26/07/2025
| Asynchronous Activities Done, But Did You Learn Anything?
Alternative Delivery Mode (ADM) was introduced as a way for students to continue their education without going to school physically. It was especially helpful during the pandemic, when face-to-face classes were not possible. Under ADM, students were given printed or digital modules, video lessons, and independent tasks to work on at home—usually without real-time interaction with their teachers. At first, it seemed like a smart and flexible solution. But as time goes on, a big question remains: Are all students truly learning—or are they just complying?
Let’s be honest, some students really do their best. They complete their modules, watch the assigned videos, and study on their own. But not everyone has the same attitude or the same situation. Some students simply copy answers, skip readings, or do the bare minimum just to submit on time.
Even worse, many spent more time playing online games than studying. Since they were already using gadgets for school tasks—when available—it became easy to open games like Mobile Legends, PUBG, or Roblox instead of reading or writing answers.
Aside from distractions, not all students had the tools they needed to learn properly. Poor internet (for downloading modules), lack of gadgets, noisy homes, or personal problems made it harder for many to focus. Some had to wait for their parents to finish work just to borrow a phone or get help with lessons.
In fact, during the pandemic, even though 24.7 million students were enrolled using ADM, the number of those who actually learned remains unclear. A 2021 report by the World Bank and UNICEF showed that over 80% of Filipino students were in learning poverty—unable to read or understand a simple story by age 10. Teachers also reported that many students passed only because they submitted their requirements—not because they understood the lessons.
Some students did their part, others simply guessed, copied from classmates, or treated the modules like chores to check off.
The challenge continues today. In Malabon City, for instance, selected schools—including Tañong Integrated School—have had to shift to ADM once again because of widespread flooding. In recent months, heavy rains and the broken navigational gate of the Malabon-Navotas River caused persistent flooding in communities. As a result, learners could not attend face-to-face classes, forcing schools to resume asynchronous delivery of lessons.
While ADM allows learning to continue during emergencies, it also re-exposes the gaps: incomplete modules, late submissions, lack of feedback, and limited monitoring of student progress. Teachers do their best, but without regular face-to-face check-ins, it’s hard to tell who’s really learning and who’s just submitting for compliance.
That’s why we must stop assuming that enrollment and submission automatically mean education is happening. Just because a learner turns in a module doesn't mean they understand what they read—or if they even read it at all. In some cases, students simply copy answers from classmates, rush through worksheets at the last minute, or rely on parents, tutors, or even AI apps to do the work for them.
Without real interaction, timely feedback, or proper guidance, learning becomes mechanical. Students complete tasks to meet deadlines—not to understand. Teachers, on the other hand, are left checking piles of modules with no way of knowing if the child grasped the lesson or just guessed their way through.
This is why we need stronger and more accessible support systems:
1. Parents and guardians must be engaged and equipped—not just to remind kids to answer their modules, but to help them stay focused and motivated.
2. Teachers need time and tools to provide feedback, track progress, and reach out to struggling learners—even remotely.
3. Schools must build systems that measure comprehension, not just compliance. For example, random comprehension checks, short reflection tasks, or recorded oral recitations can help verify if a student truly learned.
4. Local governments and education offices must also provide emergency learning kits, community learning hubs, and printed resources for areas with no internet or electricity.
ADM can work. It has the potential to bring learning to students during floods, disasters, or health emergencies. But it will only succeed if we treat learning as more than just submission—if we truly care about the child behind the paper.
We cannot afford to let ADM become a checkbox system where students are marked “done” without truly growing. No student should be left behind, unsupported, distracted, or forgotten—especially in times when they need learning the most.
Written by Louse Lein Brigole
