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Bayot, Michelle F. "TEACHERS' LIVED EXPERIENCES IN TEACHING SCIENCE DURING THE PANDEMIC." Ignatian International Journal for Multidisciplinary Research 2, no. 4 (2024): 71–82. https://doi.org/10.5281/zenodo.10908085.
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This qualitative study explored the lived experiences of elementary school teachers in teaching Science during the COVID-19 pandemic. The participants of this research were the teachers from Bayawan City schools adopting modular learning modality, whose ages range from 39 to 59 years old, and whose length of teaching experience ranges from 16 to 36 years. Data were collected by means of recorded interviews and were analyzed using Colaizzi’s Method. Key findings revealed four (4) emergent themes representing the science teachers’ lived experiences. The themes cover the various teaching constraints and challenges, teacher interventions, and sense of accomplishment experienced by the teachers during the pandemic. Data revealed that the participants faced major changes in terms of science teaching instruction and strategies to adapt to the shift to modular learning modality and the hindrances to interaction, communication, and experimentation due to home learning setup. The teachers also experienced changes in terms of extended work hours, additional work functions, concerns on student output completion and submission, and compromise in academic integrity. Parental involvement was identified as a significant factor in the teaching-learning process during the pandemic. Teachers also expressed relatively good perceptions of teaching effectiveness and satisfaction. Recommendations were provided to improve the current teaching conditions of teachers and learning conditions of students under the modular learning modality.
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Tuunanen, Tuure, Anu Bask, and Hilkka Merisalo-Rantanen. "Typology for Modular Service Design." International Journal of Service Science, Management, Engineering, and Technology 3, no. 3 (2012): 99–112. http://dx.doi.org/10.4018/jssmet.2012070107.
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This paper presents a typology for modular service design. The authors review engineering, manufacturing, and service research literature and develop three key concepts for service modularization: service module, service architecture, and service experience. Thereafter these key concepts are further decomposed into detailed constructs. Basing on the reviewed literature, they develop a common typology for modular services. The authors argue that their typology provides a foundation for the development of modular service design methods. The authors also expect that it is important to recognize how customers perceive the service. They propose that service experiences can be characterized by value creation, role perception, personalization, and task complexity and by how the customers experience the particular services.
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Wilson, John. "Organisational Knowledge Transfer in Modular Production Networks : Experiences from Brazil." International Conference on Business & Technology Transfer 2006.3 (2006): 23–28. http://dx.doi.org/10.1299/jsmeicbtt.2006.3.0_23.
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Chenel, C. Borres, and Jr. R. Monteroso Cornelio. "Students' Experience in Modular Learning and Motivation to Achieve Academically: The Mediating Effect of Pedagogical Content Knowledge of Teachers." International Journal of Innovative Research in Multidisciplinary Education 03, no. 11 (2024): 1734–44. https://doi.org/10.5281/zenodo.14090314.
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This study investigated the mediating role of perceived pedagogical content knowledge of teachers on the relationship between students' experiences in modular learning and their motivation to succeed academically. The study was conducted using a quantitative study design with 300 junior and senior high school students selected using stratified sampling technique in the Island Garden City of Samal. Data was gathered using three sets of modified standardized survey questionnaires. Tests on the content validity and reliability of these instruments were conducted. The Mean, Pearson r Correlation Coefficient, and Path Analysis were used to analyze the data. The findings demonstrated high levels of motivation to achieve academically, very high level of pedagogical content knowledge, and high level of modular learning experience. The association between students' experience in modular learning and motivation to achieve academically, motivation to achieve academically and pedagogical content knowledge and students' experience in modular learning and pedagogical content knowledge were all statistically significant. Additionally, the current study demonstrated a partial mediation of pedagogical content knowledge on the relationship between students' experience in modular learning and motivation to achieve academically.
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Miranda, Criscel C., Khif Muamar M. Miranda, and Leonardo B. Pongos. "Lived Experiences of Novice Secondary School English Teachers in the Implementation of Modular Distance Learning in the Philippines." International Journal of Multidisciplinary: Applied Business and Education Research 5, no. 4 (2024): 1405–13. http://dx.doi.org/10.11594/ijmaber.05.04.25.
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As COVID-19 forced schools to shift to distance learning, the modular approach, in particular, became the most viable option for the continuity of learning. However, these sudden changes also brought unique experiences to novice teachers. This study explored the lived experiences of novice secondary school English teachers (NSSET) in Tagum City in implementing modular distance learning (MDL) in the context of the pandemic. Phenomenological inquiry based on Bronfenbrenner's ecological theory was used to explain the experiences of the eight (8) participants. Using validated researcher-made interview questions, virtual in-depth interviews were conducted. Through Braun and Clarke’s (2006) six-step framework, themes that emerged, categorized into five echelons, are as follows: poor cooperation of parents and students, and productive collaboration with colleagues and immediate heads; overwhelming pressure from external sources, and taking direction from others’ influence; perpetual communication breakdown, and confronting challenges in the delivery of modular learning; meeting society’s expectations; abrupt adjustment to the new normal. These shape the experiences of the NSSET in conducting MDL in the new normal. However, the poor cooperation of parents and students poses the most significant experience for the NSSET. Notwithstanding, novice teachers navigated successfully through these experiences brought about by implementing MDL amid the pandemic.
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Palcullo, Ludivina S. "LIVED EXPERIENCES OF STUDENTS IN A SCIENCE-MODULAR CLASSROOM: A PHENOMENOLOGICAL ANALYSIS." Ignatian International Journal for Multidisciplinary Research 2, no. 7 (2024): 162–71. https://doi.org/10.5281/zenodo.12685228.
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The rapid shift towards modular learning due to global disruptions, such as the COVID-19 pandemic, has significantly transformed educational practices worldwide. This phenomenological study explores the lived experiences of students in a science-modular classroom at Lambayong National High School in Lambayong, Sultan Kudarat. The research aims to understand how students perceive and navigate the unique challenges and opportunities presented by modular learning in science education. Using in-depth interviews and thematic analysis, the study uncovers the nuances of students' interactions with modular materials, their engagement with science concepts, and their overall academic experiences. Key findings highlight the students' adaptability to self-paced learning, the importance of teacher support and feedback, and the role of peer collaboration in enhancing understanding. Despite initial difficulties with the modular approach, students reported improved self-discipline and time management skills. However, challenges such as limited access to resources and occasional feelings of isolation were also identified. These insights provide valuable implications for educators and policymakers aiming to optimize modular learning environments. The study underscores the need for adequate resources, continuous teacher training, and strategies to foster a supportive learning community. By shedding light on the students' perspectives, this research contributes to a deeper understanding of modular learning's impact on science education, offering guidance for future implementations and improvements.
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Gaganao, Rovinson Deladia, and Rey Naranja Discar. "Undergraduate students' modular experiences in learning mathematics in the new normal education." International Journal of Evaluation and Research in Education (IJERE) 12, no. 3 (2023): 1244–52. https://doi.org/10.11591/ijere.v12i3.24686.
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The modular approach has been proven to be an effective tool in mathematics learning. However, this approach presents challenges regarding students’ learning. Hence, this study was conducted to determine and compare the modular experiences of 55 Bachelor of Secondary Education (BSED) Math students of Eastern Samar State University (ESSU) Salcedo based on gender, age, and year level. The study utilized a descriptive-comparative design and a survey questionnaire. Percentage, mean, t-test, and analysis of variance (ANOVA) were used to treat the data. The study revealed that respondents were satisfied with their modular experience in learning mathematics in the new normal education. Specifically, the respondents rated their experience satisfactory in good teaching, high in clear outcomes, manageable in appropriate workload, moderate in appropriate assessment, and average in generic skills. Furthermore, the study found a significant difference in good teaching, clear outcomes, appropriate workload, appropriate assessment, generic skills, and satisfaction with modular learning across the respondents’ year level, but insignificant across age and gender. Based on the findings, it is recommended that teachers should attend intensive seminars and training on current trends in math teaching and module development. Modules’ quality must be improved considering the workload, assessment, outcomes, and skills development.
