DISTANCE

LEARNING
DELIVERY
MODALITIES

EDMUND D. MENDOZA, PhD.

Let ‘s do this!

Pretest with the link:

https://tinyurl.com/quizdldm1
 MODULAR DISTANCE
LEARNING (MDL)
Involves individualized
instruction that allows learners
to use self-learning modules
(SLMs) in print or digital
format/electronic copy,
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.
FEATURES
• Monitoring of
learner progress and
setting up of a
feedback
mechanism shall be
ensured to help
learners meet the
most essential
learning
competencies.
FEATURES
• Timely and appropriate
monitoring and
feedback for
consultation and
intervention purposes
shall be put in place
through various touch
points such as text
messaging, and
audio/video calls,
whichever is accessible
to the learner.
FEATURES
• Members of the family
and other stakeholders
within the community
who are trained as
learning facilitators
shall be engaged to
provide learners with
instructional support
as needed in the
absence of a classroom
teacher.
TYPES
1. DIGITAL MODULAR DISTANCE LEARNING (DMDL)
• Learners with devices at home like laptop. Desktop, or tablet.

2. PRINTED MODULAR DISTANCE LEARNING (PMDL)

• The Self-Learning Modules in different digital formats
such as flat PDF, education videos, audio lessons, e-SLMs
and others may be stored in a CD/DVD/USB flash
drive/pen drive while the printed SLM shall be used by
learners adopting PMDL.
ONLINE DISTANCE
LEARNING
• Learning Management
System (LMS)
It features the teacher
facilitating learning and
engaging learner’s active
participation using various
technologies accessed
through the internet while
they are geographically
remote from each other
during instruction.
ONLINE DISTANCE LEARNING

It shall be applicable in schools

where both the teachers and
learners have access to digital
devices, such as laptops, tablets,
smartphones, and desktop
computers, with available online
resources and Internet
connectivity.
• The learning resources to be used
are, but not limited to, the
following: self-learning modules
(SLMs), textbooks (TXs), Primer
Lessons, activity sheets, teacher-
made videos and other
supplementary learning materials,
and Open Educational Resources
(OERs).
• Self-learning modules and Primer
Lessons shall be converted into
different digital content formats
such as video/audio lessons,
interactive/inclusive electronic
SLMs (e-SLMs)
DepEd recognized LMS (DepEd Aide
Memoire, 2019), such as:
• Edmodo. This learning management
system constitutes tools and resources
to manage classrooms and engage
students remotely, offering a variety of
languages.
• Google Classroom. This helps classes
connect remotely, communicate, and
stay organized.
DepEd recognized LMS (DepEd Aide
Memoire, 2019), such as:

Schoology. This comprises tools to support

instruction, learning, grading, collaboration, and
assessment.

The Modular Object-Oriented Dynamic Learning

Environment (Moodle) may also be an option. It
is an educational platform that provides custom
learning environments for learners where teachers
create lessons and interact with learners and
inform them of the class calendar of activities,
submit assignments, take quizzes, and interact
with their classmates.
FEATURES
• Learners may also be
provided with printed copies
of SLMs in consideration of
the allowable screen time by
key stage or as a support
should there be a power
interruption.
Schools may adopt a combination of
synchronous and asynchronous online
teaching in consideration of the Screen Time
Guidelines by Age as recommended by the
American Academy of Pediatrics (AAP) and
World Health Organization (WHO) which is
as follows:
i. Kindergarten – maximum of one hour daily
ii. Grade 1 to 5 – maximum of 1.5 hours
daily
iii. Grade 6 to 8 – maximum of 2 hours daily
for Grades 9 to 12, a maximum of 4 hours
daily (2 hours in the morning and
another 2 hours in the afternoon is
recommended.
Synchronous learning shall be
conducted using live webinars, video
conferencing, live chat or instant
messaging. Teachers are highly
encouraged to use Google Meet to
record a specific activity especially
for performance task-based output.
Lessons shall be recorded for
students who missed the lesson to
view later.
For asynchronous online platform, LMS or any
educational platform shall be utilized for self-paced
learning. Learning materials may be posted online,
and learners may work through them in their own
time, collaborating asynchronously with other
learners and with the teacher via online forum,
email, and others.
TV/RADIO-BASED
INSTRUCTION

