MODULE 2: UNDERSTANDING THE

LEARNING DELIVERY MODALITIES IN

THE BASIC EDUCATION LEARNING
CONTINUITY PLAN
MODULE OBJECTIVES:

 By the end of this module, you will be able to:

1.differentiate between the LDMs prescribed in the LCP
and between the different types of distance learning
modalities.
2. identify issues of concern with respect to your
School/Division’s implementation of distance learning.
MODULE CONTENT
Lesson 1. Overview of the Learning
Delivery Modalities

Lesson 2. Distance Learning LAC

Session 2

ESTIMATED TIME REQUIRED

 6 hours
LESSON 1: OVERVIEW OF THE
LEARNING DELIVERY MODALITIES

Key Topics/Concepts
face-to-face learning; distance learning; blended
learning; home schooling
Learning Delivery Modalities.
1. Face-to-face. This refers to a learning delivery modality where the students and
the teacher are both physically present in the classroom, and there are opportunities for
active engagement, immediate feedback, and socio emotional development of learners.
2. Distance learning. This refers to a learning delivery modality where learning takes
place between the teacher and the learners who are geographically remote from each
other during instruction. This modality has three types: Modular Distance Learning (MDL),
Online Distance Learning (ODL), and television (TV)/Radio-Based Instruction.
Modular Distance Learning involves individualized instruction that allows learners to use
SLMs in print or digital format, whichever is applicable in the context of the learner, and
other learning resources like learner’s materials, textbooks, activity sheets, study
guides, and other study materials. Learners access electronic copies of learning
materials on a personal computer (PC), tablet PC, or smartphone. CDs, DVDs, USB
storage, and computer-based applications can all be used to deliver e-learning materials,
including offline ebooks. The teacher takes the responsibility of monitoring the progress
of the learners. The learners may ask assistance from the teacher via email, telephone,
text message/instant messaging, etc. Where possible, the teacher shall do home visits to
learners needing remediation or assistance. Any member of the family or other
stakeholders in the community need to serve as para-teachers.
 Online Distance Learning features the teacher as facilitator, engaging learners‘ active
participation through the use of various technologies accessed through the internet while
they are geographically remote from each other during instruction. The internet is used to
facilitate learner-teacher and peer-to-peer communication. Online learning allows live
synchronous instruction. It requires participants to have a good and stable internet
connection.
TV/Radio-Based Instruction utilizes SLMs converted to video lessons for Television-Based
Instruction and SLMs converted to radio scripts for Radio Based Instruction.
3. Blended Learning. This refers to a learning delivery that combines face-to-face with any
or a mix of online distance learning, modular distance learning, and TV/Radio-based
Instruction. Blended learning will enable the schools to limit face-to-face learning, ensure
social distancing, and decrease the volume of people outside the home at any given time.
4. Homeschooling. This is an ADM that aims to provide learners with quality basic
education that is facilitated by qualified parents, guardians, or tutors who have undergone
relevant training in a home-based environment. It allows families to educate according to
their personal faith, philosophy, and values, and to adjust learning schedules around
family schedules and circumstances.
ACTIVITY 1.
• Do a quick check of your knowledge of the
four modalities prescribed in the LCP—face-to
face learning, distance learning, blended
learning and home schooling. In your own
words, define each modality. Write your own-
definitions down in your Study Notebook.

• Now, answer this question: Which of the LDMs

do not have a face-to-face learning
component? Write your answer down in your
Study Notebook.
In this lesson, you will explore the learning delivery modality distance
learning (DL).
By the end of this lesson, you will be able to:
1. describe the features of DL and its different types.
2. explain the guidelines for implementing the different types of DL.
3. enumerate the minimum requirements for each type of DL.
4. rank the different types of DL in terms of their degree of difficulty
to implement from the perspective of your School/Division.
5. identify targeted interventions for learners with special concerns to
ensure inclusion in DL.
Activity 1.

Read two documents: “Guidance on Distance

Learning” and “Non-Negotiable Minimum
Requirements for Distance Learning.” As you go
through the readings, complete the Distance
Learning Matrix. Share your completed matrix at
your next LAC Session. Your goal is to come to a
shared understanding with your peers of the
different DL modalities and their defining features
and requirements.
Activity 2.

Consider the situation in your School/Division—your

organizational capabilities, your level of resources
(infrastructure, financial, human), level of experience in DL,
health and safety status, context and capacities of your learners
and their households, etc. Then rank the DL types—MDL, ODL,
TVBI, RBI and BDL—from easiest to most difficult to implement.
Give the reasons for your ranking of each. Use the form below.
Write down your answers in your Study Notebook. Be prepared
to discuss your ranking in your next LAC Session.
 Ranking
(1 to 5, from easiest to Type of DL Why?
hardest to implement)

5
Key Topics/Concepts

distance learning; modular distance learning; online distance learning;

TV-based instruction/radio-based instruction; blended distance
learning; implementation guidelines for distance learning; minimum
requirements for distance learning

Resources Required
• Guidance on Distance Learning
• Non-Negotiable Minimum Requirements for Distance Learning
• Distance Learning Matrix
• LAC Session 2 Guide
• Study Notebook
Activity 3.

Targeted Interventions for Learners with Special Concerns

The LCP assures that all possible measures will be taken to
ensure that no child will be excluded from learning during the
COVID-19 crisis. Think about groups of learners in your
School/Division who might require special consideration to be
able to participate in DL. Describe what targeted interventions
you would develop to include them in DL. Listed below are some
examples which may be relevant to your context. Add others as
appropriate. Write down your answers in your Study Notebook
and share your ideas at your next LAC Session.
 Learner Group Targeted Intervention
Learners without parents or household
member who can guide and support their
learning at home

Beginning readers (K to 3)
Struggling readers (Grades 4-12)
No access to devices and Internet
Inaccessible - live in remote and/or
unsafe areas

Indigenous Peoples
Persons with Disabilities
Others? Specify.
You have completed Lesson 2. Well done!

It’s now time for you to discuss your outputs and reflections
with your peers in LAC Session 2. Coordinate with your LAC
Leader for the final details of the session. Before joining the
LAC Session, make sure you have LAC Session Guide 2, your
accomplished Distance Learning Matrix and your Study
Notebook at hand.

Once you have completed LAC Session 2, you may proceed to

Module 3.
Thank You!!!!!!