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Ulysses, R. Pamatian, Espinosa Edwin, and A. Genton Emie. "UNDERSTANDING EXPERIENCES OF SENIOR HIGH SCHOOL TEACHERS IN THE MODULAR LEARNING DELIVERY IMPLEMENTATION." International Journal of Recent Research in Thesis and Dissertation (IJRRTD) 4, no. 1 (2023): 79–96. https://doi.org/10.5281/zenodo.7883361.
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<strong>Abstract:</strong> The purpose of this phenomenological study is to describe the experiences of senior high school teachers of South Glan District, Division of Sarangani who have been implementing modular learning delivery and to look into their different perspectives. Qualitative design wearing phenomenological approach determined how these teachers made meaning of the modular learning delivery at their specific school by making analysis of the participant’s view, feeling and impacts to their lives and workplace. There were 5 participants who underwent in the in-depth interview. The generated themes revealed that senior high school teachers viewed modular learning delivery as difficulties and challenges, assessment problems, challenges and flexibility, lack of resources and distribution and retrieval problems. Regarding their feelings about the modular learning delivery, the participants conveyed that they feel the fear, exhausted, worries and burn-out. Furthermore, for the impacts of the modular learning delivery to the lives of the participants and workplace, they become sensitive and time and work oriented. The data were also compared, weighed, and linked to recent researches about modular learning delivery implementation. <strong>Keywords:</strong> Modular learning delivery, views, feelings, impact, experiences, senior high, school students, Philippines. <strong>Title:</strong> UNDERSTANDING EXPERIENCES OF SENIOR HIGH SCHOOL TEACHERS IN THE MODULAR LEARNING DELIVERY IMPLEMENTATION <strong>Author:</strong> Ulysses R. Pamatian, Edwin Espinosa, Emie A. Genton <strong>International Journal of Recent Research in Thesis and Dissertation (IJRRTD)</strong> <strong>Vol. 4, Issue 1, January 2023 - June 2023</strong> <strong>Page No: 79-96</strong> <strong>Paper Publications</strong> <strong>Website: www.paperpublications.org</strong> <strong>Published Date: 01-May-2023</strong> <strong>DOI: https://doi.org/10.5281/zenodo.7883361</strong> <strong>Paper Download Link (Source)</strong> <strong>https://www.paperpublications.org/upload/book/UNDERSTANDING%20EXPERIENCES-01052023-3.pdf</strong>
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Guillermo, Gedelyn, and Teresita Sambo. "Digital Modular Distance Learning and the Learners' Academic Performance in Mathematics." Psychology and Education: A Multidisciplinary Journal 22, no. 8 (2024): 964–74. https://doi.org/10.5281/zenodo.13125398.
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This study aimed to analyze the Grade 9 learners' perspectives on digital modular distance learning in terms of module quality, facilitation of digital modular distance learning and learning experience, and their academic performance in Mathematics. It also analyzed the link between the learners' perspectives on digital modular distance learning and their socio-economic profile. Descriptive-correlational research was employed in this study. A total of 129 learners in Grade 9 in Marcela T. Mabanta National High School were the respondents of this study. The results of the study revealed that the socio-economic profile of the learners did not affect their perspectives in digital modular distance learning. It further revealed that the academic performance of the Grade 9 learners was affected by their perspectives in regards to digital modular distance learning in terms of the module quality and the facilitation of digital modular distance learning. Meanwhile, their learning experiences did not affect their academic performance in Mathematics. An intervention plan on Mathematics in digital modular distance learning was crafted. Future researchers who would conduct research related to “Digital Modular Distance Learning“ should also consider the findings of this study in drafting their related concepts.
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Hyacinth, F. Pura, and S. Galicia Leomar. "Understanding the Teachers' Lived Experience in Teaching Technology and Livelihood Education (TLE) Using Modular Distance Learning in Now Normal." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 05, no. 06 (2022): 1482–90. https://doi.org/10.5281/zenodo.6694102.
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This qualitative study examined the lived experiences of teachers of teaching Technology and Livelihood Education (TLE) using modular distance learning in now normal utilizing daily. A review of literature was completed concerning the areas of teachers and the history of modular distance learning. The research question for the study was, what are the participants’ lived experience in teaching and assessing students in modular distance learning class of TLE in the now normal? And how do they cope up with the challenges of teaching and assessing students in modular distance learning class of TLE in the now normal? The research design for the study was Phenomenological qualitative research in interpretive design. Interviews were completed. The data were disaggregated according to themes and patterns. The participants of the study consisted of eight (8) participants’ experiences of TLE teachers on modular distance learning in the Department of Education in the Division of the City of Biñan. After data collection, the researcher found seven (6) common themes. Each of these themes was discussed in terms of supporting or not supporting the review of literature. The majority of the findings of the study supported by participants served as authentic guidelines of the study. A major contradiction in the findings was the fact that none of the teachers in the study felt a need for more professional development and community involvement.
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Fourtounis, Georgios, Nikolaos Papaspyrou, and Panagiotis Theofilopoulos. "Modular polymorphic defunctionalization." Computer Science and Information Systems 11, no. 4 (2014): 1417–34. http://dx.doi.org/10.2298/csis130923030f.
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Defunctionalization is generally considered a whole-program transformation and thus incompatible with separate compilation. In this paper, we formalize a modular variant of defunctionalization which can support separate compilation for a functional programming language with parametric polymorphism. Our technique allows modules in a Haskell-like language to be separately defunctionalized and compiled, then linked together to generate an executable program. We provide a prototype implementation of our modular defunctionalization technique and we discuss the experiences of its application in compiling a large subset of Haskell to low-level C code, based on the intensional transformation.
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Montales, Jaquelyn G., and Rex T. Argate. "MODULAR TEACHING: EXPERIENCES OF JUNIOR HIGH SCHOOL TEACHERS." Ignatian International Journal for Multidisciplinary Research 2, no. 6 (2024): 1693–730. https://doi.org/10.5281/zenodo.12184522.
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This qualitative study was conducted to further understand the junior high school teachers’ experiences in teaching using modular teaching modalities. A modality that requires teachers’ great efforts including its formulation, production, and implementation. Looking into the different experiences of teachers in their use of modular teaching modality may suggest certain realizations that may lead to further development in the teaching and learning process. This study aimed to explore the different experiences of junior high school public teachers in Catbalogan City in their use of the modular teaching modality. This study is determined to know the positive and the negative experiences of the teachers, describe their preparations employed, and their aspirations in improving the said modality. The study utilized sixteen (16) junior high school public teachers from the ten (10) district schools in Catbalogan City Division. The themes created were: <em>Teaching with a Heart, Learning Independently, Developing Family Link, Healthy Teaching, Motivated and Inspired, Deteriorating Motivation for Learning, Unprogressive Result for Learning, Risk-taking for the Sake of Learning, Earning over Learning, Losing Trust among Parents, Exhausting Resources for Learning, Reliability of Students Learning</em>, <em>All efforts are Exhausted for Learning, Modifying Teaching and Learning using Modules for Learning, Demanding yet Rewarding, Mens Sana in Corpore Sano (A Sound Mind in a Sound Body), The Commitment to Continuous Learning, Assurance of Human Interactive Modules, Empowering for Alternative Learning Modality, Innovating Quality Amidst Flexibility, Modules with a Heart for Learners’ Well-being, Focusing Further on the Essential, and Flexing the Curriculum for Quality. </em>The findings and recommendations were used to further understand modular teaching modality. Moreover, the realizations taken from the experiences of the teacher-respondents suggest innovation in the formulation, production, and implementation of modules which are vital to the said modality.
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M. Cortes, Venus, May Gaselle C. Omongos, Jerry Mae G. Quevedo, Michelle Villarin, Karlene Kate J. Yaun, and Marry Mael V. Segarra. "The Experiences of Students in the Modular and Online Learning: A Phenomenological Study." Journal of Humanities and Education Development 4, no. 3 (2022): 52–63. http://dx.doi.org/10.22161/jhed.4.3.6.
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This study aimed to determine the specific experiences of university students in terms of cognitive, social, emotional, and adversity skills in an online or modular mode of learning. The study utilized a phenomenology research design, and a semi-structured interview was conducted. Participants in the study were composed of students enrolled in online and modular learning who were asked to share their experiences elaborately. The analysis revealed that despite the differences in the learning modalities, the students similarly experienced the same significant adjustments and academic challenges. These experiences include the lack or limited access to information, concerns about the accessibility of the learning opportunities, lack of economic resources, time management concerns, communication with professors and classmates, and self-motivation and coping mechanisms. As an intended outcome, a feasible distance learning blueprint composed of possible courses of action that can be taken to achieve a more effective and feasible distance learning setup is made.