TV-BASED INSTRUCTION –
informal or unstructured way
of learning from TV
episodes/shows that are
informative and are based in
the curriculum competencies.
RADIO-BASED INSTRUCTION

Utilizes local
community and other
modes of broadcast,
the core learning
modules are
transformed into
radio scripts, which
were produced for
public broadcast.
• TV and radio-based lessons utilized for these platforms are
converted Self-Learning Modules (SLMs) where the sequence of
presentation is similar with what other learners use in online and
modular distance learning. Teacher-made videos that are aligned
with the Most Essential Learning Competencies (MELCS) and TV-
Video lessons that are MELCs-mapped may also be utilized.

• TV/RBI should be implemented when supplemented with Learning

Activity Sheets that serve as assessment tools to determine
whether learners learned the concept presented in TV or radio-
based lessons. Other supplementary learning resources like
textbooks, learning materials and others may be utilized. Making
SLMs available to the learners will also make TV/RBI more
effective.
BLENDED LEARNING

This refers to a
learning delivery
modality that allows
for a combination of
face-to-face and online
distance learning
(ODL), face-to-face,
and TV/Radio-Based
Instruction, and face-
to-face learning and a
combination with two
or more types of
distance learning.
FACE-TO-FACE (F2F)

This refers to a learning

delivery modality where
the students and the
teacher are both
physically present in
the classroom, and
there are opportunities
for active engagement,
immediate feedback,
and socio-emotional
development of learners.
REMOTE LEARNING

Is where the student and the educator, or information

source, are not physically present in a traditional
classroom environment. Information is relayed through
technology, such as discussion boards, video conferencing,
and online assessments. Remote Learning can occur
synchronously with real-time peer-to-peer interaction and
collaboration, or asynchronously, with self-paced learning
activities that take place independently of the instructor.
In the context of the Philippines, four factors have to be
considered in implementing web-based remote learning:
1. Internet Speed
2. Access
3. Cost
4. Nature of Usage

The Philippines has an average internet speed of only 5.5

mbps, the slowest in Asia (Barreiro, 2017).
Throughout the country, there are obvious differences in
internet speed, which is said to be slowest in Visayas and
Mindanao, and fastest in NCR (Khidir, 2019)
Curriculum leaders as well as school heads are enjoined
to heed recommendations on maximum time for student
engagement in remote learning which are as follows:
Preschool- 60 minutes/day;
Kindergarten to Grade 2: 90 minutes/day;
Grades 3 to 5 - 120 minutes/day;
Grades 6 to 8 - 180 minutes/day; and
Grades 9 to 12 - 270 minutes/day.
Student engagement can be broken down to 5 to 15-
minute long activities depending on their age.
(UP Diliman)
FLEXIBLE LEARNING

• Flexible Learning is a pedagogical

approach allowing flexibility of
time, place and audience
including, but not solely focused
on, the use of technology.
Although it commonly uses the
delivery methods of distance
education and facilities of
education technology, this may
vary depending on the levels of
technology, availability of devices,
internet connectivity, level of
digital literacy and approaches.
(SEAMEO)
FLEXIBLE LEARNING

• Flexible Learning is the design

and delivery of programs,
courses, and learning
interventions that address
learners’ unique needs in terms
of place, pace, process, and
products of learning. It involves
the use of digital and non-
digital technology and covers
both face-to-face/in-person
learning and out-of-classroom
learning modes of delivery or a
combination of modes of
delivery (CHED).
FLEXIBLE LEARNING

• Is a pedagogical approach
allowing flexibility of time,
place, and audience
including, but nt solely
focused on the use of
technology. Although it
commonly uses the delivery
methods of distance
education and facilities of
availability of devices,
internet connectivity, level of
digital literacy, and
approaches.
8 Key Strategies for Education Resilience and Continuity in
the Time of COVID-19
1.     Prioritize teacher and student safety, health, and well-
being.
2.     Recalibrate curricular and assessment priorities.
3.     Enact flexible learning options.
4.     Empower families for home-based learning.
5.     Lead for resilience and innovation.
6.     Redesign the learning environment.
7.     Evaluate education financing.
8.     Create new knowledge.
(UP Diliman)
1.     Prioritize teacher and student safety, health, and well-being.

