EFFECTIVENESS OF DISTANCE LEARNING APPROACH

Sharon A. Galbadores

The profound impact that technological innovations are having in all facets of education focuses attention on assessing relationships between changing modes and practices of instruction and their outcomes. The emergence of new technologies does not change the goals of education. The new technologies change the process of communication within an educational setting to accomplish those goals. Distance learning represents a change in the fundamental orientation of the learning environment. Traditional, physically copresent classrooms and pedagogical practices involve face-to-face instructor-learner relationships. These physically and socially immediate instructional contexts are transformed in distance learning through, typically, the technological intermediation of communication between teacher and students.

The comparison of distance learning with other formats for education involves a number of potential outcomes. Various educational issues like persistence (does a student drop out or complete the degree), satisfaction, and cost effectiveness, can be considered, as well as whether the student masters the content of the course. A critical question is whether the offering of a distance education format significantly changes or diminishes learning effectiveness when compared to a traditional instruction. In the adoption of Basic Education Learning Continuity Plan (BE-LCP) of the Department of Education, specifically of Distance Learning Approach, these questions need to be answered, at least based on the findings of research studies.

According to the US Department of Education, distance learning has gone a long way through the years. It has identified a number of advantages: Accessibility for those living away from the school; No waste of time or other resources in transport, commuting to the school; Flexibility to study in any convenient location with an Internet connection; Self-paced learning – you can quickly browse materials you have already mastered, and concentrate time and effort in areas containing new information and or skills and study materials at a personal speed and intensity, without having to wait for slower pace of the average classroom. There is also flexibility to join conversations in the bulletin board discussion areas at any hour, and to review your classmates' comments since the previous visit; Flexibility for those with irregular work schedules (learners with formal or informal employment); Accessibility for those with restricted mobility (e.g., handicapped, injured, sickly) ; And accessibility for those with family responsibilities (e.g., parents with young children at home).

The reliability of distance education in terms of providing effective teaching-learning processes and learning outcomes is mainly based on researches conducted in places wherein distance learning (either online or modular) have been implemented for at least a decade. Distance learning is validated by various researches to bring the same level of learning outcomes with that of traditional method (Hanover Research, 2011). Distance learning does not lead to decline in educational effectiveness (Allen, M. et al., Journal of Communication, 2004). Distance education is now part of planning agenda and program designs of organizations and agencies concerned with trainings and education around the world (US Department of Education, 2014).

Nevertheless, the same research studies did not deny the weak points of distance learning. Based on the compilation of Journal of Instructional Technology and Distance Learning edited by Perrin, G. et al., 2015, the strongest consensus of these researches on the disadvantages of distance learning are as follows: Distance learning makes the learners undergo contemplation, remoteness, as well as lack of interaction or relation. It therefore requires a very strong motivation and time management skills in order to reduce such effects; When it comes to improvement of learner’s communication skills, it may have a negative effect. Though learners might have an excellent academic knowledge, they may not possess the needed skills to deliver their acquired knowledge to others; and Distance learning may negatively impact socialization skills and limit the role of instructors as directors of the educational process.

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III at Aranguren Integrated School (High School Department) DepEd

Tarlac Province

The author is Teacher