Because of the Corona Virus Disease-19 (Covid-19) pandemic, we have now shifted to modular learning. The modular approach now replaces the traditional method of instruction to an outcome-based learning.
It is based on the principle of dividing the curriculum into small discrete modules or units that are independent, non-sequential and asynchronous. Students can take on the lessons at their convenience being guided by their parents and/or guardians.
All these descriptions of the new learning approach, however, pose challenges on the part of the parents and guardians and the learners themselves.
While it is said to be independent, some learners will find themselves helpless because they learn better when assisted by instructors—and if their parents cannot accommodate time for them, they might perform poorer than if it were real class.
We have to bear in mind that independent learning can be overrated—because there are too many distractions at home, not all learners may learn optimally.
Young learners are not as independent as we wish them to be. They cannot be left to their own devices—literally because distractions on social media and the internet abound even in the household.
The household setting may not even be helpful to some; it can even encourage complacency because they always feel at home—they don’t feel any pressure about their requirements.
So I think that we may be at a losing end here. Then, when it’s this approach is said to be non-sequential, this means that because modules come by topics which do not proceed according to some particular sequence, the knowledge gained by the learners may not proceed smoothly as well—even creating confusion in them.
Learners may imbibe the topics less effectively than if it were done according to some consistent order or sequence.
And then, asynchronous learning allows learners to read materials with no regard to time or deadline. When students cannot finish reading and later answering their modules on time, we must not also ask them to speed up because it is their own pace.
The lack or absence of time observance may even add to their leniency and even nonperformance.
Now, all teachers can do for intervention is to make student-centered learning with opportunities for interaction.
While the learners are claimed to be responsible for learning and responsible for contacting teacher when needed, the teacher must actively participate in collaborating with them in self-development and responsibility.
