Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents various related literature and studies which the researcher

finds relevant in this study on the role of educational video clips in learning biological

concepts through online distance learning. Several books, journals, theses and researches

have been helpful in the presentation and development of this study.

Related Literature

The reviewed related literature includes topics on the role of educational video

clips in learning biological concepts through online distance learning which are presented

thematically.

Educational Video Clips in Online Distance Learning

The coronavirus disease (COVID) 2019 crisis has impacted not only the

economic, psychological and social aspects of the world but also particularly the

educational sector to a great extent. The virus, which first emerged in December 2019,

became a pandemic leading to school closures and eventually, migration to remote

learning by all levels of educational institutions. ERE is the temporary change in the

delivery of instruction caused by the sudden occurrence of a crisis.

There are a variety of ways in which video might improve teaching and learning

in higher education. One research (Taslibeyaz et al., 2017) found that watching videos

was useful for obtaining clinical skills, altering attitudes, boosting cognitive learning, and

retaining knowledge in the setting of medical education from 2000 to 2014. Similarly,

Yousef et al. (2014) discovered some evidence that video-based learning improved

teaching techniques and learning outcomes in a survey of peer-reviewed qualitative and

academic journals.

Furthermore, the visual advantages of video serve as a medium for expanding

access to practical demonstrations. Students may learn from field specialists by viewing

close-up expert drawings and having the ability to watch them again if necessary

(Ramlogan et al., 2014, Cooper and Higgins, 2015). Furthermore, these examples can

exemplify real-life procedures and graphically highlight facts that might be difficult to

effectively express orally or through written language (Rasi and Poikela, 2016, Schneps

et al., 2010). This might lessen the cognitive strain of striving to bring concepts to life or

engaging in "mental animation" to make sense of things, particularly in STEM topics

(Castro-Alonso et al., 2018).

Finally, the arrival of video has been found to considerably promote the notion of

"ubiquitous learning," or the ability to study anywhere and at any time. Video-learning

provides a cost-effective, location-free mode of flexible study that is available at all hours

and can be tailored to the learner's specific requirements, allowing them to learn at their

own speed and revisit content as needed. This is viewed as having practical advantages

for the learner (Taslibeyaz et al., 2017).

Online Distance Learning

As the school and colleges are shut for an indefinite period, both educational

institutions and students are experimenting with ways to complete their prescribed syllabi

in the stipulated time frame in line with the academic calendar. This pandemic has been a

trigger for educational institutions worldwide to pursue creative approaches in a

relatively short notice, which most of the universities have shifted to online mode using
blackboard, Microsoft Teams, Zoom, or other online platforms calling it online distance

learning.

One of the most significant achievements in higher education over the last decade

has been the introduction of the "flipped classroom." Instead of the traditional lecture

followed by class, students view a video to become acquainted with the lecture subject

before attending a face-to-face session. Video can shift the educational paradigm away

from didactic tactics and toward constructivist learning, with students empowered to

control aspects of their own learning. Videos may provide academic knowledge or

additional material to academic topics, such as news or film clips. They can be used to

augment practical and intellectual education in formats like video lectures or tutorials.

Online distance learning is characterized by the separation of the teacher and

learners for the majority of the duration of the course (Ascough, 2002). As technology

continues to improve, universities are including videoconferencing technology (where

students and instructor can simultaneously connect with each other using audio and visual

communication), which may continue to widen the modalities available for online

learning (Mader & Ming, 2015). In addition, the use of online platforms such as google

classroom, zoom, virtual learning environment and social media and various group

forums like telegram, messenger, WhatsApp, and WeChat, are explored and tried for

teaching and learning for the first time ever to continue education. This can be explored

further even after face-to-face teaching resumes, and these platforms can provide

additional resources and coaching to the learners (Chhetri and Pokhrel, 2021).

However, teachers who are used to conventional teaching delivery were obliged

to embrace technology despite their lack of technological literacy. They were also
obliged to develop creative initiatives that assist to overcome the limitations of virtual

teaching. To address this problem, online learning webinars and peer support systems

were launched.

