BTLED Students Remote Learning Experiences

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A Thesis
Presented to:
The Faculty of the College of Education
Eastern Visayas State University
Burauen, Leyte
________________________________

In Partial Fulfillment
of the Requirements for the Course
 Chapter 1
Introduction
Background of the Study
Learning is cumulative and relative to each individual. When we’re learning, we start

with a baseline of knowledge and go from there. For Piaget, learning is the process of relating

new information to what we already know. To support this, the trainer or facilitator should create

a safe environment for learning. A place where learners’ curiosity is nourished, and their insights

are welcomed. For Learning and Development Managers, this means how you structure a course

or training session is important.

Remote learning is also called distance education, distance learning, e-learning or online

learning, form of education in which the main elements include the separation of teachers and

students during instructions and the use of various technologies to facilitate student- teacher and

student- student communication. Unlike conventional classroom learning, it is not bounded by

space and time. In fact, teachers and students are commonly separated by space and time,

although they may choose to interact synchronously or meet periodically over the length of the

course. Distance learning also needs to use technology. In the early days of distance education,
radio and television were the media used to conduct educational activities. Currently, the

methods have extended to the internet, email, software, video, tapes, cameras, etc. In

comparison, instructors and students may choose to use technology in a conventional classroom

teaching but is optional.

Because of the alternative approaches of distance education, it has grown rapidly in the

past five years. According to the Sloan Survey of Online Learning, in the year of 2002, 81% of

all institutions of higher education offered at least one fully online or blended course. Among

public institutions, the number is even as high as 97% with 49% of them offering an online

degree program. At the same time, over 1.6 million students took at least one online course

during fall 2002 and among all U.S. higher education students, 11% took at least one online

course (Allen & Seaman, 2003). In 2003, 2004, and 2005, the enrollment has jumped to 1.98

million, 2.35 million, and 3.2 million respectively. The three-year continuous 20% to 30%

growth rate in online enrollments far exceeds the overall rate of growth for the entire higher

education student population. Simultaneously, around 50% of all schools kept an optimistic

attitude toward distance learning and identified online education as a critical long-term strategy

in the three years (Allen & Seaman, 2004; Allen & Seaman, 2006).

Besides fostering common educational practices in conventional classrooms, distance

education is portrayed as possessing more potential and thus more promise in promoting student

interactions and enhancing learning outcomes by utilizing advanced computer technology. For

example, Bruce et al. (2005) suggest the web has the ability to provide student interactions and

multiple paths for learning. Learners can have greater control over information access,

individualized pacing and timing and with more support in the inquiry process. Lebaron and

Miller (2005) advocate the vast possibilities offered by effective online design: entry to a global
range of resources, 24/7 interaction within a purposeful learning community, convenience of

access, and opportunities for reflective dialogue.

However, because of the limited opportunities for face-to-face interactions between an

instructor and their students, distance education has brought many new challenges to the teaching

and learning process. Wang and Newlin (2000) point out that little is known about the

characteristics of students in distance education courses. As a result, effective curriculum design

is hindered by the lack of understanding of the characteristics, attitudes, and needs of the students

in these courses (Smith, 1997). At the same time, the faculty needs to develop skills in helping

students adjust to the unique features of distance education. However, the lack of adequate

training may prevent them from fully participating in the distance education practices (Galusha,

1998), especially considering that they have to spend twice as much time in preparing and

delivering an online course as compared to a traditional course (Willis, 1994). With all of the

challenges facing distance education, studies show that distance learning student’s desire content

and motivational support beyond course materials and are limited in their success without it

(Williams, 2006).

The benefits associated with virtual schooling are expanding educational access, providing high-

quality learning opportunities, improving student outcomes and skills, allowing for educational

choice, and achieving administrative efficiency. However, the research to support these

conjectures is limited at best. The challenges associated with virtual schooling include the

conclusion that the only students typically successful in online learning environments are those

who have independent orientations towards learning, highly motivated by intrinsic sources, and

have strong time management, literacy, and technology skills. These characteristics are typically
associated with adult learners. This stems from the fact that research into and practice of distance

education has typically been targeted to adult learners.

The goal of this study is to find out the different trail or experiences that the BTLED

students from EVSU BC experience. The researchers will focus on what experiences did they

experience in the new system of education, the remote learning or distance learning.

The purpose of this study is to let the students, teachers and school know and be aware of

how the remote learning or the distance education changes the life of student.

Statement of the Problem

The study aims to answer the different experiences of BTLED students in remote
learning.
This study specifically seeks the following questions:
1. What is the demographic profile of the respondents along with the following;

1. Age

2. Sex

3. Socio Economic Status

2. What are the challenges that BTLED students experience in choosing distance education?

3. What are the advantages and disadvantages of taking remote learning or distance

education?

4. How does remote learning or distance education change the life of a student?
Significance of the Study
The findings of this study will be useful to the following entities;
To the BTLED Department Organization: This study will help them to have knowledge and

awareness of what experiences does the student experience in distance education. With this

regards, they can assess and guide the students on how the distance education affect them.

To the Students: The findings of this study will help them guide and learn something about the

effect of taking a distance education. It will give them the knowledge on how to be more

prepared and alert in adopting the new system of education.

To the Teachers: The result of the study will help them to acquire information concerning to the

background of each students, by this information they will interpret the needs of the students,

guide, monitor and assess the feelings of every student.

To the Parents: The findings of this study will benefited to the parents to be aware,

knowledgeable of what their children’s doing. It will help them to guide and assess their

children’s as they thoroughly taking the new system of education, distance education.

To the Future Researchers: The findings of the study may be of great help for researchers who

would conduct further research similar to what the study is about.

Scope and Delimitation of the Study

This study involves the BTLED students who enrolled in the School Year 20212022 in

Eastern Visayas State University Burauen Campus (EVSU-BC) Burauen Leyte. This research

study focuses on knowing the experiences in distance education that the BTLED students

encounter and experience, and how did they cope up with it. The researchers will formulate a

questionnaire in order to find out the experiences that the students have experience.
 Those students who enrolled last year 20220-2021 are not included. The teachers, school

administrators and staffs are exempts in gathering information. This study is also excluded in the

other programs or courses such as, BSED, BEED, BEMD Department, IT, Agriculture and HM.

Theoretical Framework
The major concepts and theories of learning include cognitive psychology,

constructivism, social constructivism, experiential learning, multiple intelligence, and situated

learning theory and community of practice.

Cognitive Learning Theory, suggests that the learner is an active participant in the process.

They come to the table with their own skills, knowledge, memories and relevant information

they’ve learned in the past. When learning something new, individuals process and construct

their own understanding of a topic based on their past experiences and knowledge. Cognitive

Learning Theory explains how we process information when we learn. When we think back to

our school days, many of us will remember being taught in this way: a teacher stood at the top of

the classroom and lectured us on a subject. Almost every teacher used this method for almost

every subject. And in the vast majority of cases, a student’s success was measured by how much

they could remember on exam day.