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M. Cortes, Venus, May Gaselle C. Omongos, Jerry Mae G. Quevedo, Michelle Villarin, Karlene Kate J. Yaun, and Marry Mael V. Segarra. "The Experiences of Students in the Modular and Online Learning: A Phenomenological Study." Journal of Humanities and Education Development 4, no. 3 (2022): 52–63. http://dx.doi.org/10.22161/jhed.4.3.06.
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This study aimed to determine the specific experiences of university students in terms of cognitive, social, emotional, and adversity skills in an online or modular mode of learning. The study utilized a phenomenology research design, and a semi-structured interview was conducted. Participants in the study were composed of students enrolled in online and modular learning who were asked to share their experiences elaborately. The analysis revealed that despite the differences in the learning modalities, the students similarly experienced the same significant adjustments and academic challenges. These experiences include the lack or limited access to information, concerns about the accessibility of the learning opportunities, lack of economic resources, time management concerns, communication with professors and classmates, and self-motivation and coping mechanisms. As an intended outcome, a feasible distance learning blueprint composed of possible courses of action that can be taken to achieve a more effective and feasible distance learning setup is made.
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Pattung, Agustina G. "A Study on College Students' Experiences in Flexible Learning in Apayao State College, Conner Campus." Asian Journal of Education and Social Studies 49, no. 4 (2023): 234–39. http://dx.doi.org/10.9734/ajess/2023/v49i41203.
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Higher education institutions implemented flexible learning beyond on-campus and online learning during the pandemic. This study determined students' experiences with flexible learning, particularly modular and online modalities, and their problems with learning remotely. The study used descriptive research. The study's respondents were College freshmen of Apayao State College Conner Campus. The researcher thematically analyzed the student's responses to flexible learning experiences. The study made use of descriptive statistics in analyzing problems encountered. The experiences included challenges in the modular approach, availability of learning resources, usage of ICT, social interaction, and assessment modifications. The students encountered problems in flexible learning, such as ICT-related, modular, financial, and social-related problems. The College should formulate plans and implement adequate strategies to address the challenges and issues in flexible learning modalities within the College.
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Gaganao, Rovinson Deladia, and Rey Naranja Discar. "Undergraduate students’ modular experiences in learning mathematics in the new normal education." International Journal of Evaluation and Research in Education (IJERE) 12, no. 3 (2023): 1244. http://dx.doi.org/10.11591/ijere.v12i3.24686.
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<span lang="EN-US">The modular approach has been proven to be an effective tool in mathematics learning. However, this approach presents challenges regarding students’ learning. Hence, this study was conducted to determine and compare the modular experiences of 55 Bachelor of Secondary Education (BSED) Math students of Eastern Samar State University (ESSU) Salcedo based on gender, age, and year level. The study utilized a descriptive-comparative design and a survey questionnaire. Percentage, mean, t-test, and </span><span lang="EN-US">analysis of variance </span><span lang="EN-US">(</span><span lang="EN-US">ANOVA) were used to treat the data. The study revealed that respondents were satisfied with their modular experience in learning mathematics in the new normal education. Specifically, the respondents rated their experience satisfactory in good teaching, high in clear outcomes, manageable in appropriate workload, moderate in appropriate assessment, and average in generic skills. Furthermore, the study found a significant difference in good teaching, clear outcomes, appropriate workload, appropriate assessment, generic skills, and satisfaction with modular learning across the respondents’ year level, but insignificant across age and gender. Based on the findings, it is recommended that teachers should attend intensive seminars and training on current trends in math teaching and module development. Modules’ quality must be improved considering the workload, assessment, outcomes, and skills development.</span>
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Sinagpulo, Joan J., and Donnel Jay E. Tambis. "Digital Assessment Experiences in Mathematics under Modular Distance Learning." International Journal of Research and Review 8, no. 12 (2021): 194–210. http://dx.doi.org/10.52403/ijrr.20211226.
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Modular distance learning is indispensable and using digital assessment as a method to measure students' progress is essential as the Philippines education system shifted from face to face classes to distance learning this time of pandemic. The main purpose of this study was to describe the lived experiences of the students about digital assessment in mathematics under modular distance learning. This study utilized Qualitative Research Design, Hermeneutic Phenomenological method which involved 15 students. There were four emerging categories and eventually formed nine major themes:(1) Educational Involvement (2) Learners Engagement (3) Support (4) Educational Tool Refinement. While the emerging major themes were 1) students experience digital assessment tool predicament in mathematics (2) difficulty grasping the topic through teachers’ instructional method (3) students have a proclivity to engage in academic dishonesty (4) procrastination and cramming are common among students during exams (5) learners have become passive to their own learning development (6) students' internet connections at home are inadequate (7) students are unable to focus during the exam as a result of the destructive environment (8) Digital Assessment tool commendation and new preference is evident among the students (9) Students have learned to appreciate the worth of their time and work. Keywords: Modular Distance Learning, Digital Assessment.
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Seludo-Labong, Stephanie. "EXPERIENCES TOWARD MODULAR LEARNING OF STUDENTS IN THE FRUSTRATION READING LEVEL." Ignatian International Journal for Multidisciplinary Research 2, no. 10 (2024): 821–59. https://doi.org/10.5281/zenodo.13999148.
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This study explored the challenges faced by students with low reading abilities in a modular learning environment. By interviewing students and parents, the research explored their experiences and perspectives. The findings highlighted the difficulties students had with complex texts and vocabulary, underlining the need for tailored support and differentiated instruction. The study emphasizes the importance of early intervention and scaffolded learning to improve reading proficiency and promote overall academic success. This research contributes to the field of education by advocating for targeted strategies to address the specific needs of struggling readers within modular learning.
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Davis, Kevin E., Guillermo Jorge, and Maíra R. Machado. "Coordinating the Enforcement of Anti-Corruption Law: South American Experiences." Verfassung in Recht und Übersee 54, no. 2 (2021): 160–99. http://dx.doi.org/10.5771/0506-7286-2021-2-160.
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One of the most pressing challenges in anti-corruption law is whether and how to coordinate enforcement across multiple agencies, that is to say, under conditions of institutional multiplicity. One approach is modular enforcement, which involves dividing responsibility for enforcement among multiple institutions that are able, but not required, to coordinate their activities. The relatively impressive performance of Brazil’s anti-corruption agencies around the beginning of the twentieth century has been attributed to this kind of institutional modularity. We examine whether other similarly situated countries adopted the Brazilian approach. Specifically, we compare the extent to which the modular approach to anti-corruption enforcement was reflected in the national anti-corruption institutions of Brazil and five other South American countries as of 2014. We find little evidence that Brazil’s neighbors adopted the modular approach and suggest a variety of political, intellectual and institutional factors that may limit the attraction of institutional modularity outside the Brazilian context. Our analysis also demonstrates the value of an approach to comparative legal analysis which extends beyond the judiciary and the police to cover the full range of institutions involved in law enforcement.
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Gallego, Alexander A. "MODULAR LEARNING FATIGUE AMONG STUDENTS IN CIABU NATIONAL HIGH SCHOOL." Franciscan College of the Immaculate Conception Insights 01, no. 02 (2023): 11–33. https://doi.org/10.5281/zenodo.13318430.
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This study focused on the Modular Learning Fatigue among students in Ciabu National High School, Baybay City, Leyte. It aimed to find out the Socio-demographic profiles of the respondents as sex, age, grade level, monthly family income, signs of modular learning fatigue, and level of modular learning fatigue experienced by the students. The respondents of the study were 211 Junior and Senior high school students enrolled in AY 2021 – 2022. The target number of respondents was 30 % of each sex and grade level's total population. Stratified sampling was used and split the population of interest into homogeneous subgroups or strata before choosing the research sample. The study used the descriptive method with a questionnaire as a tool for data gathering. Using the survey as a technique, data on socio-demographic profiles, modular learning fatigue signs, the relationship among socio-demographic profiles, and the level of modular learning fatigue were collected. Descriptive analysis such as frequency, percentage, weighted mean, and Chi-Square test for the relationship on objective four (4) was used. The findings of the study indicated signs of modular learning fatigue in the respondents' mental, physical, social, and emotional aspects. In the relationship between the Level of modular learning fatigue and Socio-Demographic Profile, the result was significant between monthly family income and the mental aspect of the modular learning fatigue. The relationship was highly significant between the social aspect of modular learning fatigue and the monthly family income. The monthly family income was a big factor in the modular fatigue experiences of the students taking into account that the profile on the students’ family income was categorized as poor. For the rest of the socio-demographic profile, the age, sex, and grade level the relationship between these demographic profiles and the level of modular learning fatigue were not significant.
