LESSON I

LEARNING DELIVERY MODALITIES

UNIT LEARNING OUTCOMES

At the end of the unit, students are expected to perform the following:
⮚ Discuss the different Delivery Modalities and Structures of Facilitating Learner-centered Teaching
⮚ Reflect on the best practices of the different Delivering Modalities and Structures of Facilitating
Learner-centered Teaching

PRETEST

Read and understand the following questions below. Choose the best answer.
1. What refers to the means and resources used to structure the learning experience?
A. Learning Delivery Modality
B. Distance Education
C. Classroom Operation
D. Alternative Learning System
2. Teacher Alvin, a teacher for the barangay, is preparing for the opening of classes amidst the
pandemic. Given the lack of means and resources, which learning delivery method is best fit?
A. Face-to-face learning
B. E-learning
C. Blended learning
D. Online learning
3. Susan is a parent of a person with total permanent disability. She is a middle-class working mother
that gives her no time to send her son to school. What learning delivery modality is best fit for her
son?
A. Modified In-School Off-School Approach (MISOSA)
B. Home Schooling
C. E-learning
D. Open High School Program
4. Which of the following best explains informal education?
A. It occurs anywhere and anytime.
 B. It occurs under the guidance of a teacher
C. It occurs with a packaged curriculum
D. It occurs to address the need of out-of-school youths and unemployed
5. Which of the following is NOT a type of Alternative Learning Delivery?
A. Non-formal Education
B. Informal Education
C. Technical Vocational Education
D. The Mobile Teacher

ACTIVITY

In this activity, you will have a non-stop writing for 5 minutes. Jot down words or statements that comes to
your mind when you hear the word learning delivery modalities. Time starts now!
 ANALYSIS

After performing the activity, let’s process your answers.

1. Have you encountered the statement “learning delivery modalities? If yes, from whom?
2. Ask some of your classmate’s answer, what are the words or statement you are in common?
3. What makes your common answer connected with learning delivery modalities?
4. Based on your answers in the activity, create your own definition of learning delivery modalities.

ABSTRACTION

Learning Delivery Modality comprises means and resources used to structure the learning
experience.
Types of Learning Delivery Modalities
Face-to-Face
Face-to-face learning is an instructional method where course content and learning material are
taught in person to a group of students. This allows for a live interaction between a learner and a teacher. It
is the most traditional type of learning instruction. Learners benefit from a greater level of interaction with
their fellow students as well. In face-to-face learning, students are held accountable for their progress at the
class’s specific meeting date and time. Face-to-face learning ensures a better understanding and
recollection of lesson content and gives class members a chance to bond with one another.
Blended Learning
Blended learning is the use of traditional classroom teaching methods together with the use of
online learning for the same students studying the same content in the same course. It is a “thoughtful
fusion of face-to-face and online learning experiences” (Garrison & Vaughan, 2008). In other words,
blended learning is a term applied to the practice of providing instruction and learning experiences through
some combination of both face-to-face and technology-mediated learning. During the technology-mediated
components of these learning experiences, students are not required to be physically together in one place
but may be connected digitally through online communities. For example, one blended learning course
could involve students attending a class taught by a teacher in a traditional classroom setting while also
completing online components of the course independently, outside of the classroom, on an online learning
platform.
Models of Blended Learning
 The first model, blended presentation and interaction, has classroom engagement as its primary
component, with support from out-of-class, online exercises. The flipped classroom or flipped curriculum
approach is a common example of this model, with students viewing podcasts or other online resources
independently, followed by classroom-based tutorials or seminars for group learning based upon these
resources.
The second is the blended block model (sometimes called a programme flow model), in which a
sequence of activities, or “blocks,” is structured to incorporate both face-to-face learning and online study,
usually with consideration for both pedagogical goals and practical constraints. For example, a course for
geographically distributed learners or working professionals may have limited opportunities for classroom-
based learning and therefore begin with a block of intensive face-to-face sessions, followed by blocks of
online study and collaboration through online tutorials, possibly followed by a further block of face-to-face
learning or group presentations.
The third model is fully online but may still be considered blended if it incorporates both synchronous
learning (for example, online tutorials) and asynchronous activities (for example, discussion forums). Thus,
blended learning covers one or more of the following three situations:
● Combining instructional modalities (or delivery media).
● Combining instructional methods.
● Combining online and face-to-face instruction.
MODEL 1 MODEL 2 MODEL3
Blended presentation and Blended block Fully online
Interaction
Activity-focused face-to-face Combination of: Combination of:
sessions blended with online
● Intensive face-to-face ● Short lecture podcasts
resources.
sessions as one day or with online resources
half days and learning activities
For example, the flipped ● Weekly online ● Online tutorials
curriculum model combines: tutorial/seminars for (synchronous)
activities and interaction
● Short lecture podcast, ● Interaction via online
online resources with ● Online content and collaboration, discussion
resources forums and/or group
● Face-to-face
work
tutorial/seminars for
interaction and
presentation of group
work.
Source: Commonwealth of Learning 2018

