The COVID-19 pandemic has resulted to lockdowns of academic institutions all over the world. The closure has drastically changed the teaching and learning process that opened the way to e-learning wherein teaching is undertaken remotely through digital platforms. With this sudden shift away from the classroom, the educational system has developed plans to continue the teaching and learning process away from the classroom. The teaching and learning in times of crisis assumed a different strategies. Most academic institutions have identified various means to continue the teaching-learning activities. One of the emerging reality is the adaptation of online learning modalities to lessen the risks of having face to face classroom interaction.
Considering the connectivity issues, the perception of flexible learning has emerged as an option for an online learning particularly in the higher education sectors in the Philippines. The flexible learning gives an option for the students as to the pace, place, and mode of learning (Gordon, 2014). On the other hand, in terms of flexibility, since face to face modality is restricted, teachers may consider flexible distance learning options particularly in the public schools in the Philippines. This flexible learning includes: module-based learning, project based, and television broadcast. For those with internet connection, a synchronous and asynchronous online learning may be considered.
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