Experiential Learning Theory, “Experience and Education" (John Dewey, 1938) serves as a

foundation piece of literature when discussing experiential learning. To facilitate a better

understanding, a conceptual model was developed. In John Dewey's experiential learning theory,

everything occurs within a social environment. Knowledge is socially constructed and based on

experiences. This knowledge should be organized in real-life experiences that provide a context

for the information. The teacher's role is to organize this content and to facilitate the actual

experiences. The experiences are based on the capabilities and readiness of the learners. The
quality of the experience is the primary component of the theory. Upon completion of the

experience, learners have the knowledge and ability to apply it to differing situations. Thus, they

have created new knowledge and are at a different level of readiness for continued acquisition

and construction of new knowledge. Includes a figure and a reference.

As the name suggests, experiential learning involves learning from experience. The theory was

proposed by psychologist David Kolb who was influenced by the work of other theorists

including John Dewey, Kurt Lewin, and Jean Piaget.

According to Kolb, this type of learning can be defined as "the process whereby knowledge is

created through the transformation of experience. Knowledge results from the combinations of

grasping and transforming the experience. “Experiential learning theory differs from cognitive

and behavioral theories in that cognitive theories emphasize the role of mental processes while

behavioral theories ignore the possible role of subjective experience in the learning process. The

experiential theory proposed by Kolb takes a more holistic approach and emphasizes how

experiences, including cognition, environmental factors, and emotions, influence the learning

process.

Constructivism theory

Constructivism is the theory that says learners construct knowledge rather than just passively

take in information. As people experience the world and reflect upon those experiences, they

build their own representations and incorporate new information into their pre-existing

knowledge (schemas).Related to this are the processes of assimilation and accommodation.

Assimilation refers to the process of taking new information and fitting it into an existing

schema. Accommodation refers to using newly acquired information to revise and redevelop an

existing schema.

In contrast to the traditional methods of teaching in which the teacher disseminates knowledge to

be memorized by the students, who in turn recite the information back to the teacher,

constructivism promotes strategies based on active learning. Thus, the role of the teacher shifts

from the “sage on the stage” to a collaborator and facilitator; scaffolding, reciprocal teaching,

and guided instruction are considered primary effective teaching strategies for both the

traditional and e-learning environment. This learning theory and the associated strategies are

associated with effective e-learning, especially higher education e-leaning.

Cognitive-behaviorism and social-constructivism theories claim that learning occurs inside a

person. Even social constructivist views, which hold that learning is a socially enacted process,

promote the principality of the individual in learning. Connectivist approach focuses on learning

process as well as what has been learnt. At the present time, in which open and distance learning

resources or environments have gained popularity, the quality of the information learnt and the

importance of converting the information into knowledge process has made connectivist

approach more important for ODL. When we look at the Social-Constructivist Pedagogy of

ODL, Anderson and Dron (2011) urges that there exists a link between two-way communication

technologies and social-constructivist pedagogy. This pedagogy category heavily focuses on

interactions in between and among participants rather than just transmitting information. With

the recent developments in ICT and their effects on education has resulted in collaboration and

virtualization of social environments. In this context, social relations and collaborative learning

heavily relies on networks. Whereas in social-constructivist learning theory, actualization of

learning is fulfilled with individual comprehension in a social manner, in connectivist theory it is

fulfilled through recognition and interpretation of the structures distributed within the

technologically advanced networks.

Theoretical Background of Open Distance Learning, Keegan (cited in Simonson et. al., 1999)

classified theories of distance education into three groups: theories of independence and

autonomy, theories of industrialization of teaching, and theories of interaction and

communication.

Theory of Independence and Autonomy Wedemeyer, who proposes the theory of

independence and autonomy, highlights that the core of ODL is learner independency and thus a

(Simonson et al. 2009). Emphasizing the characteristics of independent study systems such as

separation and time, the earlier definitions of ODL can be said to be built on this theory. As

Gunawardena and McIsaac (2003) states Wedemeyer's vision of independent study was

consistent with self-directed learning and self regulation.

Theory of Industrialization Otto Peters' view of distance education was as an industrialized

form of teaching and learning. He compared distance education with the industrial production of

goods. He also claims that before the industrial age distance education couldn't have existed.

From this aspect, Peters (1988) proposed a new terminology, which heavily highlights the

concepts from industrialization for the analysis of distance education: Rationalization, Division

of Labor, Mechanization, Assembly Line, Mass Production, Preparatory Work, Planning,

Organization, Scientific Mesut Aydemir et al. / Procedia - Social and Behavioral Sciences 174

( 2015 ) 1750 – 1757 1753 control methods, Formalization, Standardization, Change of Function,

Objectification, Concentration and Centralization. As Simonson et al. (2006) states, division of

labor is the key element of distance education and with the help of ''mechanization'' and

''automation'', teaching process in Peters' theory has been updated.

Theory of Interaction and Communication Borje Holmberg’s theory of distance education,

what he calls “guided didactic conversation”, falls into the general category of communication

theory (Schlosser & Simonson 2009, p.43). As Simonson et al. (2006) justifies, at first Holmberg

proposed seven background assumptions and in 1995 these assumptions were extended.

Accordingly, the theory consists of eight parts: [Link] education serves individual learners

who cannot or do not want to make use of face-toface teaching. 2. Distance education promotes

students’ freedom of choice and independence. 3. Society benefits from distance education. 4.

Distance education is an instrument for recurrent and lifelong learning and for free access to

learning opportunities and equity. 5. Distance education may inspire metacognitive approaches.

6. Distance education is based on deep learning as an individual activity [Link] education is

open to behaviorist, cognitive, constructivist and other modes of learning. 8 .Personal relations,

study pleasure and empathy between students and those supporting them are central to learning

in distance education. All in all, Holmberg (1986) highlights that the dialogue between the

learner and the teacher as the basic characteristic of distance education and states that guided

conversation facilitates learning.

Equivalency Theory

The impact of new telecommunications technologies on distance education is farreaching. Real-

time television systems, such as the Iowa Communications Network (Simonson and Schlosser

1995), permit learners and instructors to see and be seen, hear and be heard, in almost the same

way as in the local classroom. Keegan (1995) suggested that electronically linking instructor and

students at various locations creates a virtual classroom. He continued by saying that,

The theoretical analyses of virtual education, however, have not yet been addressed by the

literature: Is virtual education (interactive, live televised instruction) a subset of distance

education or to be regarded as a separate field of educational endeavor?

Education at a distance should be built on the concept of equivalency of learning experiences.

The more equivalent the learning experiences of distant learners are to those of local learners, the

more equivalent will be the outcomes of the educational experiences for all learners. This

approach to distance education advocates designing a collection of equivalent learning

experiences for distant and local learners, even though they may be different for each student.

