proposed based on the results of the study?Significance of the Study This study is primarily beneficial to all learners of public elementary schools in the Division of Sorsogon. Specifically, this would be beneficial to the following: Teachers. This study may help the teachers in overcoming the identified difficulties in delivering the multiple learning modalities. Findings of this study may analyze how efficient or inefficient they are giving their pupils in terms of knowledge and skills. Furthermore, this may prepare and capacitate them to effectively utilize the different learning delivery modalities in the new normal system of schooling. Pupils. The outcome of this study may serve as avenue for the pupils to determine which learning delivery modalities best fit with their capabilities. Likewise, this may provide them access to quality education and thus equip themselves with relevant information and skills. School administrators. The results of this study may prepare and capacitate the school administrators to lead and manage multiple learning delivery modalities in their respective schools. Hence, the availability of learning resources/materials such as self - learning modules, online learning resources, and educational TV and radio broadcast resources may be taken into consideration. Parents. This study may give the parents some ideas on how the different learning delivery modalities are used in teaching their children. This may inform them of the needs and problems of their children in the new system of schooling; thus, gaining their understanding, participation and support. Department of Education (DepEd). Findings of this study may provide significant information regarding the multiple learning delivery modalities. This may likewise provide substantial feedbacks on the utilization of face - to - face, distance learning, and blended learning under the new normal schooling in basic education. Community. This study may help in deepening the understanding of the community why there is a need to pursue and adopt new system of schooling in times of crisis or emergency. By enlightening the people in the community about the various learning delivery modalities that may be used in teaching the students, they may also be encouraged to extend their support for the success of the continuation of classes under the new normal. Researchers. Insights that will be gained from this study may be a good avenue for future researches. This study may also identify opportunities for improvement and reference in conducting researches relative to multiple learning delivery modalities.Scope and delimitation This study focused on determining the implementation of distance learning delivery modalities of elementary schools in the second congressional district of Sorsogon for the school year 2020 - 2021. It included the identification of the delivery modalities implemented by the schools, the strategies utilized by the schools in implementing their learning delivery modalities along modular distance learning, online distance learning, tv/video/radio - based instruction, and blended distance learning, the learning resources used for distance learning, and the challenges encountered by the schools in the implementation of the various learning modalities along the identified variables. One hundred forty elementary school heads from nine municipalities in the second congressional district of Sorsogon served as the key informants of this study to infer data about distance learning delivery modalities. This study excluded the elementary school heads that were not from the identified schools in the second congressional district of Sorsogon. Also, secondary school heads were excluded in this study. Definition of Terms For clarity and understanding purposes, the following terms are defined operationally and conceptually as used by this study. Learning Delivery Modalities. These refer to various modes of accessing learning resources which cater to the different contexts and learning needs of the learners (DepEd Order No. 12, s. 2020). In this study, these refer to modular distance learning, online distance learning, tv/video/ radio - based instructions, and blended distance learning that are used by elementary schools as mode of teaching for the school year 2020 - 2021. Distance Learning. This refers to a learning delivery modality where learning takes place between the teacher and the learners who are geographically remote from each other during instruction (DepEd Order No. 12, s. 2020). In this study, it refers to a new normal set -up in which teaching and learning is done outside the classrooms and the learning modalities only included tv/ video/ radio - based instruction, modular, online and blended learning. Modular Distance Learning (MDL). This involves individualized instruction that allows learners to use SLMs in print or digital format, whichever is applicable in the context of the learner, and other learning resources like learner's materials, textbooks, activity sheets, study guides, and other study materials (DepEd Order No. 12, s. 2020). In this study, it refers to Digital Modular Distance Learning (DMDL) or Printed Modular Distance Learning (PMDL). Online Distance Learning (ODL). This features the teacher as facilitator, engaging learners' active participation through the use of various technologies accessed through the internet while they are geographically remote from each other during instruction. In this study, it refers to synchronous online learning or asynchronous online learning. TV/Video/Radio-Based Instruction. This utilizes SLMs converted to video lessons for Television - Based Instruction and SLMs converted to radio scripts for Radio - Based Instruction (DepEd Order No. 12, s. 