Furthermore, teachers are actively collaborating with one another at a local level

to improve online teaching methods. Many educational organizations are offering their

tools and solutions for free to help and support teaching and learning in more interactive

and engaging environment. Online learning has provided the opportunity to teach and

learn in innovative ways unlike the teaching and learning experiences in the normal

classroom settings (Chhetri and Pokhrel, 2021). The educational institutions in affected

areas are seeking stop-gap solutions to continue teaching, but it is important to note that

the learning quality depends on the level of digital access and efficiency. The online

learning environment varies profoundly from the traditional classroom situation when it

comes to learner’s motivation, satisfaction and interaction (Bignoux & Sund, 2018 as

cited by Aditya et al, 2021).

The current technological advancements allow us to employ several ways to

design the online content. It is very important to consider the preferences and perception

of learners while designing the online courses to make the learning effective and

productive. Preference of the learner is related to the readiness or willingness of the

learner to participate in collaborative learning and the factors influencing the readiness

for online learning (Aditya, et al 2021). Warner et al. (1998) as cited by Aditya et al.

(2021) proposed the concept of readiness for online learning in the Australian vocational

education and training sector. They described readiness for online learning mainly in

terms of three aspects: 1. The preference of student’s for the ways of delivery opposed to
face-to-face classroom instruction; 2. Student’s confidence in the utilizing the electronic

communication for learning which includes competence and trust in the used of the

internet and computer based communication; 3. Capability to engage in autonomous

learning. Any efforts to strengthen the effectiveness of online learning needs to

understand the perception of the users.

According to Paul VanPortfliet and Michael Anderson (2013), educators have

long voiced skepticism about the possibility of replicating outcomes similar to traditional

face-to-face education through online distance learning. VanPortfliet and Anderson

observe in a research comparing results from online and hybrid courses that it is thought

that academic success and retention are worse for students enrolled in distant learning

programs than for those enrolled in regular classroom settings. According to VanPortfliet

and Anderson, one explanation for this relative lack of efficacy is a lack of

communication between students, their teacher, and their classmates in the online

learning environment.

However, there is evidence of equivalence across a variety of outcome metrics.

Cavanaugh et al (2004) discovered no significant difference in results between virtual and

face-to-face schools in a 2004 meta-analysis of 116 effect sizes estimated across 14 K-12

web-delivered distant learning programs between 1999 and 2004. Kauffmann conducted

a research in 2015 to investigate characteristics that predict student performance and

satisfaction with online learning. According to Kauffmann (2015), multiple studies have

indicated that online learning programs provide results that are equivalent to face-to-face

programs.
 Many biological concepts are perceived as challenging by secondary school

pupils. Students' motivation suffers when they encounter problems in so many areas of

biology. Overburdened biology courses may force pupils to memorize content,

preventing real learning. If students are dissatisfied with the way biology is taught, they

may become disinterested and have unfavorable attitudes toward the topic. The fast

expansion of online education has increased interest in learning through instructional

video (zcan, 2003).

According to Cimer (2012), having students' perspectives and ideas on how to

make biological concepts, teaching, and learning more successful may aid in the

implementation of the new curriculum. The function of instructional video clips must be

introduced in order for students to study efficiently during this epidemic period in which

learning is based on online remote learning.

Because of the fast rise of online education, there is a growing interest in learning

through instructional video. According to Cimer (2012), having students' perspectives

and ideas on how to make biological concepts, teaching, and learning more successful

may aid in the implementation of the new curriculum. When man was looking for food in

the jungles, he would utilize instructive video snippets to communicate. Educational

video clips are specially designed instructional aids that are intended to educate as well as

provide information and enjoyment. Audio or visual aids are teaching tools that only use

one sense at a time, such as hearing or sight. These aids not only save the teacher's time

but also aid in the development and arousal of curiosity, creativity, and motivation.

Using movies to assist students grasp issues in the classroom might increase

academic progress and even attitude toward the subject. The use of visual media
(educational video clips) helps improve knowledge of abstract processes that are difficult

to visualize in one's head. In biology, for example, numerous molecular activities occur

that are invisible to the naked eye. Students may be able to learn the procedure more

readily if they can see an animation of it rather than simply viewing illustrations.