The objective of the instructional designer of distance education is to provide for appropriate,

equivalent learning experiences for each student. This theory is based on the following definition

of distance education as, formal, institutionally-based educational activities where the learner and

teacher are separated from one another, and where two-way interactive telecommunication

systems are used to synchronously and asynchronously connect them for the sharing of video,

voice, and data-based instruction. (Simonson 1995)

Thus, those developing distance education systems should strive for equivalency in the learning

experiences of all students, regardless of how they are linked to the resources or the instruction

they require. There are several key elements to Equivalency Theory; they are the concepts of

equivalency, learning experiences, appropriate application, students, and outcomes.

 Conceptual Framework

INPUT

1. What is the
demographic profile of
the respondents along
with the following;
1. Age
PROCESS
2. Sex
OUTPUT
3. Socio Economic
Status 1. Descriptive
Design
2. What are the 2. Survey Effects of distance
common problems of Questionnaire education.
BTLED students that 3. Purposive
they experience in Experiences of BTLED
Sampling/
choosing distance students in distance
Judgement
education? education.
Sampling
3. What are the
advantages and
 Chapter II
Review of Related Literature
In this chapter it present and discuss the related literature and related studies such local

and foreign studies that is available to the researchers provided the salient facts and background

information which are relevant to the study.

Review of Related Literature

Learning is cumulative and relative to each individual. When we’re learning, we start

with a baseline of knowledge and go from there. Jean Piaget, a Swiss psychologist and pioneer of

Cognitive Learning Theory, favored this learner-centered approach to teaching. He suggested

that accommodation, assimilation, and equilibration are all crucial to learning: Accommodation –

how we modify what we already know to take new information into account; Assimilation – how
the new knowledge is arranged in our heads alongside what we already know; Equilibration – the

balance between what we already know and what we’re currently mastering.

For Piaget, learning is the process of relating new information to what we already know. To

support this, the trainer or facilitator should create a safe environment for learning. A place

where learners’ curiosity is nourished, and their insights are welcomed. For Learning and

Development Managers, this means how you structure a course or training session is important:

Learning is a broad term. Learning includes all activities which affect children. Along with the

growing process, the mental development of the child occurs. As a result, changes take place in

his behavior continuously. The child goes on learning through experiences. From a psychological

point of view, learning has been explained as a stimulus-response process. According to the point

of view, the establishment of the stimulus-response relationship is known as leaning.

Some other facts also come before us relating to the learning, such as-

(i) Learning is a process through which the behavior of the child changes or modifies.

(ii) Learning is predicted on the basis of changes in behavior.

(iii) These changes can be negative or positive.

(iv) The changes due to learning are permanent.

(v) Changes in the behavior are the results of experiences.

(vi) Leaning can be termed as a mental process.

Distance education, which is now also referred to as distance learning or e learning, has existed

for centuries. Although as Keegan says “the ideas surrounding the educational endeavor are

somewhat similar” [1], it is not easy to find a single definition of distance education. While

according to North [2], a few definitions even look to define it in terms of a single technology,

according to long distance teaching [3], others display distance education simply as a recent

development of the class into a remote location [4]. However, such definitions are restrictive and

fail to recognize the actual needs of distance education users. Mugridge [5] provides a better

definition, describing distance education as “a form of education in which there is normally a

separation between teacher and learner and thus one in which other means—the printed and

written word, the telephone, computer conferencing or teleconferencing, for example—are used

to bridge the physical gap”.

Many educational institutions have created solutions to their increasing educational needs

through the development of distance education programs. Distance education allows educational

paths to be determined by educators and students, who are separated with physical distance,

using technology (e.g., audio, video, data, and written text). It is a form of education in which

students, teachers, and teaching materials in different geographies are brought together through

communication technology. Using video, audio, active learning, simulations, and electronic

advances appeals to a variety of students with multiple learning styles.

1 A review of distance learning

Research on distance education has been subject to long and numerous debates [7– 10].

Distance education needs a reliable means of communication between students and lecturers.

Therefore, the history of distance education begins at the point where a reliable communication

method is established. Most historians date distance education to the eighteenth century, when a
few lecturers began to offer what were called correspondence courses. One of the first examples

of distance education was observed in 1728, when “an advertisement in the Boston Gazette

named ‘Caleb Phillips’, teacher of the new method of Short Hand” was searching students for

lessons to be sent weekly. But technology based distance education started after the introduction

of some devices, which are using both sight and sound, into the schools in the early 1900s.

In the late 1960s and early 1970s, microwave technology was developed. So networking

technology costs were reduced, and universities began to use microwave networks to take

advantage of the Instructional Television Fixed Service (ITFS) authorized by the Federal

Communications Commission.

Today, distance education programs have a wide range of approaches. For example, independent

study courses through computer networking, computer delivered instruction, communication

between students and instructors through electronic mail, class sessions, cluster groups,

undergraduate and graduate degrees through cable networks, and video courses with texts and

other collateral materials are these approaches.

In summary, the history of distance education shows a constant state of evolution. In the

historical view of distance education, a stream of new ideas and technologies has been observed.

Historical development of distance education shows that nontraditional education tends to blend

with traditional education while meeting the changing learning theories and developing

technologies.

1.1 The purposes of distance learning

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

may live in isolated, less populated and nonurban, rural areas and have no access to education.
Other learners may have ready access to a private school or 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 in universities.

One of the most important purposes of distance education is to provide an opportunity of

education, often on an individual basis, to learners who are not physically present in a classroom.

Also, it provides equity in educational opportunities by allowing access to quality education for

those who otherwise would have been denied.

1.2 The advantages and disadvantages of distance learning

The aim of distance education is to provide a strong communication between students and

lecturers. That's why there are also disadvantages as well as advantages of distance education.

The main advantage of distance learning is that the students can study wherever, whenever, and

whatever he/she wants. So, it can be said that flexibility is the most important advantage of

distance learning. The other advantages of distance learning are as follows:

The students have the convenience of course materials being delivered to his/her home or

office.

Students may gain useful, transferable skills, such as planning and research.

Students can make their feedback easily.

There is no waste of time in transport.

Accessing students without face to face learning opportunities.

Distance learning provides just in time learning.

Distance learning is associated with technology more than face to face learning.

Distance education can reach a wider audience.

Distance learning can facilitate greater learner instructor interaction.

Distance learning can equalize access to education.

Distance learning makes information and lecture notes open to everyone.

Distance learning minimizes the costs of stationery.

Distance learning increases the effectiveness of education through the use of items such as sound

and image.

Although distance learning has numerous benefits, it has some disadvantages that

are listed as follows:

There is a lack of eye contact between the students and the lecturers.

It can be occasional Internet provider downtime.

Student must be more active in education environment.

The cost of developing course materials is too much, and it is needed more time to prepare

course materials.

There is unconsciousness in the use of educational technology.

Distance learning is not suitable for undisciplined learners or inflexible instructors.

Laboratory and experimental courses cannot be given remotely.

Students who have little technological knowledge cannot follow the courses.

Students and instructors need to take technical training and support.

Some of the students cannot access the necessary facilities, such as computers, Internet, etc.