2020). In this study, it refers to a medium of instruction which makes use of tv, video, and radio. Blended Learning. This refers to a learning delivery that combines face-to-face with any or a mix of online distance learning, modular distance learning, and TV/Radio-based Instruction (DepEd Order No. 12, s. 2020). In this study, it refers to any type of learning modality that is combined to self - learning modules or learning activity sheets. Strategies. In this study, they refer to set of plans or decisions made in an effort to help organizations achieve their objectives. In this study, these refer to activities, programs or projects implemented by the schools to effectively deliver the various learning modalities in teaching. Learning Resources. They are those devices or procedures that help to make teaching and learning more interesting, more stimulating, more reinforcing and more effective (slideshare). In this study, they refer to the educational resources - including print and non-print materials and online/open-access resources - which are used by schools in the implementation of distance learning and teaching. Challenges. It is defined as the situation of being faced with something that needs great mental or physical effort in order to done be done successfully and therefore tests a person's ability (cambridge.org) In this study, these are difficulties encountered by the schools in delivering the different learning delivery modalities. Action Plan for Distance Learning in Elementary Schools in the Second Congressional District of Sorsogon. It refers to set of activities which is intended to improve the implementation of various learning delivery modalities in the Second Congressional District of Sorsogon.CHAPTER IICONCEPTUAL AND OPERATIONAL FRAMEWORK OF THE STUDY This chapter presents the various related literature and studies that set the context of the present study, the synthesis of the state-of-the-art, the gap bridged by the study, and the conceptual paradigm.Related Literature The researcher came across several related literatures that helped in conceptualizing the ideas of the present study. A number of related literatures are reviewed and herein discussed. The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion learners in more than 190 countries and all continents. Closures of schools and other learning spaces have impacted 94 per cent of the world's student population, up to 99 per cent in low and lower-middle income countries (UNESCO, 2020). The crisis is exacerbating pre-existing education disparities by reducing the opportunities for many of the most vulnerable children, youth, and adults - those living in poor or rural areas, girls, refugees, persons with disabilities and forcibly displaced persons - to continue their learning. Learning losses also threaten to extend beyond this generation and erase decades of progress, not least in support of girls and young women's educational access and retention. Some 23.8 million additional children and youth, from pre-primary to tertiary, may drop out or not have access to school next year due to the pandemic's economic impact alone (UNESCO, 2020). Article 26 of the Universal Declaration of Human Rights (UDHR) and Articles 13 and 14 of the International Covenant on Economic, Social and Cultural Rights (ICESCR) underscore education as an empowerment right, a tool for all individuals to fully participate in and contribute to society. Also, the Committee on Social, Economic and Cultural Rights in its General Comment No.3 (1999) reasserts that the states must ensure that the right of access to public educational institutions and programs on a non-discriminatory basis are satisfied at all times, including in times of emergency. This simply provides that States shall provide the adaptability of education by designing and providing resources for curricula which reflect the contemporary needs of students in a changing world. Section 6, chapter 1 of Republic Act No. 9155, otherwise known as the Governance of Basic Education Act of 2001, reiterates the authority, accountability, and responsibility of DepEd for ensuring access to, promoting equity in, and improving the quality of basic education. Consequently, the Philippines through the Department of Education (DepEd)implements Basic Education Learning Continuity Plan (BE - LCP) in response to the challenges brought about by COVID - 19. The DepEd suggests the utilization of different learning modes and strategies to cope up with the new normal in education. Along with these modalities include face - to - face, distance learning, and blended learning (DepEd Order No. 12, s. 2020). Considering that these learning modalities provide learners the opportunity to continue their schooling without face - to face interaction between the teacher and the students, they are anchored on flexible learning. Shurville et. al. (2008) define it as a set of educational philosophies and systems, concerned with providing learners with increased choice, convenience, and personalization to suit the learner. Gordon (2014) says flexible learning provides students with choices about when (pace), where (place) and how (mode) learning occurs. He further adds that pace refers to encompasses accelerated and decelerated programs, part-time learning, prior learning recognition, and associated credit framework; place refers to the actual location of learning, whether it takes place in a classroom, or at home, in the middle of a trip or as part of a work-based experience; and mode refers to how innovations can be used to deliver learning in fully enhanced environments online, blended, or technology. Consequently, flexible learning approach is usually designed using a full range of teaching and