On 12 August 2015, the Department of Justice, the Department of Technology and

the Department of Interior and Local Government conjointly edited the

Implementing Rules and Regulations implementing the provisions of Republic Act

No. 10175 (RA 10175) also known as the Cybercrime Prevention Act of 2012. In RA

10175, the Philippines recognizes the need to protect and safeguard the integrity of

computers, computer and communications systems, networks and databases, and

the confidentiality, integrity, and availability of information and data stored

therein from all forms of misuse, abuse and illegal access by making punishable

under the law such conduct or conducts. To this end, the State shall adopt

sufficient powers to effectively prevent and combat such offences by facilitating

their detection, investigation and prosecution at both the domestic and

international levels and by providing arrangements for fast and reliable

international cooperation.

The rules provide an enumeration of offences deemed as cybercrimes in Sections 4

to 5. According to Section 25, the Department of Justice shall cooperate and assist

other contracting parties, as well as request assistance from foreign states, for

purposes of detection, investigation and prosecution of offences referred to in RA

10175.

The legislation further provides for the composition, powers and functions of the

Cybercrime Investigation and Coordinating Center, under the administrative

supervision of the Office of the President, an inter-agency body established for

policy coordination among concerned agencies and the formulation and

enforcement of the national cyber security plan (Sections 26 and 27).

significant challenge is the digital divide, where students with limited access to reliable

internet and technology face barriers to participating in online learning. According to a

report by the National Center for Education Statistics, about 14% of children in the

United States lacked internet access in 2019. Additionally, online classes can lead to

feelings of isolation and disengagement among students, as the lack of face-to-face

interaction can hinder social connections and collaborative learning. Another concern is

the potential for academic dishonesty, as the remote nature of online exams makes it

easier for students to cheat. To combat these issues, addressing the digital divide

requires policy interventions and increased investment in infrastructure, as suggested

by a UNESCO policy brief on inclusive education. To enhance student engagement,

incorporating interactive elements such as virtual group projects and discussions can

be beneficial. Additionally, implementing advanced online proctoring tools and

promoting academic integrity through education are essential steps to mitigate

cheating risks, as recommended by a study published in the Journal of Computing in

Higher Education. Overall, a multifaceted approach that combines technological

solutions, policy changes, and pedagogical innovations is necessary to address the

flaws in online classes and ensure equitable, engaging, and secure learning

environments.
Distance Learning

Distance learning is any kind of remote learning in which the student is not

physically present in the classroom. The student may be anywhere while learning

takes place. Distance learning is educating students online. Over the years, DL

has become an alternative mode of teaching and learning (Alsoliman, 2015). It

has become another venue for education and instruction.

Though opposed by many, the Philippines’ Department of Education (DepEd) and

the Commission on Higher Education (CHED) adopted and implemented a

flexible model of blended learning. According to CHED (2020), flexible learning is

learning interventions and delivery of programs with the consideration of the

learner’s unique needs, that may or may not involve the use of technology. In the

Philippines, DL is being offered in two forms: online distance learning (ODL) and

modular distance learning (MDL). However, most parents and students would

prefer ODL, considering and hoping that the interaction between students and the

teacher can ensure learning.

DL has become the new normal in education in the country. DepEd (2020),

without sacrificing the quality of education, came up with the Learning Continuity

Plan (LCP) for the school year 2020–2021. This provides learning interventions

that teachers can utilize during the pandemic. This was the jumping board for
schools as they offered DL to their stakeholders. However, for this article, we are

going to focus only on online distance learning.

This kind of DL can either be synchronous or asynchronous learning. Juliana

Scheiderer of Ohio State University simply differentiated the two as follows:

synchronous learning is learning from a distance by attending a class virtually on

a regular schedule, while asynchronous learning is learning at one’s pace and

schedule but within a certain timeframe.

Synchronous learners are advised to attend an online class as if having it

face-to-face. They are gathered in a virtual classroom where everybody can

interact with their fellow students and their teachers/instructors. Asynchronous

learning is different from synchronous learning. Students are given access to a

portal where they can retrieve their lessons or instructional materials at any given

time of the day. This learning method does not include live video discussion,

though recorded videos may be viewed by the learners. However, real-time

interaction is not possible.

Though DL has been used for many years already in the education system, its

implementation in times of pandemics may be different and challenging. With the

emergence of advanced technology, it is acceptable to say that DL is very

promising. However, to fully maximize the potential of this modality, it would be

best to identify the experiences of the students, teachers, and stakeholders in

this setup, the advantages and disadvantages of this modality in the time of the
pandemic, and recommendations to improve the DL offerings of schools.