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Mary Stephanie A. Agbay and Gengen G. Padillo. "Lived Experiences of Mothers of Deaf Children amidst the COVID-19 Pandemic." Journal of Humanities and Social Sciences Studies 6, no. 12 (2024): 129–42. https://doi.org/10.32996/jhsss.2024.6.12.12.
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Mothers of deaf children encounter many difficulties in parenting their children amidst the pandemic. They need to cope with educational resources to help promote family–professional relationships and advance the effectiveness of the child’s intervention. This research delved into the lived experiences of 14 mothers of deaf learners in the Division of Mandaue City during the COVID-19 pandemic, the school year 2021-2022. The interview guide was used to conduct in-depth interviews, during which the data were analyzed using thematic analysis. The study revealed that mothers experience difficulty handling their deaf children academically, for they have little or no knowledge of the basic concepts of sign language. The six themes that emerged in the study were: Parents Limited Ability to Communicate with the Hearing-Impaired Children, Problems in the Preparation of the Learning Environment, Modular Instruction was not Fitted for Special Education, Usefulness of Constructed Modules to the Mothers and Children in Understanding the Lessons, Teachers Association Aide the Mothers Modular Instruction and Usefulness of the Learning Guides Provided by the School to Educate the Child. The study concluded that mothers of elementary deaf learners with impairments had experienced multifaceted problems due to the absence of face-to-face instruction.
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Nacar, Christine Joy B., and Jun S. Camara. "LIVED EXPERIENCES OF TEACHERS IN IMPLEMENTING MODULAR DISTANCE LEARNING IN THE PHILIPPINE SETTING." Isagoge - Journal of Humanities and Social Sciences 1, no. 4 (2021): 29–53. http://dx.doi.org/10.59079/isagoge.v1i4.43.
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COVID-19 pandemic posed various challenges and issues in the education system in the country. The pandemic forced the schools to temporarily close to contain the spread of the virus. Thus, the School Year 2020-2021 became the “new normal” of education where traditional in-person learning shifted into distance learning which threatened not only the parents and learners but most especially the Department of Education. The pandemic created challenges to the Department of Education on what they can do to ensure that though the delivery of learning changes, the quality of the education remains the same. The study is qualitative research with a phenomenology research design. It was conducted to explain the lived experiences of Teachers in Implementing Modular Distance Learning. Specifically, this aims in discussing the experiences and challenges encountered by the teachers in implementing the MDL as part of the “New Normal”. Purposive sampling was used in selecting 5 teachers that participated in the study. The researcher used online interviews through Google forms and Messenger calls to seek in-depth information that revealed the lived experiences of the teachers in implementing modular distance learning modality. Colaizzi’s 1978 method of data analysis was utilized to analyze and interpret the results of this study. Findings from the study showed themes based on the experience of teachers in implementing MDL. Through the result of this study, SDO- Alaminos City may utilize the results in designing various Professional Development Programs/training that would enhance the capability of teachers and provide a support system to teachers during modular distance learning
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Virapyan, Ed G. "Cultural experiences with narratives." Voprosy kul'turologii (Issues of Cultural Studies), no. 8 (August 1, 2020): 41–53. http://dx.doi.org/10.33920/nik-01-2008-05.
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The era of nationalism is characterized by the emergence of sociocultural myths, the main function of which is to adapt myth consumers to the new reality. A study of the diortic projects of China in the 19th century, which have become transitional elements of the main national myth “China is a great state and a family of peoples, each of which has its own specifics and identities”, is relevant at the present stage when the PRC is actively building a powerful national state. The novelty of the study is to highlight the sociocultural myth as an ontological modular system in the corps of the Chinese national myth.
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P. Espineli, Nina. "Lived Experiences of Master Teachers in Monitoring Modular Distance Learning (MDL) Teachers at TMCNHS." International Multidisciplinary Research Journal 3, no. 1 (2021): 148–56. http://dx.doi.org/10.54476/iimrj277.
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School Year 2020 -2021 ushered the beginning of the so-called “Education in the New Normal”. The sudden shift from face-to-face learning to distance learning threatened not only the parents and students but most especially the Department of Education, on what they can do to ensure that though the delivery of learning changes, the quality of the education remains the same. The study is qualitative in nature and was conducted to explain the lived experiences of Master Teachers in Monitoring Modular Distance Learning Teachers. Specifically, this aims in discussing the experiences and challenges encountered by the master teachers in monitoring MDL as part of the “New Normal”. Purposive sampling was used in selecting 5 master teachers that participated in the study. The researcher used FGD (Focal Group Discussion) and semistructured interview to seek the in-depth information that revealed the current situation on how the informants responded newly implemented way of monitoring modular distance learning modality teachers. Thematic data analysis was utilized to analyze and interpret the results of this study. Findings from the study showed themes based on the experience of Master teachers in monitoring MDL teachers. It includes Change: Master teachers’ Insight where they shared that monitoring in the New Normal is a bit difficult; Focus: Master Teachers setting the path towards Modular Distance Learning, and Waves: Challenges encountered by the master teachers in monitoring MDL teachers. Through the result of this study, Trece Martires City National High School or even the Department of Education - Cavite may utilize the results in designing various Professional Development Programs/trainings that would enhance the capability of Master teachers to monitor teachers under the modular distance learning. It can also serve as baseline data in conducting related study in Elementary and Senior High School level.
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Cantoni, Lorenzo, and Luca Botturi. "eLearning Meeting Modular Education, the Case of Learning Objects." Swiss Journal of Educational Research 27, no. 2 (2005): 231–52. http://dx.doi.org/10.24452/sjer.27.2.4705.
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The topic of modularity is a lively issue in eLearning, both concerning the support that new technologies can offer to the implementation of modular programs and the production of technically and didactically sound learning objects. Several authors have proposed a new object oriented learning paradigm, which builds on the possibility to chunk the learning experience into clearly defined and small units of learning. If the analogy with software programming is interesting and stimulating, it is also necessary to consider the big differences between the two of them. The paper introduces both perspectives – from modularity to eLearning and vice-versa – reporting experiences done at the USI and at the ISPFP and providing a broad discussion about learning objects.
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Friolo, Renato V., and Romel C. Mutya. "Mathematics Teachers’ Perception on Modular Distance Learning: A Phenomenological Study." International Journal of Multidisciplinary: Applied Business and Education Research 3, no. 9 (2022): 1607–15. http://dx.doi.org/10.11594/ijmaber.03.09.01.
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This study aimed to capture the lived experiences of Mathematics teachers on modular distance learning. It explored mathematics teachers' perception of modular distance learning, describe the challenges, and struggles in the new normal, unveil the coping mechanisms of mathematics teachers on the demand of modular distance learning, and verify the effects of modular distance learning on students' mathematics performance. This phenomenological study used Colaizzi’s method of data analysis to interpret and analyze the data. Nine (9) teacher-participants were recruited using purposive sampling technique. The study used the interview method in gathering data. In this study, teacher-participants perceived that modular distance learning is one of the best ways to continue students' learning. However, students' mathematics performance using modular distance learning is far below the expected standard. Identified contributing factors were students' attitudes, teachers' workloads, digital infrastructure and gadgets, slow internet connections, lack of parents' support, and students' motivation. The findings of this study can be used as a basis or springboard for revision of implementing guidelines of modular distance learning enactment policies that would provide intervention to the existing identified problem.
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Butukan, Hasma U., Haron A. Mohamad, Lydia S. Bawa, and Nasrudin A. Kandong. "LIVED EXPERIENCES OF TEDURAY ENGLISH LANGUAGE LEARNERS ON MODULAR DISTANCE LEARNING." Ignatian International Journal for Multidisciplinary Research 2, no. 6 (2024): 1041–68. https://doi.org/10.5281/zenodo.11633960.
