Blended Learning Platforms as

Supplementary Learning Tool for Home-

Student's Name:

Section:

Title:
I. Introduction

On December 31, 2019, Chinese officials reported the existence of multiple instances of an unknown
pneumonia-like disease that appeared as flu in Wuhan City, Hubei Province, China to the World Health
Organization (WHO). The COVID-19 pandemic has altered the course of history. The virus's nature,
particularly how it spreads, has changed human behavior, relationships, and lifestyles, as well as the
economic, political, and cultural landscapes of nations all over the world. COVID-19 has had a significant
impact on how worldwide education is provided. It has also exacerbated poverty, discrimination, and
inequalities in many parts of the world, not only because the pandemic appears to be affecting poorer
communities more than the wealthy, but also because of the measures taken by states to control the
spread of the virus, primarily by restricting freedom of movement by imposing community quarantine in
many parts of the world. Education institutions, both public and private, have also had to adjust to the
new situation where face-to-face interaction and mass gatherings are prohibited. Due to the pandemic,
millions of students were affected by educational institution closures, resulting in the greatest online
movement in educational history. The epidemic has spread over the world and has had a significant
influence on schooling. As a result, beginning in August of 2020 and continuing until now, learning
techniques were supplied via distant learning.

A. Background Information

The COVID-19 epidemic has impacted students at all levels of schooling. Around the world, educational
institutions have either temporarily shuttered or enforced localized closures, affecting around 1.7 billion
students. Many schools throughout the world have postponed or canceled all campus events in order to
reduce crowding and thereby viral spread. There have been few examinations of how institutions
throughout the world responded with the COVID-19 outbreak and are presently planning for the
upcoming semester. However, such an inventory is required in order to assist higher education
institutions in overcoming the lockout, which is scheduled to last until 2020 and 2021.

To prevent the virus from spreading quickly, several schools throughout the world have suspended or
cancelled all caampus activities, including classroom teaching. As a result, a growing number of colleges
and universities throughout the world are switching to online education for undergraduate and graduate
students in order to reduce contact between students and lecturers or between students and other
students. There is concern that the 2020 academic year, or maybe more in the future, would be lost.
Innovation and implementation of alternative educational systems and evaluation methodologies are
urgently needed. The COVID-19 epidemic has given us the chance to lay the groundwork for digital
learning.

B.Objectives of the study

Questionnaires:

 How many students agreed in the online/modular distance learning? How many disagreed?
 Did their performance leveled up or not? In what aspects?
 What are the impacts of the distance learning to students? Good or bad? Why?

C. Significance of the Study

The result of this study will be beneficial to the following:

 To the students: It helps the students to further expand their knowledge about the opinion and
other academic performance of their co-students. This will also help them to discover how the
distance learning works during this pandemic.
 To the teachers: This will help the teachers to also tacle their opinions on the studetns
nowadays during distance learning. Also, they are witnessing the progress of their students and
lastly, this is the chance that our teacher will hear our voices of opinions about this situations.
 To the community: The community will be enlightned enough about he struggles and
advantages of distance learnng for them to be able to understand the situations of every
students during this pandemic.
 To the government: This is one of the way that the government will hear the students' insights
and academic performances despite the pandemic that is happening to us. If there is a
problem, their is a chance that they will provide an action about this.
 To the future researchers: They will use it as reference or base if they will talk about this topic,
and this study focuses on the academic performances of the Filipino students during the crisi of
COVID-19.

D. Related Literature

Despite the problems faced by both educators and learners, online learning, distant learning, and
continuing education have proven a remedy for an unprecedented worldwide epidemic. Transitioning
from traditional face-to-face learning to online learning may be a very different experience for students
and teachers, one that they must adjust to with few or no other options.During the pandemic, e-
learning tools were critical in assisting schools and universities in facilitating student learning during the
shutdown of colleges and schools. Staff and student preparedness must be assessed and supported
while adapting to the new adjustments. Learners with a fixed mentality have a hard time adapting and
adjusting, but learners with a growth mentality adapt easily to new situations.

For online learning, there is no one-size-fits-all methodology. There are a range of disciplines to choose
from, each with its own set of requirements. Various disciplines and age groups necessitate various ways
to online learning. Physically challenged students can also benefit from online learning since it allows
them to participate in learning in a virtual environment with limited movement. Students, parents, and
educators throughout the world have felt the unanticipated rippling impact of the COVID-19 epidemic as
schools have been shuttered to deal with the worldwide epidemic. While governments, frontline
workers, and health authorities do their utmost to contain the spread, educational institutions strive to
provide high-quality education to all students during these tough times. Many students have
experienced psychological and emotional hardship at home/living environment and have been unable to
interact successfully. Unified communication and collaboration systems like Microsoft Teams, Google
Classroom, Canvas, and Blackboard have been utilized thus far to allow teachers to design educational
courses, training, and skill development programs.

Although there have been several problems for educators, schools, institutes, and the government in
regards to online education, the COVID-19 epidemic has offered multiple chances for those who are
unprepared or have long-term intentions to deploy an e-learning system. Students are assessed online,
which involves a lot of trial and error, as well as doubt and confusion among teachers, students, and
parents. The method used to administer online exams differs depending on the convenience and skill of
the instructors as well as the compatibility of the students. Aside from being enjoyable for the children,
school time helps them develop social skills and awareness. While kids are away from their regular
school schedule, they face economic, social, and psychological consequences. Many of these kids are
now taking online classes and spending more time on virtual platforms, putting them at risk of online
abuse.