learning theories, philosophies and methods to provide learners with opportunities to access information and expertise, contribute ideas and opinions, and correspond with other learners and teachers (Joan, 2013). He also states that the use of internet-based tools such as Virtual Learning Environments or Learning Management Systems and discussion boards or chat rooms as well as the use of such as a blended approach, with content available electronically and remotely, is linked to flexible learning. Moreover, Ryan & Tilbury (2013) stress the important role of teachers, learners, and schools in the successful implementation of flexible learning. They emphasize the need for teachers to give focus in handling the learning cycle instead of being the only learning provider content, the demand for learners to be responsible in grasping opportunities presented to them and in advocating for the method of delivery that best serves their learning, and the necessity for schools to develop flexible structures in providing learners with options in their learning and to establish mechanisms in guaranteeing a quality learning experience. The above cited literatures are relevant to the present study because they underscore the importance of the continuity of education even at times of crisis or emergency. These are significant to the present study because they emphasize the need to adjust the curriculum with the unforeseen circumstances. Likewise, these help the researcher in the conceptualization of this study. Modular learning is the most popular type of distance learning modalities. This learning mode is used by all public schools in the Philippines as it is highly convenient for the typical Filipino students (Bernardo, 2020). In this type of distance learning method, the teacher provides and distributes the self - learning modules (SLMs) to students every week. The students then are given time to study and assess the modules and are expected to complete the task and submit their outputs at the end of the week (uniquephilippines, 2020). Also, the teacher takes the responsibility of monitoring the progress of the learners. The learners may ask assistance from the teacher via e-mail, telephone, text message/instant messaging among others. Where possible, the teacher shall do home visits to learners needing remediation or assistance (Llego, 2020). Printed Modules will be delivered to students, parents or guardians by the teachers or through the Local Government Officials. Since education is no longer held within the school, parents serve as partners of teachers in education. Parents play a vital role as home facilitators. Their primary role in modular learning is to establish a connection and guide the child (FlipScience, 2020). Online distance learning, also called distance education, e-learning, and online learning, is a form of education in which the main elements include physical separation of teachers and students during instruction and the use of various technologies to facilitate student-teacher and student-student communication (Simonson, 2020). It is one of the growing trends in education due to its capability of designing remote learning environment and thus providing wide array of access to different course materials (Allen & Seaman, 2010). Moreover, it has become popular because of its potential for providing more flexible access to content and instruction at any time, from any place. Online learning advocates argue further that additional reasons for embracing this medium of instruction include current technology's support of a degree of interactivity, social networking, collaboration, and reflection that can enhance learning relative to normal classroom conditions (Rudestam & Schoenholtz-Read, 2010). Online distance learning is either asynchronous or synchronous learning. According to Finol (2020), asynchronous, also known as an independent learning, is a type of learning where students learn at their own pace and time by simply providing them learning materials like modules, workbook, worksheet and textbook that aid in their independent learning process. This mode is specifically helpful for students with difficulty attending specific time schedules. It also allows peer collaboration through group assignments where students can work and review tasks together (Gardiner, 2020). On the other hand, Finol(2020) describes synchronous as a real time online learning with live interaction between teacher and students using specific online platforms. This allows the learners to have an opportunity for online interactions, immediate question and answer session and personalized learning opportunities (Simonson, Smaldino, Albright, & Zvacek, 2012). Another type of learning modality is tv/ video/ radio - based instruction. According to DepEd (2020), radio - based instruction utilizes local community and other modes of broadcast wherein the core learning modules are transformed into radio scripts which are then produced for public broadcast while tv instruction is an informal way of learning from TV episodes/shows that are informative and are based in the curriculum competencies. Consequently, tv/ radio-based instruction utilizes SLMs converted to video lessons for Television-Based Instruction and SLMs converted to radio scripts for radio - based Instruction. The order further states that this kind of distance learning modality is most viable for independent learners, and learners supported by periodic supervision of parents or guardians (DepEd Order No. 12, s. 2020). According to UNESCO (2020), most countries around the world are using television and/or radio-based programs to implement distance education. Africa seems to be the most active in the efforts to leverage either TV or radio (70%), some combining both (34% of countries), while Europe and North America seems to be using less radio than other regions, yet very active in deploying TV-based distance education programs. It further reveals that the value of educational broadcasts through television and radio also goes beyond the needs of students alone - making these programs avenue to intergenerational learning. Blended learning, also referred as hybrid learning, is one of the most accepted delivery modes where the learners get the opportunity to learn using online digital media as well as the traditional classroom methods (Bonk and Graham, 2013). It is defined as a learning modality that combines online learning where there is an interaction between teachers and students using specific platform and offline learning wherein students are given time to work on various performance tasks at their own pace (Lawless, 2019). On the other hand, Horn and Staker (2010) consider it as any time a student learn at least in part in a supervised brick-and-mortar location away from home and at least in part through online delivery with some element of student control over time, place, path and/or pace. The cited literatures are relevant to the present study because they provide information about the various learning delivery modalities. Likewise, the aforementioned literatures give emphasis on the implementation of teachers along modular distance learning, online distance learning, tv/ video/ radio - based instruction, and blended learning and this has added to the conceptualization of this present study. Knowing that modular distance learning is no longer held in school, teachers inform the parents and guardians of their important roles in modular learning such as Module-ator, Bundy-clock, and as Home Innovator. As a Module-ator, they are the ones to get and submit the printed Self-Learning Modules (SLMs) from and to schools or barangay halls at the beginning and end of the week, depending on the agreement between the parents and the school. As a Bundy-clock, they must check their child's schedule or workweek plan. Because of the number of subjects or activities to be done, they must see that it is being followed accordingly to avoid cramming or delays in submission, which may affect the child's performance. Lastly, as a Home Innovator, they must provide their child with a productive learning environment to help them focus more on Learning. It must be a well-lighted and well-ventilated space in the house, with little or no distraction (Pe Dangle & Sumalaoang, 2020). Accordingly, Gonzales (2020) mentions that teachers make use of other delivery modalities intended for learners who do not have devices or reliable internet access. Among these are preparing module, comprised of cognitive part to equip students with theoretical knowledge, and educational and professional parts to develop learners' professional skills, for pick up and drop - off, regular phone call, and mailing paper resources to the students back and forth. Meanwhile, Gonzales (2020) says that the teachers have different strategies or practices along online distance learning. In connecting and communicating with their students, teachers give instructions, post announcements, and generally inform the students about what's going on and what's expected of them. Some teachers create daily or weekly videos for this purpose, while others write instructions in places like Google Docs, and others pair short videos with written instructions so students get the information through different modes. Meanwhile, the use of synchronous sessions can be recorded as part of the asynchronous model. This allows students to access the recordings at any time during their independent learning hours (Shank, 2020). To expand the accessibility of various TV- and radio-based instructions, DepEd urges field officials to develop localized DepEd TV and Radio content to avoid duplication of materials (DepEd, 2021). Presently, DepEd TV is concentrating on creating video content for the 5,689 Most Essential Learning Competencies (MELCs). Aside from this, undersecretary Alain Pascua (2021) says that the Central Office-led DepEd TV uses mainly English and Filipino languages in its episodes. Hence, he encourages every school division office who intends to localize DepEd TV programs to let teachers undergo series of broadcaster training program. Similarly, wgu(2020)identifies different strategies for utilizing educational shows. Among these include trying to figure out the best way to utilize technology in teaching, using educational television programs to make a connection between the show and the concept being studied in class, understanding and learning about popular shows their students may be watching at home and applying some learning or concepts that teachers can use inside their classrooms, and enhancing educational TV's inherent audio/ visual value. Teachers use different teaching approaches along blended learning. One example is station rotation model which involves integrating adaptive online learning programs into a fairly typical classroom setting and flex model which allows students to move on fluid schedules among learning activities and modalities according to their needs. In this approach, the teachers use student data to differentiate learning objectives and instruction, integrate in-person learning with online learning, and incorporate elements of mastery-based progression. The Clayton Christensen Institute has also identified station rotation, lab rotation, individual rotation, Flipped classroom, la carte model, flex model, and enriched virtual as some of the strategies that can be used along online learning (blendedlearning, 2020). Similarly, teachers innovate