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English language learning is a complex phenomenon and challenging that is set of words, grammar, structure, unpredictable spelling, and complexity of organizational ideas. Learning the English language is pivotal to the development of the learners in all aspect. Thus, the classroom is the ideal platform to acquire and learning the English language with the assistance of English teachers. The COVID-19 Pandemic brought distraction to all educational system where the modular distance learning modality is being adopted while learners accustomed to face to face learning approach. This qualitative phenomenological study aimed to explore the lived experiences of selected Teduray English language learners during the modular distance learning from Datu Blah Sinsuat, District of Maguindanao-II, Division. The purposive sampling technique was used to select the participants relevant to the research study. The in-depth interview employing semi-structure research questionnaire was utilized to explicate the challenges and experiences in the phenomena.The Collaizi’s, (1978) seven steps strategy in phenomenological approach was utilized to provide rigorous analysis of data. Thus, the findings of the study revealed important themes. Poor Reading Comprehension, Very Poor in Writing, Difficulty in Word Recognition, Poor Writing Skills. Consequently, the coping mechanism of Teduray English language learners were, Studying the Lesson, Asking Assistance from Parents/Siblings. Therefore, the suggested solution of the English language teachers to the Teduray learners were, Enrichment Activities in Reading and Writing on Module, Learning Through Social Media Platform, Guidance and Supervision from Adults/Parents and lastly, Utilization of Dictionary. The study concluded that, Teduray English language learners had experienced serious difficult challenges in their learning English language on modular distance learning.
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Sañosa, Jr., Jimmy J. "Modular Learning Experiences of Intermediate Teachers During COVID-19 Lockdown." Cognizance Journal of Multidisciplinary Studies 3, no. 10 (2023): 511–19. http://dx.doi.org/10.47760/cognizance.2023.v03i10.027.
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This study aimed to explore the challenges encountered by Intermediate Elementary Teachers and develop strategies to address these hurdles. It was a qualitative research endeavor that didn't rely on statistical data. The study involved a selection of Intermediate Elementary Teachers, with three participants from each of Grades 4, 5, and 6, all based at Naval Central School SpEd Center, P.I. Garcia St., Naval, Biliran. Teachers willingly participated through convenience sampling. Conducting this research during the COVID-19 pandemic involved structured virtual interviews through questionnaires featuring open-ended questions and in-depth interviews designed by the researcher. Narrative Analysis was the chosen data analysis technique. Teachers faced challenges related to module planning, preparation, distribution, monitoring of student learning, assessment of student outputs, and providing feedback on their performance. In response to these challenges within the modular distance learning model, teachers employed diverse strategies, including effective time management, innovative teaching methods, adaptation to new educational trends stemming from the "new normal," flexibility, the development of alternative plans, optimism, patience, and acquiring the essential skills for the evolving educational landscape. This study underscores the need for collaboration among various stakeholders and government entities to formulate alternative solutions for the multitude of issues that may emerge during the teaching and learning process, especially in light of the constraints posed by the ongoing pandemic.
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Jimmy, J. Sañosa Jr. "Modular Learning Experiences of Intermediate Teachers During COVID-19 Lockdown." Cognizance Journal of Multidisciplinary Studies (CJMS) 3, no. 10 (2023): 511–19. https://doi.org/10.47760/cognizance.2023.v03i10.027.
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This study aimed to explore the challenges encountered by Intermediate Elementary Teachers and develop strategies to address these hurdles. It was a qualitative research endeavor that didn't rely on statistical data. The study involved a selection of Intermediate Elementary Teachers, with three participants from each of Grades 4, 5, and 6, all based at Naval Central School SpEd Center, P.I. Garcia St., Naval, Biliran. Teachers willingly participated through convenience sampling. Conducting this research during the COVID-19 pandemic involved structured virtual interviews through questionnaires featuring open-ended questions and in-depth interviews designed by the researcher. Narrative Analysis was the chosen data analysis technique. Teachers faced challenges related to module planning, preparation, distribution, monitoring of student learning, assessment of student outputs, and providing feedback on their performance. In response to these challenges within the modular distance learning model, teachers employed diverse strategies, including effective time management, innovative teaching methods, adaptation to new educational trends stemming from the "new normal," flexibility, the development of alternative plans, optimism, patience, and acquiring the essential skills for the evolving educational landscape. This study underscores the need for collaboration among various stakeholders and government entities to formulate alternative solutions for the multitude of issues that may emerge during the teaching and learning process, especially in light of the constraints posed by the ongoing pandemic.
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Latham, Mark, and Dhruv Sookhoo. "New suburbia, now: The possibilities of modular construction." Architectural Research Quarterly 23, no. 2 (2019): 195–200. http://dx.doi.org/10.1017/s1359135519000253.
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Mark Latham is an advocate of modern methods of construction in residential design and development. He reflects upon how contemporary approaches to modular housing can reshape residents’ experiences of suburban settings.
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Dimas, Vaness D., Luisa F. Desaliza, Kristine C. Gabito, Jillian Mae B. Mostera, and John Emil D. Estera. "Modular Learning Modality: Karanasan ng mga Mag-Aaral Mula sa mga Liblib na Lugar sa Bayan ng Juban." Puissant 3 (April 10, 2022): 520–37. https://doi.org/10.5281/zenodo.6442679.
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This study aimed to determine the experiences of students in remote areas upon their Learning Modality, Modular. The researcher focused on finding out the following: Students ’Most Outstanding Experiences; Challenges Faced by Students; Students' Methods of Solving Their Problems. Descriptive phenomenological is used in the research. Respondents of this study were selected using random sampling. Respondents of this study were from in Juban National High School which consists of 25 Senior high students living in remote areas. Semi-structured questionnaire was used in an interview to gather the needed data. This study finds out students’ experiences in remote areas on their Modular Learning according to the learning modules, internet connection, time, and financial. Absence of knowledge in answering modules, slow internet connectivity, lack of modulation time and finance for transportation and other educational expenses have impact on the learning of the participants during Modular Learning. This study proposed to the Department of Education (DepEd) to provide an adequate funding in the manufacture of learning modules for the effectivity of students’ learning. Provides a better internet connection and time frame are to consider. Wider information, methods and learning are to be shared and discussed to be use by the students in remote areas in the present condition of Education.
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Baoc, Crislin Joy, Nylene Butalid, Patrice Marie Diacono, et al. "Views and Experiences of Public Intermediate Grade Teachers as Implementers of Modular Distance Learning." Research Journal of Education, Science and Technology 2, no. 1 (2022): 71–94. https://doi.org/10.63179/rjest.v2i1.29.
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Teachers as main implementers of modular instruction are raising myriad issues with the modular learning preparations. The study explored the experiences of intermediate teachers of an elementary school in Bacolod City who adopted and implemented modular distance learning during the school year 2020-2021. It is intended to provide a detailed description of the experiences of the six public school teachers concerning the quality, instructional effectiveness, challenges, and coping with challenges of modularized instruction. This paper adopted a qualitative-descriptive type of research using a narrative inquiry approach. The information describing the participants' perspectives was obtained through guided interviews and follow-up questions. The rigors of findings were established using member checking, code-recode strategy, thick description, data checking, and audit trail. Using the six-phase analysis proposed by Braun and Clarke, seven essential themes emerged from the collected data. The teacher- implementers of MDL perceived that the SLM's contents are aligned to the preset learning outcomes, logical, cohesive, and well-integrated. The MDL allowed for independent learning and parent involvement. It had an organized system of deployment of materials that ensured accessibility and less expense. Conversely, the parents’ poor academic background and unavailability and learners' low comprehension showed its essential setbacks. The lack of technology devices and inadequate resources exacerbated its disadvantage. Its assessment lacked integrity. The reproduction of voluminous modules, pressure to comply with the modular requirements, and overloaded activities posed a major challenge among the teacher-implementers. They tried to adapt, communicate with parents and use radio-based instruction to overcome the difficulties. There is a need to look into the system support and provision of the needed logistics to minimize these impediments in carrying out MDL.
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Tater, Bindiya, and Kishor John. "Impact of Digital Banking on Customer Experience and Satisfaction." International Research Journal of Multidisciplinary Scope 06, no. 02 (2025): 465–77. https://doi.org/10.47857/irjms.2025.v06i02.03118.