E-Learning
 Intentional use of electronic media and Information and Communication Technologies (ICT) in
teaching and learning process (Naidu 2006) is referred to as e-learning, where “e” denotes “electronic”. It
can also be described by many other terms including online learning, virtual learning, distributed learning,
network and web based learning. e-learning includes all educational activities carried out by
individuals/groups working online/offline and synchronously/asynchronously through network/standalone
computers and electronic devices. In essence, e-learning is a computer based educational tool or system
that enables you to learn anywhere and at any time. Today e-learning is mostly delivered though the
internet, although in the past it was delivered using a blend of computer-based methods like CD-ROM

Distance Learning
According to National Reporting System (NRS) Implementation Guidelines, “Distance education is
formal learning activity where students and instructors are separated by geography, time or both for the
majority of the instructional period. Distance learning materials are delivered through a variety of media
including, but not limited to, print, audio recording, videotape, broadcasts, computer software, web-based
programs and other online technology. Teachers support distance learners through communication via
mail, telephone, email, or online technologies and software.”
Elements of Distance Education/Learning
One of the leading authorities in distance education is Desmond Keegan and his description of
distance education which lists its defining elements is one of the most cited definitions in the literature. His
book, The Foundations of Distance Education, first published in 1986 and translated to Italian and Chinese
is widely regarded as a basic reference. The defining criteria which he proposed in 1986, a revision of one
he made in 1980, are:
1. The quasi-permanent separation of teacher and learner throughout the length of the learning
process: This distinguishes it from conventional face-to face-instruction
2. The influence of an educational organization both in planning and preparation of learning
materials and in the provision of student support services. This distinguishes it from private study and
teach-yourself programs.
3. The use of technical media, print, audio, video, or computer, to unite teacher and learner and
carry the content of the course.
4. The provision of two-way communication so that many benefit from or even initiate dialogue.
This distinguishes it from other uses of technology in education.
5. The quasi-permanent separation of the learning group so that people are usually taught as
individuals and not in groups, with the possibility of occasional meetings for both didactic and socialization
purposes.
Verduin and Clark revised the first criterion listed by Keegan into the “separation of teacher and
learner during at least a majority of the instructional process.” The amount of time that teacher and learner
are physically present in a specific place varies in different practices of distance education. Advances in
technology have vastly improved communication between two physically distant individuals so that the
physical presence in the same place of teacher and learner is becoming de-emphasized in new distance
education programs.
The second criterion about the presence of an organization responsible for planning, organizing,
supporting and carrying out the program of instruction and the evaluation of students is considered as an
indispensable part of distance education. The learning and teaching activities in distance education are
purposeful, planned and deliberate. The educational organization finds and organizes resources and
determines strategies to enable students to achieve learning goals. It also organizes the process of
assessing and reporting the extent to which students achieve these goals.
As in any educational process, the learner and the teacher must be brought together, as does the
learning programs and the teaching programs. In distance education, various media may be employed
depending on what is appropriate and/or what may be available or accessible. Developments in information
and communication technology have broadened the choice of means by which the interaction between
learning and teaching is carried out. It is possible to bring together several groups of learners located in
different places, both synchronously so that they see and hear each other in real time, or asynchronously
where the interaction or communication between teacher and learners or among learners are done at their
choice of time. In some cases, however, the choice of technology is limited by the cost of using the more
modern means of communication and information exchange.
Verduin and Clark omitted the fifth criterion in Keegan’s 1986 list in their own version thinking that
there should not be any restriction for group study in distance education programs. With modern means of