both online instruction and traditional schools by using online content to bolster and differentiate instruction within a classroom setting (Schwirzke et al., 2018). The cited literatures are relevant to the present study because they provide information about the strategies used in the implementation of modular distance learning, online distance learning, tv/ video/ radio - based instruction and blended learning. Likewise, the aforementioned literatures emphasize the importance of teachers' practices in the effective use of the different learning modalities and this has added to the conceptualization of this present study. Various literatures claim that distance learning brings about flexibility and convenience to both teachers and students regardless of transactional distance because of the availability of Learning Management System (Poon, 2013). This system promotes portability and access to information in mobile usability which means that technological or authoring tools, such as Canvas, Moodle, or Blackboard, serve in bridging teaching and learning gap (Waha & Davis, 2014). Online learning systems employ a variety of online tools, systems, and software, which place new demands on the technical competence of instructors (Volery and Lord, 2000). Modes of communication also differ in online courses, with a greater reliance on asynchronous communication methods (Hung et al., 2010). Live or virtual classrooms may also involve remote but instant methods of feedback between student and instructor, facilitated through live chat, video/webcam interactions, and small-group break-out rooms. Gonzales further adds that teachers utilize video - conferencing tools like zoom and google hangouts meet, discussion boards and backchannel discussion, and use audio instructions, reflections, or lectures, in a smartphone or a web - based tool to communicate with their students in a more open dialogue. Consequently, Open Educational Resources (OERs) are becoming popular among such online course designers since OER are the types of educational materials that are in the public domain or introduced with an open license (UNESCO, 2014). These platforms are the latest method of learning since the learners and the teachers get the freedom of using the copyright free materials for the academic work (Karunanayaka et al., 2016). OERs help enhance the teaching and learning across the globe immensely. Mostly, OER learning materials are available at "free and open" concept which provides a great advantage for developing countries where many learners may not be able to afford textbooks, where access to classrooms may be limited, and where teacher-training programs may be lacking (UNESCO, 2014). The aforesaid literatures are relevant to the present study because they all look into the learning resources being used in distance learning. Moreover, they bear significant to the study since they express the necessity of identifying appropriate learning resources that may help the students to learn efficiently their lessons and thus may provide important information needed to successfully utilize the different resources available. The utilization of modular learning has a number of drawbacks. One of the central tensions underlying its use is the driven concern about value of quality teaching and education. According to French (2015), it creates the possibility of fragmentation and incoherence of the educational experience, potentially weakens learning outcomes and comes with epistemological, structural and pedagogical challenges. Shore (2020) mentions that an online class eliminates the human connection and therefore student motivation, interaction, and educator's ability to adapt course materials and presentations is somehow lost. On the other hand, Friedman (2020) says that challenges in online learning include technical issues, distraction and time management, staying motivated, understanding course expectations, lain of in-person interaction, adapting to unfamiliar technology, and uncertainty about the future. Amadora (2020) also points out that with the lack of interaction during online classes, students tend to get distracted easily on smartphones, pets, deliveries and many others rather than the ongoing online class. Because face-to-face interaction is absent, it is theorized that students will experience the lack of interest in the online class. Rost (2019) finds that online environments can generate a feeling of anonymity to students which makes it easier for students to withdraw or participate minimally or completely disappear from the course. These theories show that students in online learning suffered from anxieties that lead to lack of participation. Meanwhile, Jacob (2016) adds that it is difficult for preschool, kindergarten and even early primary grade students to work with educational software because it required the use of a mouse or keyboard. Students' digital literacy is an important factor in online distance learning because without it, the challenge in learning will be much greater. Internet connectivity is a popular complaint being highlighted among teachers and students as the Philippines is still one of the countries in Asia with slow internet. Wireless connectivity is another challenge as the nation has seen on television or read news reports of teachers and students going up on mountain sides or on hilltops to catch wireless signals to use the internet (Averia, 2020). Also, Adonis (2020) says that teachers suspected that the decrease in class size was related to poor internet connection as millions of students and parents struggled to familiarize themselves with the new learning platforms prompted by the new coronavirus pandemic. The Philippines' slow internet connection, posed a