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The study's main objective was to comprehend the users' experience and satisfaction regarding the four pillars of digital banking, i.e., Omnichannel, smart, modular, and open banking solutions. This cross-sectional study is based on a survey sample of 594 customers of India conducted using a mixed-method approach, combining descriptive and exploratory research designs. A theoretical framework was developed to understand user experience and satisfaction; five models were identified to analyze the relationships between variables through a multi-regression test. Female users prefer Tech-enabled banking technologies to male users. Users between 19 and 30 years and customers without any occupation exhibit the highest inclination towards Omnichannel, smart, modular, and open banking compared to those with varying age and occupation brackets. Models 1 to 5 revealed positive user experiences with Omnichannel, smart and modular banking and all results were found statistically significant (p < 0.001). The study's novelty is recognizing gender and age-specific adoption styles in digital banking. The study developed a new theoretical framework that provides actionable insights for enhancing user satisfaction across digital banking pillars. It also presents fresh views for stakeholders and contributes to advancing research in virtual banking technology, empowering professionals with practical implications for their work.
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Berin, Mark Anthony. "Bridging Gaps: A Study on the Satisfaction Levels in Modular Distance Learning." Journal of Interdisciplinary Perspectives 2, no. 2 (2024): 58–67. https://doi.org/10.5281/zenodo.10539946.
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<em>The Philippine Department of Education adapted to pandemic circumstances by implementing various learning modalities, including Modular Distance Learning, where Self-Learning Modules serve as the primary instructional medium. As the traditional school setting undergoes a paradigm shift, parents play a crucial role as educational partners with teachers. Despite their vital role, there's a research gap in parent satisfaction with modular learning, particularly in the Indian context. This study aimed to assess parent and student satisfaction with modular distance learning, using a quantitative, descriptive research design. The study included 150 parents and 150 pupils randomly selected from grades 4-6. Findings revealed a significant difference in satisfaction levels between parents and students across areas such as learning experience, teacher assistance, module quality, school support, and overall learning quality. Parents expressed low satisfaction with the learning experience, average satisfaction with the teacher's assistance and learning quality, and high satisfaction with module quality and school support. Recommendations underscore the need for school administrators to implement enhancement programs and revisit curricula to boost satisfaction levels. This study sheds light on the evolving dynamics of education during challenging times and emphasizes the importance of collaboration between parents and schools in ensuring effective learning experiences.</em> <em> </em>
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Lugten, Peter. "The Modular with Feedback: Theory of Free Will." Journal of NeuroPhilosophy, no. 2 (December 4, 2024): 250–62. https://doi.org/10.5281/zenodo.14272651.
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In this theoretical article, I propose free will to be compatible, not with determinism, but with chance. This paper provides a neurological model of how free will emerges from oscillating neuronal activity, in modules. These, representing ideas, oscillate subconsciously, competing for conscious attention; choice between them is partly random. The modules seek to maintain, homeostatically, a sense of context and consistency; and a conscious desire for a sense of character and personality. I propose that they learn from experience, using feedback to rebalance, so that decisions conform to our desired will. This applies to "snap" decisions, but also to our moral core. Particular experiences influence our future moral judgments such that we accept responsibility for our generally but not entirely predictable decisions. The model explains will power, pathologies (i.e., addiction, “ego-depletion”) and links free will to creativity and humor. The Modular with Feedback theory of free will grants us freedom through a plastic control the uncertainty of which isn’t understood, but which is sufficient to preclude determinism
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Pulindao, Farisha L., and Haron A. Mohamad. "Learners’ View of English Language Learning Through Modular Approach - A Phenomenology." American Journal of Interdisciplinary Research and Innovation 2, no. 4 (2023): 20–35. http://dx.doi.org/10.54536/ajiri.v2i4.1842.
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This research aimed to explore the views of English language learners of selected Grade six of Tenorio Elementary School, Maguindanao-II Division, who were undergone the modular approach to learning during the COVID-19 Pandemic. The Collaizi’s (1978) seven steps strategy in phenomenological approach was utilized to provide rigorous analysis of data. The purposive sampling technique was used to select the participants relevant to the research study. The researchers’ made semi-structure guided interview questionnaire with in-depth interview to the participants to explicate the research phenomena. Thus, study revealed that, learners experiences of modular learning affected by personal, teacher, subject matter and technological factor were Acclimatization to Modular Learning, Extrinsic Motivation, Health Issue, Lack of Adult’s Guidance or Teacher Supervision, Complexity of Subject Matter, and Quality Content of Module. Consequently, learners experiences as affected by technological factors were Power Outrage, Accessible to Internet, Lack of Mobile Phone. Moreover, learners observed attitude among in ELL through modular approach were, Knowledge of Content of Module, Development of Macro Skills, Views of Importance of ELL, Preference of Face to Face Learning. Constant Reading and Pre-reading, and Utilization of YouTube Video Lessons. Hence, the effects of learner’s attitude towards modular approach were, Learning Through Social Media Platform, Lack of Engagement of Learning and Guessing Only of Answers. Therefore, various studies have examined the effects of attitudes on ELL; however, few have worked on the influence of attitudes on ELL in the course of the Covid-19 pandemic. Synonymous to popular belief that a proper and positive attitude is imperative for achievement in language learning (Gardner, 1985), the study finds out that positive attitude towards modular learning brings positive actions which resulted to positive effects in ELL performance and that a negative attitude brings unlikely effect in ELL performance.
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Aalto, Leena, Pia Sirola, Tiina Kalliomäki-Levanto, et al. "User-centric work environments in modular healthcare facilities." Engineering, Construction and Architectural Management 26, no. 6 (2019): 1047–62. http://dx.doi.org/10.1108/ecam-04-2018-0169.
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Purpose The challenges arising from the reform of the social and healthcare sector call for efficient, effective and novel processes in both public and private health and medical care. Facilities need to be designed to suit the new processes and to offer usable workspaces at different levels of healthcare services. Along with traditional construction, modular facility innovations could be one solution to these pressures. The paper aims to discuss these issues. Design/methodology/approach This case study analyzed the different usability characteristics of the work environment in modular and non-modular healthcare facilities (HCFs). The qualitative research method was based on semi-structured interviews of employees and observations of the case buildings. Findings According to the results, the usability characteristics were divided into four main categories: functionality, healthiness, safety/security and comfort. The main differences between the modular and non-modular facilities appeared to be room size, soundproofing, safety issues and the utilization of colors and artwork, which were all perceived as better realized in the non-modular facilities. The staff highlighted functionality as the most important characteristic in their work environment. They even considered functionality as a feature of a comfortable work environment. Originality/value This paper presents new knowledge and a detailed description of the opinions and experiences of healthcare professionals concerning a user-centric, usable environment in the context of modular and non-modular HCFs.
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ROQUE, JONATHAN P. "Modular Distance Learning in the Area of Education During the New Normal: A Systematic Review." AIDE Interdisciplinary Research Journal 3 (April 24, 2023): 253–68. http://dx.doi.org/10.56648/aide-irj.v3i1.67.
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In the Philippines, attempting to push through education despite the fatal pandemic caused by Covid-19 has proven difficult. Despite several objections, the Department of Education (DepEd) and the Commission on Higher Education (CHED) accepted and implemented the flexible blended learning model, despite the risk of open courses due to the virus. Modular (Printed), Modular (Digital), Online, Educational TV, Radio-Based Instruction, Home Schooling, and Blended Learning are the many learning modes. Using the systematic review, the study aims to determine the main educational experiences that used the Modular Distance Learning approach to promote educational knowledge within the Higher Education stage. Modular Distance Learning is implemented for those living in rural areas or provinces where internet connection is only available for a few. The usage of Modules created by teachers with various tasks and learning activities based on fundamental learning abilities is known as modular distance learning. Thus, the main findings of the study revealed that the implementation of modular distance learning or distance education resulted in a significant improvement in students’ knowledge of the specific content covered, despite the fact that both technical and non-technical problems occur during their teaching in distance learning.