Filmstrips are linked collections of images, drawings, photos, and diagrams that are used

to represent a single subject, story, or lesson (The Institute for the Advancement of

Research in Education, 2003).

Video-aided teaching is when a teacher complements his instruction with moving

films. When teachers have complete control over the equipment and learning, there is an

advantage to using video cassettes. Whereas multimedia refers to an electronic device

that incorporates several aspects such as audio, graphics, text, animation, and visual.

According to Mirana et al. (2017), the manner in which science is taught has a significant

impact on students' attitudes about it. Whatever instructional tool and design is employed

in the classroom, it has a substantial impact on the students' appreciation of science. The

usage of instructional movies (video clips) can lead to considerable learning gains by

increasing teaching effectiveness among students. There are several guidelines for

selecting good instructive video clips (Akram et.al., 2012).

Motivation in the Online Distance Learning

Since the mid-1990s, distance education has grown in popularity, bringing with it

numerous benefits such as increased access to educational activities and learning

possibilities, but also worries about students' and teachers' abilities (Campbell & Sarac,

2018). Online learning is a type of remote education enabled by technical equipment

source (Hartnett, 2016).

When it comes to online learning settings, motivation is another issue that

requires in-depth examination (Burston, 2003). In recent years, researchers have focused

on motivation in online courses (Zhan & Kocadere, 2020). While these studies do not

expressly focus on L2 courses, their conclusions are nonetheless applicable to foreign

language learners in a virtual classroom.

Hartnett et al. (2011) define motivation in online learning as a complicated

phenomena influenced mostly by individual characteristics and unique settings. Students

are less likely to participate in online courses (Kyewski & Krämer, 2018), and high

attrition rates raise motivating concerns for instructional designers in distant education.

Motivation can influence what we learn, how we learn and when we choose to

learn (Schunk & Usher, 2012). Research shows that motivated learners are more likely to

undertake challenging activities, be actively engaged, adopt a deep approach to learning

and exhibit enhanced performance, persistence and creativity. Despite this, studies that

explore motivation to learn in online contexts are limited in both number and scope.

One of the difficulties that individuals working in education encounter is inspiring

kids to study. Motivation, according to Bzuneck, is an internal construct that directs,

modifies, or maintains objectives, activities, and preferences. According to self-

determination theory, the person participates in learning circumstances with the goal of

achieving three essential psychological needs: autonomy, competence, and a sense of

belonging or relatedness. Extrinsically driven by external regulatory behaviors can be

or avoid punishment. In the case of introjected regulation, the controllers are internal and

respond to concerns that the individual has internalized (Bzuneck & Guimares, 2010).

One circumstance that exemplifies this form of control is when a student decides

to devote more attention or time to studying a specific subject. The most autonomous sort

of extrinsic incentive is integrated regulation, which is regarded as the student's own

decisions, assimilated to the self, and free of pressure. The high level of autonomy

development grants integrated regulation a position on the self-determination continuum

near to intrinsic motivation (Rufini et al., 2011).

Various aspects have been proposed to interact with online learning motivation in

order to overcome attrition and participation issues. When students skip courses or do not

participate in activities, their motivation suffers. De Barba et al. (2016) discovered that

state-level motivation during the learning process functions as a mediator between

intrinsic motivation and engagement. They also highlighted how an online learning

environment should support motivation and involvement since situational interest is

contextual and depends on how many activities and content can maintain students'

attention. Similarly, Chen and Jang (2010) propose that in order to cope with attrition,

students require help that is personalized to their specific requirements.

Course materials and tasks were also investigated in terms of motivation.

According to Hartnett et al. (2011), recognized regulation (recognizing the worth of an

activity) in online contexts is just as important as intrinsic motivation. As a result, it is

critical to provide meaningful assignments to students and to provide opportunities for

favorable relationship between the level of students' involvement with course material

and their motivation, but their material selection had no effect on motivation.