great challenge among students, especially those who are from remote places. The set-up and use of radio and television as tools to provide distance education present major challenges, such as the non-availability of educational content in audio-visual formats, difficulties of countries to produce content in quantity and quality in short time, the absence of pre-existing partnerships for the design and broadcasting of the educational content, and the need for communication and collaboration between education specialists and the professionals of the audio-visual sector for the production of educational programs (UNESCO, 2020). Some believe that the use of blended approach is more rigorous when it comes to teaching and learning preparations. This explains the idea presented by Ma'arop and Embi (2016) where they describe blended learning as a burden, both physically and cognitively. Meaning, educators need to spend more time like designing the course platform, uploading of instructional materials, answering queries and evaluating students' online outputs. Thus, it increases their workload, such as the time required (Alebaikan & Troudi, 2010). According to Aldosemani et al. (2018), the lack of faculty training and support, language barriers, poor promotion incentives for blended learning initiation are some of the challenges that teachers are experiencing on the use of blended learning. It is mentioned, for instance, that the use of language texts in LMS in Saudi context is presented using English language, thus, the faculty members are having difficulty to academically communicate with their students and colleagues, considering English language is not their primary or secondary language. They also find that technological infrastructures, such as lack of computers, internet connection, and LMS instability, prohibit blended learning in the country. Some limitations of ICT integration like shortage of ICT facilities, poor maintenance of available or existing ICT resources, lack of ICT budget. In fact, there are still areas in the Philippines, particularly in rural areas, where reliable supply of electricity and internet are miles away to achieve (Dotong, De Castro, Dolot & Prenda, 2016). Thus, it inhibits and affects the capability of teachers to become skillful on the use of ICT in blending with teaching and learning (Lorenzo, 2016). Meanwhile, Hofmann (2011) identifies the technical challenges, organizational challenges, and instructional design challenges of teachers in blended learning instruction. The technical challenges are ensuring participants can successfully use the technology and resisting the urge to use technology simply because it is available. For organizational challenges are overcoming the idea that blended learning is not as effective as traditional classroom training, redefining the role of the facilitator, and managing and monitoring participant progress, and looking at how to teach, not just what to teach, matching the best delivery medium to the performance objectives, keeping online offerings interactive rather than just "talking at" participants, ensuring participant commitment and follow-through with "non-live" elements, and ensuring all the elements of the blend are coordinated for instructional design, respectively. The cited literatures are relevant because they lead support to the writer's study, since they give details on the challenges encountered in the implementation of different learning delivery modalities. These are significant in suggesting possible strategies and activities that would help resolve these problems.Related Studies Several studies related to the present study are reviewed. These gave the researcher useful insights in the organization of ideas in this research. According to Picciano (2017), evidence suggested that online/distance education operated best as a system of dynamic and interrelated components which varied in terms of implementation by context. It revealed that teachers who used these components altogether fostered a learning community that was driven by pedagogy and incorporated a range of activities which enabled flexible delivery. Acquaro (2020) found out that an online model allowed teachers to customize their content delivery to achieve their specific curriculum goals. The study of Wang (2014) underscored the importance of training the teachers along with the different technologies that serve as learning tool to execute effectively the lessons in a distance learning format. It found out that teachers also need to be more engaged and available online to keep students motivated and to monitor continuously the attendance and progress of the students from time to time. After examining the blended learning perceptions faculty members of a certain school, Ndeya-Ndereya and van der Merwe (2014) perceived that blended-based instruction has the potential to bring teaching and learning flexibility and promote learning independence and opportunities for networked learning and accessibility to both teachers and students. Their study also claimed that blended learning can mobilize the classroom environment due to its flexibility, wide range of access, learners' autonomy, and networked learning process. Further, the study of Qasem and Viswanathappa (2016) entailed a positive perception of teachers with the notion of ICT integration using blended learning instruction. With the rapid development of technology-based teaching delivery, it can be argued that the findings of the study showed teachers' satisfaction in terms of experiencing professional development training through blended learning approach. In the context of virtual classroom, learners have the opportunity to access the learning materials regardless of time and