II. Body

From August 1, 2020, the entire country was put on lockdown. In the interim, people were permitted to
roam around, workplaces reopened, schools and colleges reopened for certain levels, while others
continued with online classes. The lack of online teaching infrastructure, instructors' limited experience
to online teaching, the knowledge gap, a non-conducive environment for studying at home, equity, and
academic quality in higher education are all highlighted in the research. The influence of the COVID-19
epidemic on the teaching and learning process throughout the world is examined in this article. During
the COVID-19 pandemic, the difficulties and potential of online and continuing education are
highlighted, and a path ahead is given.
Many countries have significant challenges in terms of maintaining a stable Internet connection and
gaining access to digital gadgets. While many economically disadvantaged students in developing
nations cannot afford online learning gadgets, online education increases the learner's exposure to
screen time. As a result, offline activities and self-exploratory learning have become critical for pupils.
Because both parents work, there is a lack of parental direction, especially for young learners. There are
practical concerns about physical workplaces that are favorable to various learning styles.Inherently
motivated learners are largely unaffected in their learning since they require little supervision and
assistance, but pupils who are deficient in learning have challenges. Some academically qualified
students from low-income families are unable to access or afford online instruction.

Due to fewer contact hours for learners and a lack of communication with teachers when
learning/understanding challenges, students' academic performance is likely to suffer in courses held for
both year-end and internal examinations. Children have been exposed to potentially hazardous and
violent information, as well as a higher risk of cyberbullying, as a result of increased and unstructured
time spent on online learning. More families are relying on technology and digital solutions to keep their
children engaged in learning, entertained, and connected to the outside world as a result of school
closures and strict containment measures, but not all children have the necessary knowledge, skills, and
resources to keep themselves safe online. Students assist their parents with agricultural operations such
as agriculture, livestock care, and home tasks. Some students even requested that their exams be
moved to the afternoon since they needed to work in the fields in the morning.

Although there have been several problems for educators, schools, institutes, and the government in
regards to online education, the COVID-19 epidemic has offered multiple chances for those who are
unprepared or have long-term intentions to deploy an e-learning system. It has strengthened the bond
between instructors and parents like never before. Homeschooling necessitates parents' financial and
intellectual support for their children's education. During this continuing disaster, children with
disabilities require additional and specialized assistance. For the first time ever, online platforms such as
Google Classroom, Zoom, virtual learning environments, social media, and numerous group forums such
as Telegram, Messenger are studied and attempted for teaching and learning. Even once face-to-face
instruction resumes, this may be explored further, and these platforms may give extra materials and
coaching to the learner. Teachers are expected to come up with innovative ideas to help overcome the
constraints of virtual teaching.

On a local level, teachers are actively cooperating with one another to develop online teaching
approaches. As instructors, parents, and children have similar experiences, there are unparalleled
potential for collaboration, innovative solutions, and openness to learn from others and try new
techniques.Many educational organizations are making their tools and solutions available for free in
order to assist and support teaching and learning in a more dynamic and engaging manner. Online
learning has allowed teachers and students to teach and learn in new ways that are not possible in a
traditional classroom setting.
III. Conclusion

Although various studies have been conducted, the study on the impact of the COVID-19 pandemic on
teaching and learning around the world concludes that, in the case of developing countries, appropriate
pedagogy and platforms for different class levels of higher secondary, middle, and primary education
need to be explored further. Internet bandwidth is limited, with fewer connection points, and data
packages are expensive in contrast to people's income in many developing nations, limiting accessibility
and affordability. To ameliorate the situation, policy involvement is essential. More research and inquiry
into effective pedagogy for online teaching and learning is needed.

Another topic of research is the need for developing methods for authentic evaluations and quick
feedback. The cost and accessibility of educational tools for all learners from all economic backgrounds
has been noted as a difficulty, for which educational tool developers might concentrate on
personalization. Making online teaching creative, innovative and interactive through user-friendly tools
is the other area of research and development. This would assist and prepare the education system for
such uncertainties in the future.

The COVID-19 epidemic has shown us that instructors and students/learners should be educated on how
to use various online educational technologies. When normal courses resume following the COVID-19
epidemic, instructors and students should be encouraged to continue using online technologies to
improve teaching and learning.

References:
Basilaia, G., Kvavadze, D. (2020). Transition to online education in schools during a SARS-CoV-2
coronavirus (COVID-19) pandemic in Georgia. Pedagogical Research, 5(4), 10.
https://doi.org/10.29333/pr/7937

Google Scholar

Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crises. Journal of Educational
Technology, 49(1), 5–22. https://doi.org/10.1177/0047239520934018

Google Scholar

Doucet, A., Netolicky, D., Timmers, K., Tuscano, F. J. (2020). Thinking about pedagogy in an unfolding
pandemic (An Independent Report on Approaches to Distance Learning during COVID-19 School
Closure). Work of Education International and UNESCO.
https://issuu.com/educationinternational/docs/2020_research_covid-19_eng

Google Scholar

Guidance Note on Education Systems’ Response to COVID19 . (2020, March). p. 6.

Google Scholar

, Kuensel. (2020, March 6). First confirmed coronavirus case in Bhutan. Kuensel.
https://kuenselonline.com/first-confirmed-coronavirus-case-in-bhutan/

Google Scholar

Maurin, E., McNally, S. (2008). Vive la révolution! Long-term educational returns of 1968 to the angry
students. Journal of Labor Economics, 26(1). https://doi.org/10.1086/522071

Google Scholar

Murgatrotd, S. (2020, March). COVID-19 and Online learning, Alberta, Canada.

Google Scholar

Palden, T. (2020, August 12). Women test COVID-19 positive after five tests locking down entire country.
Kuensel, pp. 1–2.

Google Scholar

Petrie, C. (2020). Spotlight: Quality education for all during COVID-19 crisis (hundrED Research Report
#01). United Nations. https://hundred.org/en/collections/quality-education-for-all-during-coronavirus