Identifying the experiences of those involved in this modality would allow us to

gather the pros and cons of DL. This would allow us to modify our

recommendations.

Advantages Of Distance Learning

DL offers a lot of advantages as a mode of teaching and learning. Bijeesh (2021)

enumerated some practical advantages of DL such as saving money and time.

Most often, the fee for online classes is much lower than for the usual

on-campus classes. As students save money because of reduced financial

obligations, schools also save money because of less expense in maintaining

their facilities. Students can also save time because of shorter travel times.

There’s no need to be on the road to beat the traffic just to be inside the

classrooms. Study materials are available and just need to be downloaded.

Along with the advantages mentioned above, Oxford Learning College (2015)

adds flexibility, comfort, and instant updates to the list. Because DL can be

student-centred, the learner can control the schedule within the timeframe given

by the teachers. Also, one can learn anywhere and at any time. Online learning

can be done in any place, at home wearing comfortable clothes, or somewhere in

the rural province, as long as there's an internet connection. And because of

technology, the updating of materials and other online resources can be

learners.

Disadvantages Of Distance Learning

On the other hand, Bijeesh (2021) also mentioned the disadvantages of DL. He

first mentioned the tendency for high distraction. Because students are not in the

classroom and are in the comfort of their homes, distractions can’t be avoided.

They may be torn between classes and the desire to listen to music, sleep, or do

something else. This can result in poor performance of the students. This

challenges teachers to make their lessons engaging, and to motivate their

students to focus on the lesson. He also mentioned hidden costs and

complicated technology. Yes, online classes may save money because of less

transportation and materials expenses, but it can't be denied that there might be

hidden costs, like buying software and other computer applications to support

online classes. The technology used may also be complicated. Navigating

through the applications used in online classes may also be demanding and

time-consuming, especially for younger students and their learning coaches.

In her article on eLearning, Gautam (2020) also mentioned the following as the

disadvantages of online learning: technology issues, a sense of isolation, teacher

training, and managing screen time. When she mentioned technology issues, she

meant more than just computer or gadget complexity; she also meant poor

internet connection. With the pandemic and DL imposed on all students, the
quality of internet connections was tested. Sadly, not all students have access to

a strong internet connection. Intermittent connectivity may also lead to poor

quality of online learning. This may be detrimental to the teaching and learning

process.

Gautam continued by mentioning the sense of isolation. Because of DL,

interactions are very minimal. We regard human beings as social beings.

Teachers are then challenged to open every possible means of communication

with their students to preserve the connection and ensure communication.

Teacher training is also on the list of disadvantages mentioned by Gautam. The

lockdowns were imposed suddenly and classes migrated online abruptly, but

teachers may need additional training to teach online to be able to guide their

students properly. So to ensure quality education, schools must always offer their

teachers technological educational advancement through training and online

courses.

Lastly, Gautam mentioned managing screen time as one of the disadvantages.

Because students are required to attend their classes online and finish their

requirements through their computers or other devices, parents are afraid of this

hazard for their children. Thus, teachers must also remind the students to be

responsible and mindful of the time they spend in front of their screens and to

take breaks. Also, because of the synchronous classes and asynchronous tasks,
parents, and teachers as well, are challenged to remind their students to consider

physical activities in between, to maintain their health and wellness.

The advantages and disadvantages mentioned above were all based on the

experiences of both teachers and students. They were satisfied and at the same

time frustrated with DL. But with the data and information gathered, there are

many opportunities available to improve this modality taking into consideration

that technology is flexible and capable of accommodating changes and

improvements. We should also mention the eagerness of teachers to develop

their skills because of their untiring dedication to their profession.

Bijeesh, Oxford Learning College, and Gautam were able to mention experiences

that are significant as we discuss DL as the new normal in education. They were

able to list the advantages and disadvantages of DL being experienced at the

time of this pandemic.

To address these issues in online distance learning, what is needed is summed

up by the word "readiness." Readiness, in terms of eLearning or learning through

technology, may be vague or broad because of its never-ending and fast-paced

evolution. In 2015, after analyzing several models, Demir and Yurdugül proposed

three models of readiness for students, teachers, and institutions.

The Readiness Models

technology usage, self-directed learning, access to technology, confidence in

prerequisite skills and themselves, motivation, and time management. The model

implies that the student must have computer and technology skills before

eLearning, must have good study habits and independent learning skills, and

must be motivated to attend online classes.