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Morados, Alexander N., and Maria Ofelia M. Lucero. "MODULAR DISTANCE LEARNING IN HIGHER EDUCATION DURING THE NEW NORMAL: A SYSTEMATIC REVIEW." Ignatian International Journal for Multidisciplinary Research 2, no. 4 (2024): 229–44. https://doi.org/10.5281/zenodo.10932822.
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In the Philippines, attempting to push through education despite the fatal pandemic caused by Covid-19 has proven to be a difficult undertaking. Despite several objections, the Commission on Higher Education (CHED) accepted and implemented the flexible model of blended learning. Modular (Printed), Modular (Digital), Online, Educational TV, Radio-Based Instruction, Home Schooling, and Blended Learning are the many learning modes. Using the systematic review, the study aims to determine the main educational experiences that used the Modular Distance Learning approach for the promotion of educational knowledge within the Higher Education stage. Modular Distance Learning is implemented for those living in rural areas or provinces where internet connection is only available for a few. The usage of Modules created by instructors with various tasks and learning activities based on the fundamental learning abilities is known as modular distance learning. Thus, the main findings of the study revealed that the implementation of modular distance learning or distance education resulted in a significant improvement in students' knowledge of the specific content covered, despite the fact that both technical and non-technical problems occur during their teaching in distance learning.
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TRAJANO, LOURDES M., JOSE R. BALCANAO, WAYAWAYA D. TACTAY, and AVILARDO B. LEON. "Analyzing Online and Modular Learning Perspectives in the Evolving Educational Landscape." Cognizance Journal of Multidisciplinary Studies 3, no. 11 (2023): 418–29. http://dx.doi.org/10.47760/cognizance.2023.v03i11.036.
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This research abstract presents an assessment of the perceptions of parents and learners towards online and modular learning in the junior and senior high school education setting in Baguio City. The study aimed to investigate the perceptions of both parents and learners regarding various aspects of online and modular learning. The research employed a quantitative data collection method. A structured survey questionnaire was distributed to parents and learners to gather quantitative data, and this included questions related to the time allocated for learning activities, the distribution and retrieval of modules, the effectiveness of learning assessments and activities, the delivery of learning, efficiency of the educational process, accessibility to learning materials, teaching methods, and the overall comfort of the learning experience. The survey utilized a Likert scale to measure responses, allowing for the calculation of mean ratings. In addition to the quantitative data insights were gathered through open-ended questions in the survey, where participants could provide detailed feedback and comments on their experiences with online and modular learning. The findings revealed that both parents and learners generally held positive perceptions of online and modular learning, with parents showing particularly high satisfaction with the time allocation for learning activities, module distribution, and the effectiveness of assessments. Learners, on the other hand, expressed strong satisfaction with the delivery of learning and the efficiency of the educational process. This research demonstrates the positive reception of online and modular learning among parents and learners in Baguio City, highlighting the potential effectiveness of these educational approaches in junior and senior high school settings.
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Mori, Giulio, David Thue, and Stephan Schiffel. "A Structured Analysis of Experience Management Techniques." Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment 15, no. 1 (2019): 174–80. http://dx.doi.org/10.1609/aiide.v15i1.5241.
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As a field of study, Experience Management spans a set of technology that is becoming increasingly relevant in applications that aim to improve the experiences of their users. Given the youth of the field, however, few attempts have been made to identify and discuss the common elements of systems that manage user experiences as they occur. In this paper, we consider a subset of existing AI experience managers in the context of a shared conceptual framework. We offer directly comparable summaries of the managers that we discuss, and we highlight how some of them use different technologies to perform similar tasks. While many experience managers remain undiscussed, we nonetheless demonstrate that distinct, well-defined components exist across a diverse set of managers, and that a modular method for building new managers might well be within reach.
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Paguirigan, Edmar M., Marjorie Janel R. Paguirigan, and Lorely A. Ablog. "Lived Experiences of Special Education Teachers in the New Normal." Migration Letters 20, no. 8 (2023): 1331–41. http://dx.doi.org/10.59670/ml.v20i8.6075.
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The primary objective of this research study is to gain a more comprehensive understanding of the practical challenges special education teachers face when delivering services to students with disabilities amidst the COVID-19 pandemic, given the altered format of education delivery in Ilocos Sur, Philippines. Five special education instructors who offer specialized educational services to students with disabilities are included in the study. The subsequent overarching motifs were identified via qualitative analysis of interview transcripts: (1) Feeling Stressed and (2) Challenges and Problems Encountered. The unparalleled shift towards distance learning, specifically modular learning, has engendered a sense of strain among educators, who perceive themselves as being (1) burnout teacher, (2) A teacher who lacks training, and (3) A teacher who needs support. SPED instructors encountered similar difficulties and obstacles when attempting to implement modular distance learning. They encountered challenges in (1) Contacting and Connecting to Students, (2) Planning the Activities, (3) Making the Learning Activity Sheets (LAS), and (4) Evaluating Incomplete and Unanswered LAS. The results of this study will offer insights into the practical challenges faced by special educators during distance learning, as well as identify supplementary resources that will enhance special education in the current paradigm.
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Aslanie, Jonaisa B., and Dr James L. Paglinawan. "Narrative Insights into Modular Advisers’ Roles and Challenges in Public School." International Journal of Research and Innovation in Social Science IX, no. V (2025): 1013–20. https://doi.org/10.47772/ijriss.2025.90500086.
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This study is conducted during the academic year 2024-2025 focuses on Narrative Insight into Modular Advisers’ Roles and Challenges in Public School. In the Philippines, attempting to push through education. Despite several objections, the Department of Education (DepEd) accepted and implementing the flexible model of blended learning like Modular (Printed), Modular (Digital), Online, Educational TV, Radio- Based Instruction, and Blended Learning is many learning modes. Using the systematic review, the purpose of this study is to understand the experiences of modular advisers in conducting modular classes in public school, particularly in Kalilangan National High School. This school implements the Open High School Program (OHSP) also known as Alternative Delivery Mode (ADM), catering to students with unique challenges such as financial difficulties, teenage motherhood, pregnancy, work commitments, or long-distance travel. By giving a voice to the modular advisers, this study seeks to highlight the challenges they face, the support systems they find most helpful, and their perceptions of the effectiveness of modular learning in achieving students’ learning outcomes. In their research, Smith and Williams (2019) examined the challenges faced by teachers implementing modular learning in various educational settings. They found that one of the key issues was the lack of resources and training, which hindered teachers’ ability to effectively facilitate this form of learning. The study points to the need for more targeted professional development programs and better access to resources to support educators in this new teaching environment.
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Gontijo, Gustavo, Songda Wang, Tamas Kerekes, and Remus Teodorescu. "Performance Analysis of Modular Multilevel Converter and Modular Multilevel Series Converter under Variable-Frequency Operation Regarding Submodule-Capacitor Voltage Ripple." Energies 14, no. 3 (2021): 776. http://dx.doi.org/10.3390/en14030776.
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The modular multilevel converter is capable to reach high-voltage levels with high flexibility, high reliability, and high power quality as it became the standard solution for high-power high-voltage applications that operate with fixed frequency. However, in machine-drive applications, the modular multilevel converter shows critical problems since an extremely high submodule-capacitor voltage ripple occurs in the machine start-up and at low-speed operation, which can damage the converter. Recently, a new converter solution named modular multilevel series converter was proposed as a promising alternative for high-power machine-drive applications since it presented many important structural and operational advantages in relation to the modular multilevel converter such as the reduced number of submodule capacitors and the low submodule-capacitor voltage ripple at low frequencies. Even though the modular multilevel series converter presented a reduced number of capacitors, the size of these capacitors was not analyzed. This paper presents a detailed comparison analysis of the performance of the modular multilevel converter and the modular multilevel series converter at variable-frequency operation, which is based on the proposed analytical description of the submodule-capacitor voltage ripple in such topologies. This analysis concludes that the new modular multilevel series converter can be designed with smaller capacitors in comparison to the modular multilevel converter if these converters are used to drive electrical machines that operate within a range of low-frequency values. In other words, the modular multilevel series converter experiences extremely low submodule-capacitor voltage ripple at very low frequencies, which means that this converter solution presents high performance in the electrical machine start-up and at low-speed operation.
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Visto, James, Zocorro Anne R. Zaluaga, and Jimmy D. Bucar. "Maintaining Academic Integrity and Validating Student Outcomes." International Journal of Multidisciplinary: Applied Business and Education Research 5, no. 6 (2024): 2142–50. http://dx.doi.org/10.11594/ijmaber.05.06.17.