1.3 Types of distance learning

In general, distance education is collected under two main headings:

Synchronous and Asynchronous

Synchronous learning requires all students to participate the classes at the same time. The

method of delivery is usually interactive and includes Internet chat sessions, teleconferences, tele

courses, and web conferencing [16]. Synchronous distance education is less flexible than

asynchronous distance education because synchronous distance education requires all enrolled

students and the teacher to be online at a specific time. Asynchronous instructions do not require

simultaneous participation of all students in the class, so it is more flexible. Asynchronous

instruction gives students the freedom to interact with the material and instructor at a time that is

convenient for them [16]. Internet based distance education has become a specific focus for at

least three reasons according to the Institute for Higher Education Policy (IHEP) [17]:

First, Internet is quickly becoming the predominant technology in distance education, because of

its increasing telecommunications bandwidth capabilities. Second, Internet based distance

education especially asynchronous instruction mode allows the teaching and the learning

processes to occur “at any time and any place.” Provision of the interactive learning activities at

any time and any place has become the most important characteristic of this technology. Third,

Internet based distance education is, in many ways, fundamentally different from traditional

classroom based education.

1.4 Learning management systems

 Computers and computer networks are rapidly becoming the preferred long distance

communication tool, and they are evolving as a major resource in distance education.

With the history of distance learning encompassing so many different learning environments, we

need to find a definition that fits in all situations. There have been many definitions put forward

in modern literature. Greenberg (1998) defines contemporary distance learning as “a planned

teaching/learning experience that uses a wide spectrum of technologies to reach learners at a

distance and is designed to encourage learner interaction and certification of learning” (pg. 36).

Teaster and Blieszner (1999) say the term distance learning has been applied to many

instructional methods: however, its primary distinction is that the teacher and the learner are

separate in space and possibly time” (pg. 741). Desmond Keegan (1995) gives the most thorough

definition. He says that distance education and training result from the technological separation

of teacher and learner which frees the student from the necessity of traveling to “a fixed place, at

a fixed time, to meet a fixed person, in order to be trained” (pg. 7). From these definitions we can

see that the student and teacher are separated by space, but not necessarily by time. This would

include compressed video, which is delivered in real time. As stated earlier, this type of live

video instruction is the fastest growing means of distance learning today. Because of this, much

of the discussion here will be dedicated to the promises and problems of this technology.

2. The Promises of Distance Learning

Many of the promises of distance learning are financial in nature. Universities hope to

save money by delivering education to students that are unable to attend classes because of time

or distance. The theory is that class size increases while the overhead remains the same. In a
2001 article by Burton Bollag and Martha Ann Overland, they say that developing countries are

turning to state run distance education programs to take the place of ever increasing enrollments

and a lack of physical building space. Places such as Beijing, Jakarta, and South American

countries such as Brazil and Argentina have all begun to use distance-learning techniques to

reach those that would by any other means be unreachable. Bollag and Overland say countries

like China are moving from “elite to mass education,” and that “traditional universities cannot

meet the demand” (pg. A29). China uses a radio and television delivery system to serve 1.5

million students, two-thirds of which are in a degree program.

In Australia, Curtain University uses compressed video conferencing to reach remote students in

Western Australia, and to enhance classes in Business Studies by connecting with students in

Singapore. Other examples can be found in the UK and Norway where several sites have been

linked together (Keegan, 1995). Of course there is also wide use in the United States, both in the

public and private sectors. It should be obvious by these examples and by the definition of

distance learning, that it can meet the promise to deliver classes to a geographically broad and

diverse population. Not only that, but the need seems to be strong for such programs. According

to the American Council on Education, the number of students in distance learning doubled from

1995 to 1998 totaling 1.6 million (Devarics, 2001). Another market forecast says that by the year

2002 there will be 2.2 million students in distance education program, a full 15 per cent of all

U.S. college students (Rochester, [Link]., 1999, cited in Dibiase 2000). Many Universities are

feeling the pressure to control their costs, improve quality of instruction, focus on customer

needs, and respond to the competitive pressures (Horgan, 1998, p.1). Distance learning

technologies have the potential to assist in solving these problems. In 1994, Basom and Sherritt

surveyed higher education administrators and state politicians to find out what they thought
would be the major problems facing American higher education in the next millennium. The

answers they most often received were: meeting increased demands at a time of decreased

resources, increasing or maintaining access, using technology more efficiently, and sharing

resources across state lines so that colleges won't have to be all things to all people ” (Pg. 4).

Distance learning seems to address all of these issues. Administrators hope that distance learning

methods will help make higher education more cost-effective (Dibiase, 2000). This type of

answer may be seen as a quick fix for many administrators. If not approached seriously however,

the distance programs can quickly become second rate.

The convenience of time and space is a big promise made by distance learning. Students do not

have to physically be with the instructor in space and, depending on the method used, they do not

have to be together in time as well. This is a great advantage for nontraditional students who

cannot attend at regular times. Satellite campuses such as the ones Arkansas State University

have recently opened are drawing out a “ hidden market” of adult students in small towns and

recent high school graduates who don't want to go away to a bigger city to get an education. The

satellite campuses could conceivably help the school's enrollment to grow tenfold (Savoye,

2001).

3. Problems of Distance Learning

Despite the promises and obvious advantages to distance learning, there are problems that

need to be resolved. These problems include the quality of instruction, hidden costs, misuse of

technology, and the attitudes of instructors, students, and administrators. Each one of these has

an effect on the overall quality of distance learning as a product. In many ways, each of these

issues relates to the others. We will examine each of these issues separately.
3.1 Quality of Instruction

The first issue is the quality of instruction that is given through distance learning

programs. Much of the quality of instruction depends on the attitude of the administration and the

instructor. Data collected in a 1999 study by Elliot Inman and Michael Kerwin showed

instructors had conflicting attitudes about teaching distance education. They report that after

teaching one course, the majority of instructors were willing to teach another, but that they rated

the quality of the course as only equal or lower quality than other classes taught on campus.

Many times it seems that the administration believes the technology itself will improve the

quality of the class. Palloff and Pratt (2000) remind us that “technology does not teach students;

effective teachers do” (pg. 4). They make the point that the issue is not technology itself, but how

it is used in the design and delivery of courses. Too often instructors do not design their lessons

to take advantage of the technology presented. This affects the quality of the instruction.

Research suggests that the effectiveness of distance learning is based on preparation, the

instructor's understanding of the needs of the students, and an understanding of the target

population (Omoregie, 1997). Sherritt (1996) found in her survey of higher education

administrators that many of the decision makers view distance programs as second rate, a

“necessary but deficient form of education” (pg.2). She writes that this attitude also was found in

academic departments that “have no strong mandates to adjust their curriculum and instruction to

fit distance learning beyond cursory cooperation” (pg. 2). There are no rewards for doing so and

the effort takes away from research time. Sherrit also cites a study by Caffarella et al. done in

1992, which found off campus instructors to be “ a demoralized bunch, perceiving poor working

conditions, isolation, personal and professional deprivation” (pg.3). This attitude hardly seems

conducive to an effective learning environment for the students. If the administration and
instructors are lacking in true commitment, it is bound to have a negative influence on the entire

distance learning experience.