space. This implied that teachers and students, in blended learning, were both part of the virtual classroom irrespective of geographical separation (Lalima & Dangwal, 2017). The abovementioned studies are similar to the present study since they deal with different distance learning modalities. However, they focused more on the conditions of teachers and learners along with distance education and blended learning, whereas the present study assesses the implementation of modular distance learning, blended distance learning, tv/ video/ radio - based instruction, and online learning. Research has shown that formative assessment is one of the single most impactful teacher strategies (Hattie, 2018). In a study of Anthony (2019) which used the Danielson framework's indicators to determine the impact of best teaching practices from traditional classrooms in blended elementary classrooms, it was found out that teachers integrated multiples sources to create a holistic picture of student understanding, adjusted their instruction, and formulated small groups or created activities in response to this data. In a study conducted by Jensen et.al. (2019), they found that some teachers changed the digital teaching context when the existing teaching-learning platform did not accommodate specific teaching-learning activities or the features did not meet their expectation. They also added that these teachers, together with their colleagues, developed custom-built tools that they integrated into their teaching context because the teaching-learning platform provided by their university lacked features to adequately support their teaching-learning goals. They further revealed that some teachers added functionality or replace the functionality found in their teaching-learning platform by adding pre-existing, external tools such as video services, conferencing services, chat forums and collaboration services. The study of Fidalgo et. al. (2020), which assessed the distance learning during the height of pandemic, discovered that establishing a suitable infrastructure, providing a distance learning platform and offering simulators adapted to each training sector, dealing with the problem of instant interaction with a high number of students, making the use of large files possible with software use license, providing ease of accessibility especially for students, more specialized training preparation on the proper use of the platform, and good generalization to all educational activities and scientific research, and making the video conference routine were among the practices and activities done by teachers in the implementation of distance learning. In the blended learning format, different teaching strategies and instructional technology were used to help individuals who have different learning styles, needs and interests (Tseng & Walsh Jr., 2016). As examined by Kurt and Yildirim (2018), they were able to identify that the prominent components in the process of blended learning included face-to-face lessons, features of online course materials, use of LMS, design-specific activities, process-based measurement and evaluation, student-student interaction and out-of-class sharing. The study of Anthony (2019) further revealed that the practices of teachers in the high-growth classrooms were observed to implement almost all of these effective practices more, on average, than teachers in the low-growth classrooms. The three components that high-growth teachers were observed to implement far more often than their low-growth counterparts are demonstrating flexibility and responsiveness, using assessment in instruction, and engaging students in learning. On the other hand, clarity of lesson purpose/intended outcome and teacher reinforces and recognizes effort were only two practices in which the low-growth teachers actually scored higher than the high-growth teachers. Both the mentioned studies above are similar to the present study because they all dealt with the practices and activities of teachers on distance learning. However, these mentioned studies focused on the instructional interventions of teachers, whereas, the present study is focused on determining the implementation of different learning delivery modalities. A study conducted by Holmes and Prieto-Rodriguez (2018) regarding the different Learning Management System (LMS) discovered that the most effective element of LMS in course learning for teachers included access to course materials, recorded face-to-face lectures, course blogs or wikis, and online discussion. The findings further revealed that LMS effectiveness in terms of accessibility in teaching and learning had different response for academic staff and students. However, there was no significant difference in relation to LMS interactivity. Constello & Crane (2013) emphasized in a study that the use of e-quiz provided immediate assessment for students' learning progression and gaps that needed to be enhanced. They also found that the use of online feedback increases the likelihood of instructional presence while decreases social distance. This claimed that the use of ICT as a learning platform provided efficient teaching and learning support. This finding was also revealed by Jeffrey et al., (2014), where they emphasized social presence in virtual classroom as largely underdeveloped, thus, making it more difficult for teachers to encourage students' engagement in online participation. On the other hand, PORDATA - Base de Dados Portugal Contemporāneo (2017) affirmed that the devices used to access the Internet were smartphones and laptops. Regarding computer tasks, the most frequent ones were copying and moving files and folders and transferring files from the computer to other devices. The