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The experiences of English teachers in learning assessment in the modular distance learning modality provide valuable insights into the assessment trends and interventions needed to improve student learning. This study delved into the experiences of English teachers in learning assessment in the modular distance learning modality as a precursor to understanding the assessment trends and interventions in the Department of Education, Division of Bohol, and Tagbilaran City for the school year 2021–2022. A narrative research design was used to understand the experiences of ten (10) purposely selected English teachers from public schools in Bohol and Tagbilaran City Divisions in English assessment in the modular distance learning modality. Semi-structured interviews were conducted to collect data, which was then analyzed using thematic analysis. Results revealed that the selected English teachers in Bohol have been using various assessment tools, methods, and feedback mechanisms during the implementation of modular distance learning. These include diagnostic, formative, and summative assessments and traditional and alternative assessment methods. Teachers have also used multiple feedback mechanisms, including written, online, in-person, and multimodal feedback. To maintain academic integrity, teachers have been providing clear guidance and support to students, avoiding bias and favoritism, and using specific criteria for evaluation. The study also found that teachers have faced challenges in ensuring academic integrity, overcoming logistical and communication barriers, and adapting to new instructional and assessment methods. However, they have demonstrated resilience by aligning their assessment tools with the Most Essential Learning Competencies (MELC), utilizing innovative feedback mechanisms, and promoting academic integrity. The study concludes by recommending that teachers adopt a flexible approach to assessment, promote the alignment of assessment tools with the MELC, encourage multiple feedback mechanisms, promote academic integrity, and provide support and resources to teachers.
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Rivera, Vicent Mae B., Althea Maris P. Tabangan, Patricia Isabelle M. Tayanes, and Ric Glenn A. Comidoy. "Entering a new era: The lived experiences of primary school teachers in the post-modular distance learning delivery." Indonesian Journal of Social Sciences 17, no. 1 (2025): 11–30. https://doi.org/10.20473/ijss.v17i1.55019.
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This study explored the experiences of primary school teachers in the post-Modular Distance Learning (post-MDL) delivery, utilizing qualitative phenomenological design. In-depth interviews provided firsthand lived experiences of 8 primary school teachers from Peñaplata Central Elementary School SPED Center, Island Garden City of Samal, Davao del Norte, Philippines. Using QDA Miner Lite and inductive content analysis, the positive experiences of primary school teachers in the post-MDL delivery are consistent assessment and monitoring, social interaction, and macro-skills development and improvement. Parents' factors on learners' learning development, large class size, and pupils' attitudes and behavioral aspects are the themes for the negative experiences. The learning gap, lack of school resources and financial support, implementation of the Covid-19 safety protocols, and overlapping of teachers' workloads are the challenges for the teachers. Differentiated teaching techniques, implementation of classroom management and use of teachers' past experiences, teachers' flexibility, and specialized teacher's training are the themes for the coping mechanisms of teachers. Finally, the insights of teachers are their role and perseverance in the post-MDL, the importance of resources and a positive classroom environment, and preference for new normal face-to-face classes. The results have implications for the teaching and learning process in the post-Modular Distance Learning delivery.
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Jerom, B. Canayong, and B. Mabansag Ariel. "Lived Experiences of Grade – 11 Stem Students in Mathematics Using Modular Distance Learning." International Journal of Current Science Research and Review 06, no. 10 (2023): 6573–84. https://doi.org/10.5281/zenodo.8412928.
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Abstract : This qualitative study explored the lived experiences of Grade – 11 STEM students in mathematics using modular distance learning. With the aim of understanding the challenges, coping strategies, support systems, emotional factors, and perceived advantages associated with this learning modality, the research design employed a phenomenological approach. Data collection involved one-on-one interviews with 12 participants, and thematic analysis was utilized to identify common themes. The findings revealed challenges in understanding complex topics, managing the modular structure, and dealing with distractions and connectivity issues. Participants adapted through self-regulated learning, utilization of online resources, and independent learning strategies. The study highlighted the importance of teacher and parental support, effective guidance, and the promotion of positive emotional experiences. The advantages identified include access to information, flexible time management, and autonomous exploration of resources. The implications of these findings would contribute to the design and implementation of educational interventions, addressing challenges, and enhancing distance learning experiences. The study concluded by offering recommendations for educators, policymakers, and researchers to optimize distance learning programs and support student success.
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Rowe, Jonathan, and James Lester. "A Modular Reinforcement Learning Framework for Interactive Narrative Planning." Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment 9, no. 4 (2021): 57–63. http://dx.doi.org/10.1609/aiide.v9i4.12636.
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A key functionality provided by interactive narrative systems is narrative adaptation: tailoring story experiences in response to users’ actions and needs. We present a data-driven framework for dynamically tailoring events in interactive narratives using modular reinforcement learning. The framework involves decomposing an interactive narrative into multiple concurrent sub-problems, formalized as adaptable event sequences (AESs). Each AES is modeled as an independent Markov decision process (MDP). Policies for each MDP are induced using a corpus of user interaction data from an interactive narrative system with exploratory narrative adaptation policies. Rewards are computed based on users’ experiential outcomes. Conflicts between multiple policies are handled using arbitration procedures. In addition to introducing the framework, we describe a corpus of user interaction data from a testbed interactive narrative, CRYSTAL ISLAND, for inducing narrative adaptation policies. Empirical findings suggest that the framework can effectively shape users’ interactive narrative experiences.
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Espina, Arlene Lluisma, and Rhea Joy Deligero Monte. "Academic experiences of shs learners studying english in distance modular approach: A phenomenological study." Electronic Journal of Education, Social Economics and Technology 3, no. 1 (2022): 8–14. http://dx.doi.org/10.33122/ejeset.v3i1.48.
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This study intended to explore and understand the academic experiences of senior high school students studying English in a distance modular approach. The researchers investigated the academic experiences, the challenges encountered, the techniques in facing challenges, and the suggestions in addressing the challenges. The four Grade 12 SHS learners of General Santos City National High School, one representing each track: Academic, TVL, Sports, and Arts and design, were the participants of this study who were selected through purposive sampling. The current qualitative inquiry is phenomenological in nature. The data were interpreted through coding, categorizing, and conceptualizing. It revealed that the academic experiences of the senior high school students are categorized into two themes; 1. Learners’ Learning Preferences and Time Management and 2. Learners’ Difficulty in Learning English. The learners experienced difficulty in understanding and comprehending lessons in English subjects. The findings also showed the learners’ learning preferences and the techniques employed in time management like the time blocking method. The challenges were the learners’ intrinsic and extrinsic motivation specifically rooted from being unmotivated and lacking parental support in tackling their learning difficulty; learners' learning preferences and time management specifically identifying their lack of time management technique; learning environment at home that shows unstable network connection and inability to allocate specific time for school work and chores; and learners' difficulty in learning English that shows the difficulty in understanding and comprehending lessons in English subjects.
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ROQUE, JONATHAN. "Modular Distance Learning in the Area of Education During the New Normal: A Systematic Review." AIDE Interdisciplinary Research Journal 1 (May 1, 2022): 66–82. http://dx.doi.org/10.56648/aide-irj.v1i1.9.
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In the Philippines, attempting to push through education despite the fatal pandemic caused by Covid-19 has proven to be a difficult undertaking. Despite several objections, the Department of Education (DepEd) and the Commission on Higher Education (CHED) accepted and implemented the flexible model of blended learning, despite the risk of open courses due to the virus. Modular (Printed), Modular (Digital), Online, Educational TV, Radio-Based Instruction, Home Schooling, and Blended Learning is the many learning modes. Using the systematic review, the study aims to determine the main educational experiences that used the Modular Distance Learning approach for the promotion of educational knowledge within the Higher Education stage. Modular Distance Learning is implemented for those living in rural areas or provinces where internet connection is only available for a few. The usage of Modules created by teachers with various tasks and learning activities based on the fundamental learning abilities is known as modular distance learning. Thus, the main findings of the study revealed that the implementation of modular distance learning or distance education resulted in a significant improvement in students’ knowledge of the specific content covered, despite the fact that both technical and non-technical problems occur during their teaching in distance learning.