Researchers wondered if gamification may lead to higher motivation. The

sensation of flow and affective commitment with the online educational environment

with games, according to zhan and Kocadere (2020), greatly affected the participants'

motivation. In a similar vein, Kyewski and Krämer (2018) proposed that granting badges

might increase student motivation and employed two types of badges in their research of

massive open online courses (MOOCs); one that can be viewed by all students and one

that can only be seen by the student who got it. They discovered that public prizes had no

effect on intrinsic motivation, but students cherished their invisible badges because they

allowed them to track their progress.

One of the issues of online education is the lack of online teaching expertise

among teachers. Instructor presence, defined as instructional techniques that learners may

observe in a live context, is an essential component in determining student motivation in

virtual classrooms. Similarly, pupils' lack of motivation has a significant impact on

teachers' motivation. Sener et al (2020) discovered that a lack of learner motivation,

interaction, and autonomy was the second most frequently referred issue influencing

teachers' experiences in a cross-sectional survey study that examined 39 EFL and English

for Academic Purposes (EAP) teachers' experiences of online education at a nonprofit

private university. As a result, it is possible to conclude that in online environments, there

is a dynamic interplay between student motivation and pleasant classroom experiences.

The related studies are presented thematically to provide readers with sequence of

information regarding the past research studies and their finding that support and contrast

the finding of this study.

Foreign Studies

COVID-19 has become a global health crisis. As of October 6, 2020, almost

36 million people have been infected and over one million have died. In the

Philippines, this translates into almost 325,000 infected and 6,000 deaths

(Worldometer, 2020). To curb the spread of COVID-19, most governments have

opted to employ quarantine protocols and temporarily shut down their educational

institutions. As a consequence, more than a billion learners have been affected

worldwide. Among this number are over 28 million Filipino learners across academic

levels who have to stay at home and comply with the Philippine government’s

quarantine measures (UNESCO, 2020).

With efforts to prevent the spread of the novel coronavirus, the contours of education

system are changing with online education becoming the primary means of instruction.

Universities and institutions are shifting to online platforms to catch up with the

curriculum (Aditya et al, 2020).

Transitioning from traditional face-to-face learning to online learning can be an

entirely different experiences for the learners and the educators, which they must adapt to

with little or no other alternatives available. The education system and the educators have

adopted “Education in Emergency” through various online platforms and are compelled
to adopt a system that they are not prepared for. With the availability of a sea platforms

and online educational tools, the users-both educators and learners face frequent hiccups

while using this online education (Chhetri and Pokhrel, 2021).

Frequent hiccups that were reported are those students dropping out or opting to

discontinue schooling. This has occurred due to the long break enforced by the school

closure during COVID-19 pandemic. Although no studies are carried out to evaluate the

direct impact of the pandemic on dropout rate, research in Bhutan area would bring out

the factual details (Chhetri and Pokhrel, 2021).

On the study of Aditya et al. (2021), around 50% of the respondents agree with

the statement that online learning improves their technical skills as compared to face-to-

face classes. It also evident in the results of their research that around 60% of respondents

agree that online classes are less effective when it comes to communication with the

instructor as compared to face-to-face classes. Lastly, on average of 20-30% of the

respondents perceive that online and face-to-face classes are equally good when it comes

to the above criterions.

However, Aditya et al, (2021) ranked their results when it comes to the effectivity

of the online learning; 1. Flexible schedule and convenience was ranked as the major

benefits. Online education offers students the opportunity to study at their own pace and

time of their convenience. Hence, flexibility and convenience are major drivers behind

the demand of online education. 2. Lack of connectivity was ranked as the major

hindrance in online learning. The situation is even worse for those from remote areas.

Lack of connectivity, data limit and data speed which were the limitations of internet
infrastructure. These give us an insight that if any country wants to move towards online

education, then as a pre-requisite, it should focus on its internet facilities.

Moreover, internet bandwidth is relatively low with lesser access points, and data

packages are costly in comparison to the income of the people in many developing

countries, thus making accessibility and affordability inadequate.