3.2 Cost Effectiveness

The second issue is the true cost and the cost effectiveness of distance learning programs.

Are they actually cost efficient? A study by Phelps et al. (1991) found that “ the potential cost-

effectiveness of using online technologies in distance education is still uncertain” (pg. 303). The

study further showed that the concepts of costs and effectiveness are not as simple as they first

appear. Atkinson (1983, cited in Ng, 2000) notes, “ it is possible for a program to be efficient but

not cost effective if the outputs which are actually produced do not contribute to the program

objectives: that is it may be efficient at doing the wrong things” (pg. 306). Ng also comments on

the cost of human capital. He states, “Human capital and the costs of conversion are expenses

that can easily be underestimated” (pg. 306). Ng notes that the cost of online courses is affected

by how they are implemented: as an enhancement or as the primary teaching medium. If it is

implemented as a primary teaching medium, it is considerably more expensive. The teaching

purpose of the different approaches needs to be taken into account. If this is not factored in by

administration, there may be costs that are not apparent at first glance. Caffarella et al. (1992)

found in a study at the University of Northern Colorado that when electronic distance delivery

costs were compared with those of instructor travel directly to the site, the least costly alternative

was the live instruction with the instructor traveling to the remote site compressing the class into

fewer weeks. This alternative was one-third the cost of any other alternative. Starting a

compressed video distance-learning program is not cheap. Southern Arkansas University-

Magnolia decided to try compressed video as an alternative to other methods. The startup

equipment for the unit was approximately

$80,000. Establishment of a permanent T-1 telephone line was another $1,200 per month

(Weber, 1996). These costs are startup only and do not reflect any of the human capital costs as

discussed earlier. Carr (2001) discusses a report by the California State University System that

looked at cost savings in distance learning programs. The report found that only in really large

courses with many sections would cost savings be possible. Courses in excess of 500 students

would benefit from this setup, while it was still more cost effective to teach smaller groups in a

traditional setting. The startup costs, maintenance costs, and personnel costs should also be

factored in to arrive at a true cost for a distance-learning program. The minimum number of staff

required for delivery of a compressed video class would be one instructor and two technicians,

one at each site. This means a minimum of three people is needed to deliver the same class as

one instructor does in a traditional setting. The costs associated with training technicians and

instructors should not be overlooked. For effective distance education to take place, the staff

delivering the instruction should be well trained.

3.3 Misuse of Technology

Besides the cost of the technology, there is the possibility of not utilizing all its potential.

Some of these problems arise from a lack of training, some from the instructor's attitudes about

using the technology, and still others by hardware problems. It seems to be self evident that

instructors need to be trained to use distance learning technology, but too often they are not.

Once again, it appears that administration may feel that the technology itself will improve the

course. Advancement in technology does not lead to effective distance education. The best

distance education practices depend on creative, well-informed instructors (Greenberg, 1998).

Bates (1995) suggests that newer technologies are not inherently better than old ones and many

of the lessons learned from the application of older technologies will still apply to any newer

technology. Again, the instructor should be trained to take advantage of both their experience and

being able to adapt that experience to the new environment of distance learning. The instructors

must be trained “not only to use technology, but also to shift the way in which they organize and

deliver material” (Palloff & Pratt, 2000, pg. 3).

3.4 Problems with Equipment

Equipment and hardware malfunctions can be a great detriment to the effectiveness of

distance learning. When a problem occurs in a class everything comes to a standstill and the

learning environment is interrupted. If there are too many instances, the entire course can be

affected. For instance, if an overhead projector goes out during an instructor's presentation, an

alternate way of delivering that information can easily be found. However, if a compressed video

presentation has problems, the entire class must be stopped until the problem is resolved. If the

instructor goes ahead with the lesson, one site will miss out on that information. Carter (2001)

did a study of students taking courses by compressed video in the Mississippi Gulf Coast

Community College program. One of the questions he asked pertained to the equipment and

technology operating correctly. His results from three groups spread over the different sites

showed that only 42% agreed with the statement that the equipment and technology operated

correctly. A program studied by Teaster and Bliesner (1999) found that unanticipated technical

problems with the system shortened the class time and discussion that negatively affected the

overall quality of the presentation. In one presentation the connection was lost twice prior to the

students arriving and ten times during the actual instructional session. During this particular

session there was never more than a four-minute period before the connection to one of the sites
was lost. This may be an extreme example, but according to the instructor involved in the

presentation, the course experience was “ better, but similar to past experiences” (pg. 743). At

Southern Arkansas University-Magnolia, they discovered that using compressed video as a single

medium of delivering distance education was not as effective as was first hoped. Because of this

they developed a different concept of an “electronic classroom” that did not rely on just one

mode of delivery (Weber, 1996). Their experience was that compressed video had connection

problems and did not work well broadcasting information delivered by lecture. The failure of the

hardware can be a very frustrating thing for all involved in distance learning. For the instructor, it

means they can be well prepared for the class only to have a bad connection or camera failure

cause the entire lesson to go bad. For the technician, the frustration and inability to keep the class

running smoothly may affect the instructor's view of their competency, causing friction. For the

student, an inability to get a flow to the class and feel like progress is being made can hinder the

learning process. Those students used to the traditional faceto-face instruction and who do not

have a tolerance for ambiguity will have a difficult time.

3.5 Attitudes towards Distance Learning

Despite problems with hardware that may or may not get worked out with new advances

in technology, we must come back to instructors and their attitudes towards teaching in a

distance-learning environment as a major potential roadblock to effective distance education. As

in any educational situation, the instructor can set the tone for learning in the educational

environment. That instructor must be properly trained and motivated to be effective. An

instructor must have technological skills and confidence to use all of the various electronic

devices in order to be truly effective in the electronic classroom. Instructors must also change the

manner in which information is delivered. While lecture does not work well, multimedia
presentations are successful (Weber 1996). Of course this means more preparation time for the

instructor and the motivation must be there. (Walcott 1994, cited in Carter, 2000) found in a

study of adult distance learning that “ to effectively bridge the gaps between classroom and

distance teaching, faculty need to look at the distance teaching from the students' point of view”

(pg. 249). The faculty must also be aware of getting instructional materials, handouts, tests, and

other class items to both sites simultaneously. It is important for the instructors to develop a

sense of community between the sites, achieve maximum participation, and get the participants

to buy in to the process. The idea of learning as a collaborative process is very important when

students are separated by distance. According to research by Palloff and Pratt (2000),

“collaborative learning processes assists students to achieve deeper levels of knowledge

generation through the creation of shared goals, shared exploration, and a shared process of

meaning making” (pg. 6). It is up to the instructor to be aware of this in the distance learning

environment and to encourage collaborative learning and a sense of community among the

students.