communication, there are, in fact, many ways that learners can form learning groups, carry out group
activities and even accomplish group tasks.
Structures of Facilitating Learner-centered Teaching
Formal Education
This refers to the education which normally takes place within the four walls of the classroom with
the presence of teachers, guided by a set of organized activities that are intended to transmit skills,
knowledge, and values as well as to develop mental abilities. This is otherwise known as schooling as this
type is associated with schools. This kind of education is controlled since the time (length of education) and
place of teaching are fixed, and students have to arrive at a specific time to receive education under a
predetermined curriculum and syllabus. At each level, the student needs a certification in order to enter or
advance to the next grade or year level.
Alternative Learning System
This refers to a learning system, which can be a practical option for those who do not want to be
trained under the formal schooling, due to various impeding circumstances in life. This type of education
can cover both non-formal and informal sources to obtain knowledge and skills based on one’s needs and
conditions in life.
a. Nonformal Education
 This refers to organized instruction that takes place outside school settings (e.g. girl
scouts, music lesson, sports), such as workplace, factories, shops, and similar venues meant to
upgrade skills of workers or provide new skills to Out-Of-School Youths (OSYs) and adult
illiterates. In other words, it is any planned, well-ordered learning activity, or educational procedure
conducted outside the structure of the school system in which specific types of practical knowledge
and skills are taught to a particular group of population like the OSYs.
b. Informal Education
This refers to incidental learning derived from home, church, mass media, peers, Internet,
and other educative agencies, and social institutions which are not organized, specified,
anticipated, or predicted. It is an endless acquisition of knowledge, skills and values derived from
daily life activities at home, church, market, mall, workplace, or insights obtained from life itself.
c. The Mobile Teacher
Mobile Teachers are “specialized” teachers who live among the people in
remote barangays of the country to conduct the BLP for illiterate out-of-school children, youth
and adults who are willing to learn basic literacy skills and proceed to Continuing Education
program: Accreditation and Equivalency (A&E) for those who left formal school system or have
no access to schools.
Alternative Delivery Modes
a) Home Schooling
Home schooling provides learners with access to formal education while staying in an
out-of-school environment. Authorized parents, guardians, or tutors take the place of the
teachers as learning facilitators. While learners are expected to meet the learning standards of
the K to 12 Basic Education Curriculum, the learning facilitators are given flexibility in learning
delivery, scheduling, assessment, and curation of learning resources. The program aims to
cater to learners who may require home schooling because of their unique circumstances,
such as illness, frequent travelling, special education needs, and other similar contexts.
Moreover, the program allows parents and guardians to maximize their involvement in their
children’s education as a matter of parenting philosophy..

b) Modified In-School Off-School Approach (MISOSA)

In order to address limitations in classrooms, teachers, and learning materials, DepEd

schools may offer the Modified In-School Off-School Approach (MISOSA). This delivery mode
specifically caters to Grades 4,5, and 6 classes with at least 50 learners. Learners are divided
into two groups. During class hours, except on designated days for assessment, only one of
the groups will be in school, while the other will be at another location near the school or will
meet online through a platform prepared by the school, depending on the agreement set by the
class. The in-school group will proceed with formal instruction facilitated by their regular school
teachers, while the out-school group will have independent learning using the materials
 provided by the school, with the assistance of a para-teacher or learning facilitator. The groups
will switch arrangements periodically (e.g. a week, or a month), depending on the agreed time
between the learners and the teacher. The two groups shall meet together for assessment
and for enrichment.

c) Enhanced Instructional Management by Parents, Community, and Teachers (e-

IMPACT)
In order to address these problems in education in the public school system, the
Southeast Asian Ministers of Education Organization (SEAMEO) Innotech designed the
Enhanced Instructional Management for Parents, Community and Teachers (e-IMPACT), a
technology-enhanced alternative delivery mode of learning wherein a peer-led approach is
the main process that allows pupils to learn, interact with each other and develop to their fullest
potential.