result of a study conducted by Jeffrey et. al. (2014) also showed that the gadgets/ technological equipment used by primary pupils in their online distance learning included the use of smartphones, laptops, desktop computers, and tablets. Similarly, the internet usage in the Philippines rose from 9% of the population in 1998 to 35% in 2014 (Labucay, 2014). Towards the end of the decade, with a population of about 106 million Filipinos in 2018, findings revealed that a rise to 62-63% or about 67 million Filipinos have access to internet and thought of as internet users (Estella & L?ffelholz, 2019; Khalid & Lavilles, 2019). This showed that ICT in the Philippine education context serves as a milestone which opened wide range of teaching and learning opportunities (Lorenzo, 2016). On the other hand, according to a Swedish case study carried out by Garrote (2012), teachers used VLEs, a blended learning platform, mainly to distribute documents, send messages and for course administration and not to enable interaction and collaboration. Nevertheless, Watts (2016) discovered that communication between teachers and students occurred mainly through email and online forums and was typically moderated by the instructor. The abovementioned studies bear relevance to the present study because they deal with the different resources and platforms used by teachers in distance learning. However, those studies focus primarily on the learning resources used in higher educational institutions, whereas, the present study is concentrated in determining the learning resources utilized in distance learning of elementary schools. The study of Pe Dangle & Sumalaoang (2020) highlighted the challenges encountered by teachers in modular distance learning. They found that 70% of the students cannot easily follow instructions in the modules. Thus, modules were often submitted late, and most of the answer sheets were blank. They also found that teachers experienced difficulty in printing and mass production of modules due to lack resources for reproduction and delivery of modules, some learners cannot finish their modules on time because they mostly spent their study time teaching their siblings with their modules and helping their parents in the field, parents lacked the knowledge to assist their child/children due to reason that some parents didn't finish their studies, and some teachers have a weak cellphone signal and have a lot of paper works to check and record. Shraim and Khlaif (2010) noted in their research that 72% of teachers were lacking in skills to utilize ICT based learning components due to insufficient skills and experience in computer and internet applications and this may lead to failure in online distance learning. Also, previous research implied that teachers' perception of an online tools' ease of use is directly connected to the teachers' sensation of lack of time and lack of support to implement (Lonn and Teasley, 2009). Nevertheless, the study of Holley and Oliver (2010) determined that personal opinions about computers and the web significantly influenced the propensity of lecturers to develop online courses. It further revealed that there were teachers not familiar with distance education and related knowledge. Likewise, Wang (2014) revealed that computer skills, technical problems, and attitude toward technology affected teachers' performance in using virtual classroom. For teachers who did not have adequate computer skills and equipment and who were not interested in interacting with computers, virtual classroom was a big burden. As a result, teachers were still using old approaches in their online course and they were still searching for better methods to determine just how much a student was engaged in learning activities, and thus were having difficulty in familiarizing and creating a design course which was suited to their students. In addition, Lewandowski et al. (2011) and Paechter & Maier (2010) found that teachers' difficulty in mastering the paces of online classes was due to reason that they were comfortable and at ease with traditional methods. Meanwhile, the findings of Warden et. al. (2013) revealed that the main source of problem in the online learning is behavior of the students due to their different nature and learning styles. Hence, they have suggested the need for teachers to develop different teaching levels suitable to the students. In terms of the challenges on the use of blended learning, studies have shown that not all faculty members are inclined towards blended-based instruction (Benson et al., 2011). Some still considered the use of ICT as time consuming due to reason that it demanded more time compared to face - to face interaction when preparing or designing lectures, teaching materials and web- based platforms (Benson et al., 2011). Similarly, the study of Ndeya-Ndereya and van der Merwe (2014) revealed that teachers demonstrated little or lack of understanding to blended learning concepts. They found that teachers perceived blended learning as difficult to execute in classroom environment due to the absence of institutional policies on the use of blended learning, lack of ICT training/knowledge (e.g., technophobia), poor confidence to engage in blended learning approach, and limited access to computer laboratories. Hence, these were perceived to be hindrances in the implementation of blended learning. Also, the study of Holley and Oliver (2010) determined that personal opinions about computers and the web significantly influenced the propensity of lecturers to develop online courses. It further revealed that there were teachers not familiar with distance education and related knowledge.
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