COVID-19 Precautionary Measures and Practices for Delivering Modular Distance Learning

The purpose of this descriptive study is to investigate the safety precautions and delivery methods for the modular distance learning modality during the COVID-19 pandemic. This empirical study employed a quantitative approach and descriptive research design to address the research problem and questions. The respondents for primary data collection were the junior high school teachers who were identified through a referral sampling technique. The frequency count, percentage, ranking, and Chi-square test for homogeneity and independence were the statistical tools employed in the study. The alpha threshold for all inferential statistics was set at 0.05. The outcomes showed that the safety precautions in the modular distance learning delivery provided equitable and inclusive access to favorable learning environments. Teachers' evaluations of the methods employed in the modular distance learning program revealed that parents were urged to play a significant role as home facilitators. The data analysis revealed that there were significant differences in how the modular distance learning was carried out. According to the findings, there is no conclusive link between the prevention measures and the delivery of the distance learning mode. To strengthen this investigation, additional research is required with a larger focus and new factors. © 2023 World Journal of English Language.

K- means Clustering of Online Learning Profiles of Higher Education Teachers and Students Amid Covid19 Pandemic

The unparalleled impact of the Covid19 pandemic prompted most countries to declare lockdown to prohibit human interactions and implement physical and social distancing. The Education system endured the most overwhelming implications. Institutions shutdown, gatherings were banned, and face to face classes was suspended. Many schools and universities were forced to shift to fully online or blended learning. This swift change in instruction mode in academic communities became a great challenge for students and teachers alike. This study investigates the readiness of each individual who is part of the online learning process. A survey was conducted on 420 respondents to profile them according to their level of confidence, the level of provisions and support they are provided, and preparedness for online learning. K-means clustering algorithm was used to profile the respondents into three categories. Then, a profile of the actual online experience is presented. It is shown that among the 420 respondents, 217 (51.67%) belong to the Movers, 148 (35.24%) belong to the Trailers, and 55 (13.09%) belong to the Catchers.

Challenges and relationships of e-learning tools to teaching and learning

The advent of the Covid19 pandemic has brought teaching and learning new challenges. The demand for e-Learning tools prompted the online technology business to step up. Across the globe, the pandemic enlightened educational institutions of the importance of investing in technological infrastructure, given the current dilemma. Remote teaching and learning require essential tools, basic skills and necessary training. Those parameters set the foundation for this exploration, entitled 'Challenges and Relationships of e-Learning Tools to Teaching and Learning'. This study on existing e-Learning tools (Grammarly, Turnitin, and Moodle) places high importance on knowledge sharing among stakeholders. The explorative research design attributes contributed to determining and analysing secondary data. E-Learning tools are relevant to teaching and learning based on analysed primary studies from the Internet. Their prevalent relationships vis-a-vis teaching and learning are revealing. Grammarly is a useful tool in improving student's quality of writing and in minimising the teacher's effort on feedbacking. Turnitin mitigated student's deliberate habit of plagiarising, and teachers were afforded some respite from ensuring the originality of every submission. Moodle was credited for making the extending of classrooms into the web possible. However, some teachers resisted to embrace change and to adopt Moodle due to their lack of technical skills. Students struggled at the early stage of implementation for the same reasons as the teachers. E-Learning tools are incredibly relevant in enhancing self-confidence by allowing learners to perform the tasks independently. For their part, teachers can save their efforts in producing printed materials repeatedly as their work can be preserved and shared online for future use. This study realized that opportunities for enhancing teaching and learning through e-Learning tools out weight the challenges. © 2020 Academic Conferences Limited. All rights reserved.