In the e-IMPACT system, every single pupil has access to modules and Instructional Materials
to guide them in their education. More than being trained on how to become facilitators of the
learning process, the school faculty learns new perspectives about children and child
education. Parents and members of the community become actively engaged in sustaining the
system and making it work. Their support is crucial in ensuring that the learning process
continues in their homes. Thus, in the process of learning with the child, a whole community is
transformed.

e-IMPACT is a technology based alternative method of learning that is fueled by student

interactions. Every student is given access to online modules and online guides to learning
materials. The modules will open a window into how children are able to learn and communicate
with each other and will allow parents and school faculty to become increasingly involved in
ensuring that the e-IMPACT positively transforms the community. Everyone in the community will
be engaged and learning with the students.

d) Open High School Program (OHSP)

The Open High School Program (OHSP) is an alternative mode of delivering secondary education
that puts a premium on independent, self-paced and flexible study to reach learners who are
unable to start or complete secondary education due to limited time, geographical inaccessibility of
schools, physical impairment, financial difficulties, and/or social or family problems.

APPLICATION
Reflective Research Essay
Search for a research article (each one for learning delivery modalities and structures of facilitating
learner-centered teaching) in e-journals for education. Reflect on its best practices, advantages and
disadvantages, relevance, and significance in this contemporary education milieu. Write your reflective
research essay in 100-150 words for each research article.

REFLECTION

In 100-150 words, write your reflection about the topic in your journal notebook.

POST TEST

Read and understand the following questions below. Choose the best answer.
1. What refers to the means and resources used to structure the learning experience?
A. Learning Delivery Modality
B. Distance Education
C. Classroom Operation
D. Alternative Learning System
2. Teacher Alvin, a teacher for the barangay, is preparing for the opening of classes amidst the
pandemic. Given the lack of means and resources, which learning delivery method is best fit?
A. Face-to-face learning
B. E-learning
C. Blended learning
D. Online learning
3. Susan is a parent of a person with total permanent disability. She is a middle-class working mother
that gives her no time to send her son to school. What learning delivery modality is best fit for her
son?
A. Modified In-School Off-School Approach (MISOSA)
B. Home Schooling
C. E-learning
D. Open High School Program
4. Which of the following best explains informal education?
 A. It occurs anywhere and anytime.
B. It occurs under the guidance of a teacher
C. It occurs with a packaged curriculum
D. It occurs to address the need of out-of-school youths and unemployed
5. Which of the following is NOT a type of Alternative Learning Delivery?
A. Non-formal Education
B. Informal Education
C. Technical Vocational Education
D. The Mobile Teacher

REFERENCES
Brawner, D. (2018). Facilitating Learner-centered Teaching. Adriana Publishing Inc. Quezon City,
Philippines
Cleveland-Innes, M., & Wilton, D. (2018). A Guide to Blended Learning. The Commonwealth of Learning.
Retrieved from http://oasis.col.org
DepEd Order No. 13, s. 2019 “Policy Guidelines on the Implementation of Alternative Learning System
2.0”. Retrieved from https://www.deped.gov.ph
DepEd Order No. 54, s. 2012 “Policy Guidelines on the Implementation of Alternative Delivery Modes”.
Retrieved from https://www.deped.gov.ph/
DepEd Order No. 21, s. 2019 “Policy Guidelines on the Implementation of K to 12 Basic Education
Program”. Retrieved from https://www.deped.gov.ph
R.A. 9155 “Governance of Basic Education Act of 2001”. Retrieved from https://www.officialgazette.gov.ph
Saliba, G., Rankine, L., & Cortez, M. (2013). Fundamentals of Blended Learning. University of Western
Sydney. Sydney, Australia. Retrieved from https://www.westernsydney.edu.au
Tamayao, A. (2014). Social Dimensions of Education. Rex Publishing Inc. Quezon City. Philippines