According to Barrot et al. (2021), their studies found out that students’ online

learning have different challenges during pandemic. Their finding revealed that the

lockdown made significant disruptions in students’ learning experience. These include

anxiety, depression, poor internet service, and unfavorable home learning environment

which were aggravated when students are marginalized and from remote areas. They

have also cited, that online learning is ineffective due to several challenges, among these

were lack of social interaction among student, poor communication, lack of ICT

resources, poor learning space at home, stress among students, and lack of fieldwork and

access to laboratories.

Learning environment is the greatest challenge that students needed to hurdle,

particularly distractions at home (e.g noise) and limitations in learning space and

facilities. This problem arise because of restriction in mobility since they could not go to

the school or other learning spaces beyond vicinity of their respective houses. Imposition

of lockdown restriction on students learning experience (e.g internship and laboratory

experiments) leads to limited interaction with peers and teachers resulting to depression,

stress, anxiety and depletion of financial resources of those who belong to lower-income

group (Barrot et al. 2021).

educational systems within and across countries. In the case of a developing country,

families from lower socioeconomic strata have limited learning space at home, access to

quality internet service and online learning resources. This is the reason the learning

environment and learning resources recorded the highest level of challenges. The

socioeconomic profile is the reason of financial problems faced by the students according

to Barrot et al. (2021).

Nonetheless, students employed a variety of strategies to overcome the challenges

they faced during online learning. According to the study of Barrot et al. (2021), to

address the home learning environment problems, students talked to their family,

transferred to a quieter place, studied late night where all family members are sleeping

already, and consulted with their classmates and teachers when faced by problems.

In addition, to overcome the challenges faced during this pandemic, according to

the study of Aditya et al. (2021), majority of their respondents preferred online classes to

cope up with curriculum due to lockdown in the wake of COVID-19 pandemic, whereas

30% of the respondents suggested suspending of the classes or providing reading

materials till the lockdown is lifted. In the wake of adapting to the changed times,

innovative solutions like 3D virtual labs are being devised. A teacher’s competency in

communication as well as his ability to use multimedia contents for effective presentation

are very important in this juncture.

The widespread use of video in education during the past decade was made possible by

the ready-to-use camera available in mobile devices, free streaming media hosting and
sharing platforms, and recording studios available on many campuses. The rapid

advancement of video technologies has made available a large variety of design options

(Hansch et al. 2015 as cited by Goel et al. 2019).

Educational video clips-based instruction could be more useful to students after

they have had time to process the information. It could help them comprehend and tie

together information in a way that would be easier than when first learning the

information. According to the studies of Akram et al (2012), learning environment is

more active and interactive through the use of audio-visual aids (educational video clips)

whereby students are highly alert in the classrooms; instead of mere passive listener they

took active participation in the learning activities, thus enhancing the level of retention

and comprehension.

Additionally, Nishida et al said that an audio-visual material (educational video

clips) when used in the classroom certainly is very effective as compared to the chalk and

board approach of teaching. She stated that students want teachers to use AV materials

properly to make the lecture more meaningful. Generally speaking, teachers who

emphasize effective communication seek to give adequate explanations, seek to

understand and anticipate the difficulties of students, seek to understand their influential

subjective thought pattern and seek to provide the necessary real and/or vicarious

experiences for solving problems, building new ideas, insights and abilities and for

carrying on other learning tasks.

Likewise, online distance learning gives similar vibes too when learning

biological concept, according to the study of Aditya et al (2021) that was taken from their
participants to enhance the effectiveness of online learning, it was found out that

appropriate content, connectivity, recorded videos along with proper follow up makes

online classes on par with the traditional classroom situation, therefore online learning

allows institutions or teachers to reach learners virtually, enhances convenience and

strengthen education opportunities.

Goel et al. (2019) stated that video lesson for online courses involves more than

presenting content through a short video demo. It is video based learning module,

designed to achieve the learning objectives through sequenced content instructions and

learning activities. Hence, there is a need to move beyond the existing design principles

for multimedia presentations for procedural learning and explore new principles for the

design and development of video lessons for online learning.

In addition, as cited by Goel et al (2019), Kay (2012) did a comprehensive review

of 53 studies published between 2002 and 2011. The review indicates that, despite some

challenges, students generally had positive affective and cognitive attitudes towards the

use of videos to support learning. There was also evidence supporting the positive impact

of videos on student’s study habits and learning performance.