• Stringent observance of physical distancing inside and outside the

classroom (at least one meter apart)
• Deliver essential health services such as the school feeding program.
• Water, sanitation, and waste management facilities, and hygiene and
sanitary supplies particularly alcohol and soap should be provided.
• Implementing preventive and control measures such as staying home
when sick, observing respiratory etiquette, regular handwashing,
disinfecting high-touch surfaces, and cancelling assemblies is critical
in breaking the transmission chain of COVID-19.
• Make guidance programs and services accessible to address mental
health and psychosocial needs.
2.     Recalibrate curricular and assessment priorities.

• Integrative lessons embed cross-cutting learning skills

(critical thinking, creativity, collaboration, and
communication), literacy skills (information, media, and
technology), and life skills (flexibility, leadership,
initiative, productivity, and social).

• Close attention should be given to literacy and numeracy

as foundational skills to lifelong learning across grade
levels.
3.     Enact flexible learning options.

DepEd Order 21, s. 2019 defines “instructional flexibility” as

adaptations in terms of the time and duration, the place or
method of instruction.

• Modify existing flexible learning options developed by DepEd,

such as:
• Enhanced Instructional Management by Parents, Community
and Teachers (e-IMPACT project)
• Open High School Programs
• Alternative Learning System (ALS), and
Homeschooling.
4.     Empower families for home-based learning.
• High parental involvement in education reaps positive
results for learners.
• Teach parents on how to talk to their children.
• Parents can also be trained on learning facilitation
procedures, as well as the content and competencies their
children need to learn.
• Family or community members may be engaged to teach
children in circumstances when parents cannot be fully
available to teach their children due to employment,
family problems, and other reasons.
4.     Empower families for home-based learning.

• Establish open communication to allow parents to seek

assistance from teachers.

• Assure parents that any gaps in their children’s

learning will be addressed through bridging classes
handled by the teacher.
5.     Lead for resilience and innovation.
• Administrators should make quick and sound decisions
in setting up
requirements needed to facilitate flexible learning.
• Educational leaders must be available for consultations
and collaborations with various organizations to come up
with quality decisions (Reimers & Schleicher, 2020).
• To increase parental engagement, educational leaders
shall organize training for parents to help them with
learning delivery at home.
6.     Redesign the learning environment.

• Since instruction and assessment need to be flexible, the

learning environment must be flexible as well. The
learning environment may be in the school, at home, or
in the community, and it should consider time and space
for learning. Provided learning options should
appropriately respond to the learners’ context.

• In anticipating the reopening of schools, the learning

environment should sufficiently support learning delivery.
6.     Redesign the learning environment.
Schools should practice physical distancing by observing
the following:
• maintaining a 1-meter radius around each student,
resulting in a 2-meter
total distance between any two students,
• discouraging student mixing outside the classroom,
• conducting health checks, and
• limiting interactions outside school (Minnesota
Department of Health,
2020).
7.     Evaluate education financing.
The following fiscal measures can be explored to
strengthen public schools’ capacities for flexible learning
options.
First, Local School Boards (LSB) of public schools should
utilize the Special Education Funds for: providing needed
devices to teachers and students, installing infrastructure
for connectivity, online learning resources development,
parent education, and teachers’ capacity building for
flexible learning options.
7.     Evaluate education financing.

Second, the benefits of the Adopt-a-School Program of

Public Private Partnerships should include civil society
organizations.
Third, the MOOE (Maintenance and Other Operating
Expenses) budget should be realigned to prioritize the cost
requirements for flexible learning options.
Lastly, the government must exercise its regulatory power
over telecommunications companies to boost internet
service for online education especially for the under-served
regions.
8.     Create new knowledge.

• Understand how educational technologies reshape

education.

• Explore the social context of technology use in education.

THAN
K YOU!