Demir and Yurdugül’s readiness model for teachers includes eight components:

acceptance, access to technology, motivation, time management, institution and

policy, content, pedagogical competency, and competency in technology usage.

Teachers must first absorb the nature of their setup, that the learning and

teaching process will occur online or in a technology-driven environment. They

must also be aware of the content of their lessons, as well as the methods and

strategies they may be able to utilize as they teach in DL. Knowing the institution

and its policies is also helpful in being prepared. This may include rules regarding

the school’s online instruction.

Concerning the institution’s readiness, there are seven components: finance, ICT

infrastructure, human resources, management and leadership, content, culture,

and lastly, competency in technology usage. The capacity of the institution to

invest in the right and appropriate technology is the institution’s primary concern

when it comes to learning and teaching with technology, as they need to invest in
their ICT infrastructures. The institution must also be concerned with its human

resources, management, and leadership for training and updating.

With Demir and Yurdugül’s models, we can justify how readiness can help

address the seven disadvantages mentioned above: distractions, costly

technology and apps, demanding online classes, isolation, lacking teacher

training, managing screen time, and poor internet connection. Distraction may be

avoided if students with the right motivation are focused on learning. This can

also be avoided if teachers are competent pedagogically and technologically.

Teachers' well-prepared lessons with enticing activities will decrease students’

boredom with online distance learning. This also proves that teachers are

well-trained and prepared to teach online. With all these considerations, teachers

can now help their students manage their screen time and develop study habits.

Eventually, students will not find online classes as demanding if they have

developed time management skills. More so, access to technology also means

access to communication, thus students will not feel isolated if they have open

communication with their teachers and classmates. Lastly, students, teachers,

and the institution must invest in proper technology. For DL to be successful and

fruitful, technology should not be neglected. This will help avoid problems with a

poor internet connection, failing devices, and inappropriate learning apps and

tools.

Conclusion
To stem the transmission of the Coronavirus or COVID-19, establishments were

closed, including schools. Thus, the education system adopted distance learning.

Distance learning or DL is a modality wherein the teaching and learning

processes are happening remotely. Despite the positive experiences of teachers

and stakeholders regarding this setup, we cannot deny its drawbacks. Studies

found that in DL students may encounter

● Distractions

● Costly technology and apps

● Demanding online classes

● Isolation

● Teachers who lack training

● Problems managing screen time

● Poor internet connection compromises the quality of education

In conclusion, to be able to avoid these issues in DL, readiness must be ensured.

The students, the teachers, and the administration or the institution must be

prepared. The closure of schools may have happened abruptly; however, as the

schools continue to offer DL they must prepare. Some components in the models

presented by Demir and Yurdugül may help address the issues or disadvantages

of the online learning setup.

education, especially during a pandemic or if a lockdown must be imposed.

Despite the issues mentioned, there were suggested components that could be

done differently to avoid such problems. Education can continue even though it is

done remotely.

Recommendations

In our conclusion, we analyzed the seven advantages that were mentioned and

we can justify that readiness is the key to all these. And this readiness is the

preparation of the students, the teachers, and the institution (the school

administration). Thus, orientation for students, training for teachers, and a needs

assessment for the institution is recommended, to prepare those who will be

involved in distance learning.

First, orientation for the students is an activity that would give the students an

idea of how distance learning would happen. They would be aware of the things

that they need to prepare for their DL to be successful and fruitful. The institution,

through its teachers, would inform the students of the software, applications, and

technology tools they would need. Also, this can serve as an opportunity for

students to ask questions or for any clarifications about class schedules and the

Learning Management System (LMS) that they will use in their online classes.
Second, training for teachers is necessary. The pandemic happened in the middle

of the school year. Most teachers were not ready. However, as the pandemic

continues and online classes are still utilized, the institution must provide, and

ensure that teachers will undergo training. In-service training seminars were

provided even before the pandemic, thus it is not new to teachers. But with the

demand for online learning, teachers must be given updated training, especially

on conducting online classes. These training sessions may include familiarity

with hardware and software. This also guarantees that the teachers are capable

of assisting their students during the school year.

Lastly, the institution must undertake a needs assessment. Needs assessment is

a business tool that allows the organization to determine the gap between their

desired output and their current state. This allows the organization to identify

what should be prioritized or improved. For schools, this will allow the

administration to name certain aspects of the school system that need to be

given attention as they offer online classes. The school will then be able to

properly orient their students and also train their teachers with the appropriate

programs.