Mohan, L et al. (2010) as cited by Akram et al (2012), opine in a study at India

that 85% of the students are in favour of teaching methods that employ audio-visual aids

(educational video clips-based instruction) as compared to typical lectures delivered

without the use of audio-visual aid (educational video clips-based instruction). Research

conducted also by Adeyanju (1997) as cited by Akram et al (2012), at the University of

Winneba Ghana, a survey sample of teachers with experiences ranging between 3 years
to 25 years, claims that instructional material or audio-visual teaching aids (educational

video clips) improve teaching methodology. Thus, Adeyanju (1997) asserts that teachers

claim that audio-visual aids helps in reducing the talk and chalk method.

Furthermore, Swank (2011) stressed the effectiveness of visual materials in

learning estimated that about 40% of our concepts are based upon visual experience, 25%

upon auditory, 17% on tactile, 15% upon miscellaneous organic sensation and 3% upon

taste smell. With the above assertion, it becomes clearer why audio-visual materials

(educational video clips) are important in the teaching and learning processes. This is

because they bring the different senses contributions together to get 100% clarity.

Finally, Nishida et al, in the result of their study showed that the most

encountered, effective and interesting Audio-Visual material used in general chemistry is

the video tape. Students favored this much because it is moving. Its use became

interesting for it is very informative and full of colored pictures. The students favored the

use of these AV materials (educational video clips) for it can accomplish the following

situations; good basis for conceptual thinking, high degree of interest, stimulates self-

activity, contribute to growth, explains wide variety of learning and gives a total

summary of the topic. Thus, to make its approach interesting, effective and

understandable, students’ most popular answer is that Audio-Visual materials

presentation (educational video clips-based instruction) must be controlled and there must

always be assistance from the teacher.

Using so many foreign words with limited explanation or definition also

decreases students’ attention and interest in biology lessons. This makes biology lessons
for students unattractive, irrelevant, meaningless and boring. As a result, they may fail to

achieve highly in biology classes or exams. Many researchers indicate that there is link

between students’ attitudes towards biology and their learning environment (Zeidan,

2010).

Therefore, in the study of Mccombs (2011) his participants suggested that

teachers should try to make biology lessons interesting, fun and attractive. When teachers

make the instruction personally more meaningful and relevant to students’ lives and more

enjoyable, interesting, and challenging, students have a higher intrinsic motivation to

learn.

In addition, Cimer (2012) stated that the students suggested various strategies or

techniques for making their learning in biology effective: teaching biology through the

use of visual materials, practical works, reducing the content of the biology curriculum,

using various study techniques, and connecting the topics with daily life are actually

making biology teaching interesting.

Moreover, a great majority of the students suggested that in biology teaching,

teachers should use visual materials. As the subject includes many abstract concepts and

phenomena that require observation, the participants indicated that they should see what

they are learning. Therefore, they stated that in learning biological concepts, if the

teachers use various visual teaching and learning materials and tools, such as figures,

models, computer simulations, videos, 3-D materials, and real-life objects, both the

teaching and learning may become more effective (Çimer, 2012).

time”, they expressed that teaching biological concepts through visual materials and tools

helps them retain biological knowledge for a long time and make them remember or

recall the information much more easily. Previous researches also promote teachers’

using visual materials like pictures, posters, models, and computers in the lessons, which

were found to be effective in making the lessons attractive and interesting for students

(Peat and Fernandez, 2000 as cited by Cimer 2012).

Thus, as Cimer (2012) said, teaching with visual materials can provide more

concrete meaning to words, show connections and relationships among ideas explicitly,

provide a useful channel of communication and strong verbal messages and memorable

images in students’ minds, and make lessons more interesting to students. In the end, this

makes their learning in biological concepts more effective.