Another important consideration for the instructor is their view regarding the goal of

distance education. There are two main thoughts on this. Schlosser and Anderson (1994, cited in

Imel, 1998) put this thought forward in a review of distance education literature. They submit

that the goal of distance education in the United States is “ to offer the distance student an

experience as much like that of traditional, face-to-face instruction as possible” (pg. 3). This

would mean that distance learning pedagogy would not differ much from that used in an ordinary

classroom. Bates (1995) has a different idea. He suggests that instead of using technology to

replicate traditional methods, it should be used to improve instruction. Holmberg (1989) also

discusses these two schools of thought and concludes that distance education as a mode of
education in its own right has very different consequences (than viewing it as a substitute for

face-to-face instruction). The instructor must decide which attitude they will adopt because it has

a profound impact on their approach to instruction.

Instructors also have adaptations they need to make to the technology. An instructor used

to visual cues may find it difficult to adapt to a situation such as compressed video. The students

at the remote site are not always in clear view of the instructor. West (1994) calls adapting to the

lack of visual cues a major adaptation for the instructor. Part of this can be alleviated by good

communication with the technician, but as we have seen earlier, that communication is not

always present. McKnight (2000) contends that proximity and eye contact are important factors

in education that are limited in the distance learning environment. She says that we inherently

recognize the connection these provide, but in the distance learning environment they are “ both

severely and sometimes permanently compromised” (pg. 2). She asserts that professors are

unable to observe the emotions of the students and cannot detect “ moments of anxiety,” thereby

limiting their ability to respond to student needs. This puts a burden on the instructor and causes

the students to respond differently than they might in a traditional classroom setting. As we saw

earlier, creating a community is an important factor for the instructor to have an effective class.

The instructor must do all he can to overcome the limits of the technology and involve the

students in an environment of interaction, which can work to create the feeling of a true class

(Hiltz & Wellman, 1997).

3.6 Instructor Concerns

Instructors have other concerns about distance learning, primarily how it will change their

role in education. Clark (1993) found in a national survey of attitudes of higher education faculty

that there was a moderately positive attitude about distance learning in general, but moderately
negative attitudes about their own use of it. Writing about geography educators, Gober (1998)

worries that if they rely too much on distancelearning techniques, the discipline would “risk

losing our collective soul in the rush to convenience, cost-effectiveness, and accountability” (pg.

130). Instructors worry about putting their course materials online because once there, the

knowledge and course design skill in that material is out of their possession. This puts the

administration in a position to hire less skilled, and cheaper, workers to deliver the

technologically prepackaged course (Noble, 1998 cited in Dibiase, 2000). Instructors are not

always convinced that administration is behind distance learning. The rewards are not always

there for the good distance-learning instructor. Tenure and promotion usually does not recognize

excellent off campus teaching which, in fact, takes valuable time from research agendas”

(Sherritt, 1996, pg. 4). This puts the instructors behind when trying to publish to get their

department recognized. The increased amount of time necessary to adequately prepare for

distance learning takes away from the activities they will be evaluated on, such as grant writing

and publishing. Many of the instructors concerns are valid and should be addressed by

administration as distance learning becomes more common, as is predicted to happen.

3.7 Student Concerns

Finally, there are the students and their concerns with distance learning classes. Not all

students are suited to this type of learning and not all subjects are best taught via this medium.

More mature students are the most likely to find success with distance learning. The successful

student needs to have a number of characteristics such as tolerance for ambiguity, a need for

autonomy, and an ability to be flexible (Threkeld & Brzoska, 1994). Hardy and Boaz (1997)

found that “compared to most face-to-face learning environments, distance learning requires

students to be more focused, better time managers, and to be able to work independently and
with group members” (p.43). Many distance learners are different from traditional

undergraduates in that they are already in professions. They have well defined goals and are

more motivated (Dibiase, 2000). As we saw earlier, distance education students need to feel a

part of a community. Greenburg (1998) describes this as a virtual learning community.

Students in these communities often feel less pressure to perform individually, and more

pressure to collaborate and be part of the team (Kantor, 1998 cited in Greenberg, 1998). Being

involved in a collaborative learning process is an important part of forming the foundation of a

learning community. When this is not encouraged, participation is generally low and dialog is

absent (Palloff & Pratt, 2000). Students also need the attention of the instructors. This may be

truer in a distance situation than in a traditional classroom. In a situation where eye contact and

proximity are limited, students cannot be disciplined nor affirmed by eye contact and body

language (McKnight, 2000). Students may also have a difficult time reading the reactions of the

remote location class members. This lack of interaction can cause problems when there is a

dissenting opinion that cannot be picked up on with non-verbal cues, and is misperceived as a

verbal attack. This type of miscommunication can cause the community problems as the class

progresses. It is fair to say that compressed video can magnify the strengths and weaknesses of

the instructor. Students are prone to pick up on a lack of organization and direction and respond

with apathy and absenteeism (West, 1994).

3.8 Struggles with Mental Health

If you've heard the term "Zoom fatigue," you'll have an idea of the mental strain that

online learning places on pupils. Zoom fatigue refers to the exhaustion that people experience
after spending a lengthy period on video conferencing classes. Although there is no formal

diagnosis, it is still a common concern for students today. Besides, sitting in front of a screen for

long hours is emotionally tasking.

Students experience emotions of loneliness, isolation, anxiety, and depression due to a lack of

social engagement. This all goes back to that lack of physical contact with peers. And while

adults can cope to some extent, most students struggle to manage with this enforced loneliness.

3.9 Adaptation to New Learning Methods

Distance learning focuses on digital tools, most of which are relatively new to academia.

Learning platforms like Wolfram Alpha and other virtual labs have become part of the regular

curriculum. And as a result, students have to adapt to these services in a very short time.

Adapting to distance learning was quite a challenge at the onset of the pandemic because it was

entirely new to most students.

However, few activities like orientations and seminars have helped students adapt better. Before

the pandemic, most students did not have functional study spaces, but the transition to online

learning has emphasized the need for one.

Thus, distance learning communities demand role adjustments. This brings another need: to

understand changes in competencies, responsibilities, and roles. Differences in the required

activities for online learning result in new, required expectations and behaviors for learners, in

comparison to place-based learning. These new activities cluster into a

pattern that is seen as the role of online learner. The term role refers to the expected and

generally accepted ways of behaving, acting and interacting. Taking on a role [e.g. instructor,

tutor, and learner] involves learning what the expected behaviors are through a process of
observation and trial and error attempts at the role. While the adoption and enactment of social

roles is a standard, commonplace element of everyday experience, becoming an online learner

has a unique characteristic. For many learners, role models for learning the required and expected

activities are not present until one is already engaged in an online course. The experience of ‘role

acquisition’ among instructors and learners interacting online is also part of individuation in the

experience of working in a new space. Each online learner engages in the experience Defining

the Role Adjustment Profile of Learners and Instructors Online Journal of Asynchronous

Learning Networks.

Review of Related Study Local Studies

The study entitled “Difficulties in Remote Learning: Voices of Philippine University

Students in the Wake of Covid-19 Crisis”, was conducted by Erwin E. Rotas and Michael B.