Local Studies

As the Philippine’s Department of Education (DepEd) Secretary, Leonor Briones

quipped, “Education must continue even in times of crisis whether it may be a calamity,

disaster, emergency, quarantine, or even war” (Department of Education, 2020). The

Philippines’ Commission on Higher Education (CHEd), on the other hand, advised HEIs

to continue the “deployment of available flexible learning and other alternative modes of

delivery in lieu of on- campus learning” (Commission on Higher Education, 2020). These

pronouncements aim to encourage the continuance of learning.

According to Landicho, C.J (2020), online teaching in his own experience as a

science teacher, need adjustment in the current context include the absence of laboratory
activities, field visits and other off-campus engagements (e.g tours), and suddenly the

shift to online delivery of lessons take place. With these changes come, the challenges of

redesigning the lessons and assessments, the limitation on technological resources and the

decreased of social interaction among learner and teachers, nevertheless because of the

use of video lessons, learning science clearly can take place.

Science teachers may have benefited from the preparation for the online teaching

and learning mode. With the problems experienced, new ideas and realizations are

generated from these experiences, opening the way for projects to be undertaken in the

online modality that will aid in the enhancement of teaching and learning in the

remaining months of the school year 2020-2021. They cited interactive games,

innovation in integrating the 5Es, participating in more hands-on activities, reducing

activities, and vlogging as initiatives in science education.

Similarly, DepEd takes a three-pronged approach to distance learning: (1)

delivery of printed modules to students, (2) access to DepEd Commons, an online

education platform developed by DepEd to support alternative modes of learning, and (3)

delivery of lessons or self-learning modules via radio and television. However, detailed

rules for implementing distant learning are still being developed (Magsambol, 2020).

Private universities and institutions have also adapted to the pandemic's limits and

are prepared to offer totally online, blended learning, or planned in-person sessions once

the government reverses quarantine laws. Lasallians Remote and Engaged Approach for

Connectivity in Higher Education (R.E.A.C.H) emphasizes the importance of

engagement between faculty and students and offers three different delivery modes: (1)
fully online (synchronous and asynchronous), and whenever possible, (2) hybrid

(blending of online and face-to-face), and (3) face-to-face. AnimoSpace, the university's

learning management system (LMS), organizes and makes available all online academic

tools and content (De La Salle University, 2020).

Similarly, ADMU tested the Adaptive Design for Learning methodology (ADL).

ADL incorporates three modes of delivery: (1) online, (2) blended, and (3) face-to-face,

and delivers courses that are specially created to suit faculty style and adapt to learner

requirements and situations. The curriculum materials are housed in AteneoBlueCloud,

the university's virtual campus (Ateneo de Manila University, 2020).

Meanwhile, UST adopted an Enriched Virtual Mode (EVR) through its learning

management platform, UST Cloud Campus, that integrates both online (synchronous and

asynchronous) and offline tactics to provide accessibility and flexibility in learning.

Aside from team-teaching, initiatives in EVR include a mix of the following: (1)

professional competency supplementation with industry partners and alumni exchanges,

(2) collaborative online learning with international partner universities, and (3) remote

encounters with community partners (Alejandrino, 2020).

Finally, the University of the Philippines System transitioned to blended learning,

utilizing pre-existing platforms such as the University Virtual Learning Environment

(UVLE) and UP Open University (UPOU). UPOU promotes online learning and remote

education and provides free online learning special courses. To assist schools in

transitioning to an alternate learning environment, the UP College of Education created

an Education Resilience and Learning Continuity Plan (ERLCP). ERLCP advocates

of modes of delivery, such as face-to-face education, remote learning, and blended

learning (University of the Philippines - College of Education, 2020).

In summary, based on the literatures and studies mentioned above found out that

learning biological concept is a difficult subject that gives negative effects to the students

because of its abstract level of difficulties with overloaded curricula. As to the methods

and techniques of teachers to these new modes of learning that might show poor teaching

style, online distance learning resulting to many challenges and issues, and may

demotivated the students toward the subject that leads the students to memorization

resulted to poor understanding, thus the teachers should take some consideration to make

biological concepts teaching-learning effective during this time of pandemic. Hence, the

researcher wants to know the difficulties during this time of pandemic and determine

their levels of motivation among students by conducting the study on the role of

educational video clips in learning biological concepts through online distance learning.