Cahapay (2020). This paper attempted to describe the difficulties in remote learning of university

students in the context of the Philippines amid the COVID-19 crisis. Based on the results, twelve

themes were revealed: unstable internet connectivity; inadequate learning resources; electric

power interruptions; vague learning contents; overloaded lesson activities; limited teacher

scaffolds; poor peer communication; conflict with home responsibilities; poor learning

environment; financial related problems; physical health compromises; and mental health

struggles. This result provides contextual pieces of evidence on the multifaceted challenges that
confront students in a developing country amid the current global crisis. It is recommended that

these difficulties should be considered as inputs for the further development of the current

educational process. Specifically, the government officials should lobby for the improvement of

technology and electricity access, especially in remote communities. This move will hopefully

narrow the perceived digital disparities across different geographical locations and financial

backgrounds. The school administrators should also adopt measures to enhance support to

students in all aspects. An essential aspect that may not be covert in remote learning is the

psychological aspect of learning, which should be provided attention by the teachers. On the

other hand, teachers should reconsider their instruction as far as the contents and activities are

concerned as students find issues in these elements. An instructional evaluation may also be

periodically done to assist learners who are learning behind. Lastly, parents need to be practically

involved in arranging the learning time and space of their children. They should likewise provide

all the needed support so that students will eventually survive in this remote education amid the

crisis.

Another related study entitled “Online Distance Learning: Thematic Study on

Challenges Faced by Educare College Inc. Primary Pupils” by Claris Caga Belciga, Janice A.

Calugn, Juliet Ugay Dumo, and Larilyn Akiapat Simber conducted at the University of the

Cordilleras Baguio, City, Benguet Philippines concluded that the COVID19 pandemic has

caused a drastic shift from traditional to online distance education which resulted in many

difficulties to our learning delivery modes. The purpose of this study is to find out what are the

challenges of primary pupils in Educare College, Inc. in Online Distance Learning modality. The

researchers employ the use of phenomenological approach and thematic analysis which include

face-to-face and online interviews, watching recorded Zoom classes and observations were
applied to synthesize and identify the challenges during online classes. Physical and digital

distractions, technological and technical difficulties, institutional and academic issues, and

personal and psychological barriers are the challenges that the pupils encounter during online

classes.

Online Distance Learning is an alternative to the traditional face-to-face learning since the

pandemic emerged in the Philippines. Like other educational institutions, Educare College Inc.,

has opted for online learning in continuing education. While ODL has advantages, primary

pupils at Educare encountered challenges during their online learning. These challenges include

poor internet connection, poor comprehension and retention, lack of concentration, motivation,

interaction and support. In order to reduce the effect of these challenges, students together with

parents and teachers, should work together. Pupils and parents should stay in touch with their

teachers and inform them regarding their situations and conditions. Talking on the phone with

classmates or to the teacher for missed lessons and notes will also be helpful. Also, staying in

touch with classmates and teachers can motivate students. Students should also try to identify a

quiet time and place in their house to complete their coursework, and if possible, building a

schedule and sharing it to the members of the house so that they know when is the time for

online class. In case support is unavailable, pupils should look for answers to questions online

and watch tutorial videos for items that require deeper understanding. Focusing on the pupil’s

ultimate goal in education should be a priority despite all the challenges online distance learning

may bring.

Moreover, a study entitled “Students Online Learning Challenges during the Pandemic

and How they Cope with them; The Case of Philippines” conducted by Jessie S. Barrot, Ian I.

Llenares and Leo S. Del Rosario, May 28, 2021 indicated that the extent of challenges and
strategies varied from one student to another. Hence, they should be viewed as a consequence of

interaction several many factors. Students’ responses suggest that their online learning challenges

and strategies were mediated by the resources available to them, their interaction with their

teachers and peers, and the school’s existing policies and guidelines for online learning. In the

context of the pandemic, the imposed lockdowns and students’ socioeconomic condition

aggravated the challenges that students experience. The current study explores the challenges that

students experienced in an online learning environment and how the pandemic impacted their

online learning experience. The findings revealed that the online learning challenges of 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.

Based on the students’ responses, their challenges were also found to be aggravated by the

pandemic, especially in terms of quality of learning experience, mental health, finances,

interaction, and mobility. With reference to previous studies (i.e., Adarkwah, 2021; Copeland et

al., 2021; Day et al., 2021; Fawaz et al., 2021; Kapasia et al., 2020; Khalil et al., 2020; Singh et

al., 2020), the current study has complemented their findings on the pedagogical, logistical,

socioeconomic, technological, and psychosocial online learning challenges that students

experience within the context of the COVID-19 pandemic. Further, this study extended previous

studies and our understanding of students’ online learning experience by identifying both the

presence and extent of online learning challenges and by shedding light on the specific strategies

they employed to overcome them.

Foreign Studies

A study entitled “A Qualitative Study on Transferring the Experience of Using

Technology from Formal Education to Distance Education” by Merve Yildiz abd Yavuz Selim
(2020). It was found that slide projectors were the most commonly used technology in formal

education. Other commonly used technologies are PowerPoint and blackboards. Almost all of the

scholars said they used exactly the same teaching materials in formal and distance education. In

formal education, slide projectors were the most commonly used technology, while in distance

education cameras and microphones were used most. Some scholars claimed that the system's

inadequate technical possibilities prevented the use of different teaching materials. However, this

study suggests those teachers' beliefs about educational methods to be the main reason that

prevents the use of different teaching materials in distance education. Scholars said they used

exactly the same teaching materials in formal and distance education. This finding supports Zhao

and Cziko's (2010) argument that scholars use technology without changing their pedagogic

perspectives. Scholars said the use of technology was very limited, particularly, in technical and

applied courses, and that these technologies could not rival classroom interaction. Some

participants said the course preparation required more time in distance education. They

emphasized the difficulty of teaching over the internet and of interacting with students. They also

indicated the difficulty of using at the same time teaching materials and technologies such as

computer, camera, microphone, and that the classroom atmosphere of formal education did not

exist in distance education

Foreign study entitled “Distance Learners’ Experiences of Silence Online: A

Phenomenological Inquiry” by Leslie Duran, M.S., EdD [Link] learner silence in face-

to-face classrooms has been the topic of considerable research interest, relatively little

investigation has been done into learners’ experience of silence in distance education. Guided by

a phenomenology of practice approach, this study explores the lived experiences of online

silence, using interview data gathered from 12 graduate students who were engaged in cohort-
based distance learning. Iterative rounds of a whole-part-whole interpretive process were used to

identify key themes that emerged regarding the participants’ lived experiences. The findings

highlight that silence is a complex, multifaceted phenomenon that was both enacted and received

by the participants. Speaking out online was done carefully, sometimes with partial voice and

sometimes in fuller voice, sometimes as an obligation and other times with a sense of spontaneity

and connection.

The aim of this phenomenology of practice study was to gain new insights into, and a

more thoughtful understanding of, distance learners’ experiences of silence online. The six

emergent themes described in this study reinforce that silence online is a complex and

polymorphous entity. Silence online is not merely the absence of visible participation. When

distance learners enact and encounter silence online, they experience a dynamic and shape-

shifting phenomenon. At times, online learners may be silent, but they also use silence, they

break through silence, and having broken through it, they may meet it again in the online

discussion forums.

Silence may be a time of observing and listening, as well as a means of deferring actions that are

visible in the online environment in order to do something else. Learners experience silence as

both a means and an end for enforcing decorum and appropriate speech in the discussion forums.

Silence and voice are not distinct opposites. Silence can linger in textual voice; written words

may mask the silence of truths left unspoken. Learners may use vague or imprecise words to

tread between silence and voice, expressing certain carefully selected words or thoughts but

intentionally keeping others left unsaid. Poorly chosen words posted in an inattentive response

can sting their recipient as silence. Yet despite the polymorphous properties of online silence, it
can be transcended by strength of connection, responsiveness, and a feeling of safety in the

online environment.

Another foreign study entitled “Challenges in Distance Education During the (Covid-19)

Pandemic” conducted by Period Tamer Sari and Funda Nayır, [Link] this study, the challenges

faced by teachers, administrators and educators during the distance education process, the source

of these challenges and their opinions on strategies to cope with these challenges were examined.

When the challenges faced by the participants are analysed, it is seen that they mostly have

difficulties in internet access and lack of infrastructure, classroom management and human

resources. When the literature is examined, it is seen that the difficulties encountered in distance

education are addressed under the titles of legislation, infrastructure, internet access, trained

human resources, course material, content, and application problems (Dhanarajan, 2001;

Andersson, 2008; Burns, 2011; Korucu & Alkan, 2011; Littlefield et al., 2019; Ng, 2019; Barari

et al., 2020; Heeks, 2020). It can be said that the themes emerging in this research are coherent

with the themes mentioned in the literature. However, as a remarkable situation, they did not

express an opinion on the difficulties they faced regarding the legal dimension of the distance

education process. The reason for this may be an extraordinary situation, or that both the

Ministry of National Education (MoNE, 2020) and the Council of Higher Education (CoHE,

2020a) Qualitative Research in Education, 9(3) 351 officially announced the distance education

activities provided that they are valid only during the COVID-19 epidemic period Problems

experienced by participants under the theme of internet access and lack of infrastructure are

problems that usually arise due to internet access and internet speed. The participants stated that

the internet was slow, the connection was cut frequently, they experienced audio and video

problems because the connection was not sufficient, and in this case, it caused technical
problems. Some participants stated that the internet is not accessible everywhere, especially in

rural areas, and in this case, it is insufficient to reach students and there are difficulties because

there is not enough technological equipment even if internet access is available. The difficulty

participants experience in the distance education process is about classroom management. It can

be accepted that this theme is coherent with the course material and content theme stated in the

literature. Content theme specified in the literature can be associated with the information

"Providing qualifications that will ensure students; learning, motivation, and participation by

knowing that traditional educational materials are not sufficient and/or valid for this platform".

Among the problems reported under this theme that emerged in the research were not being able

to communicate, difficulty in attracting the student's interest in the lesson, not following the

student's development and not being able to use the necessary materials. The participants stated

that they could not communicate with the students face to face, so they could not be sure whether

the student was listening to the lesson and this made it difficult for the student to participate in

the lesson. Another difficulty mentioned under this theme is about using lesson material.

Participants stated that they could not use course materials in online courses.

Chapter III
 Methodology
This chapter deals to the procedure and methods used in this particular study. This

presents the research design, participants of the study, research instrument, research locale,

sampling design, validation of instrument, data gathering procedure and treatment of data.

Research Design

This study utilized the descriptive research design. As a descriptive design it aims to

accurately and systematically describe the nature of the study.

Participants of the Study

In this section, the study will be conducted to all year level of BTLED students for the

school year 2021-2022. The researchers will randomly choose who will answer the

questionnaire. There were only 183 total of BTLED students from First Year, Second Year,

Third Year, and Fourth Year who enrolled in this school, Eastern Visayas State University

Burauen Campus (EVSU-BC) Burauen, Leyte, School Year 2021-2022 but the researchers only

selected 80 respondents. In every year level 20 respondents were selected. There were no age

limit and any gender may answer the questionnaire.

Year Level BTLED Population Respondents

1st year 49 20
2nd year 21 20
3rd year 60 20
4th year 53 20
TOTAL: 183 80

Research Instrument

The instrument that the researchers use is a survey questionnaire. Survey questionnaire

will be a tool to collect and analyze data that is related to the topic. An open- ended questions
will be use in order to attain the information accurately. The open- ended questions usually

require responses, which reflect the opinions of the respondents, be written in blank space. This

form of method, the data may give useful guidance to a researchers planning for a survey.

Research Locale

The research locale refers to the place where the data are collected. In this study, data

were collected at Eastern Visayas State University Burauen Campus (EVSU-BC) Burauen,

Leyte, students who’s in the degree of BTLED, and in all year level.

Sampling Design

The researchers will use purposive sampling. Purposive sampling also known as

judgment or selective, a technique in which researchers relies own judgement when choosing a

members of population to participate in the study. Personal judgements need to be used to choose

respondents that help to answer the research questions and achieve research objectives. This may

prove to be effective when only limited numbers of people can serve as the primary data

resources.

Validation of Instrument

A dry- run will conducted to the BTLED students in Eastern Visayas State University

Burauen Campus (EVSU- BC) Burauen, Leyte to test and ensure the validity and reliability of

the questionnaire.
Data Gathering Procedures

The researchers used a constructed questionnaire to gather the data and provide consent

letter to the Campus Director and to the respondents. The questionnaire distributed to the

respondents after an official information secured from the Campus Director. The respondents

will be given an enough time to answer the survey questionnaires. After answering the

questionnaires, the researchers collected the data ensuring them about the confidentiality of

information. The rate of the data will be tabulated by the researchers. The data gathered will be

subject to organize, analyze and interpret.

Data Analysis

The researchers will use a thematic analysis in order to attain an accurate information.

Thematic analysis is a method for analyzing qualitative data that entails searching across a data

set to identify, analyze, and report repeated patterns (Braun and Clarke 2006). It is a method for

describing data, but it also involves interpretation in the processes of selecting codes and

constructing themes.

Please include the Questionnaire and the References Cited

References:
Anderson, T. (2008). The Theory and Practice of Online Learning Athabasca AB: Athabasca
University Press
Akyol, Z., & Garrison, D. R. (2011). Understanding cognitive presence in an online and blended
community of inquiry: Assessing outcomes and processes for deep approaches to learning.
British Journal of Educational Technology, 42(2), 233-250.
Barrot, Jessie et. al. (2021). Students Online Learning Challenges during the Pandemic and How
they Cope with them: The Case of the Philippines: Article Education and Information
Technologies, Vol. 26, pg. 7321-7338
Belciga, Claris Caga et. al. (2020). Online Distance Learning: Thematic Study on the Challenges
Faced by Educare College Inc. Primary Pupils
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