ABSTRACT
This study proposes a structured framework for alternative learning modalities aimed at enhancing academic engagement among criminology students from Amando Cope College, Bicol College, and PLT College. Amid the challenges posed by the shift from traditional classroom instruction to flexible learning arrangements, students have experienced difficulties related to technological access, instructional quality, and self-management. The study utilized a descriptive research design with both student and faculty respondents to assess levels of academic engagement cognitive, behavioral, and emotional and to identify key challenges affecting participation and learning outcomes.
Findings revealed that while both students and faculty agree that engagement occurs “sometimes,” there is a need for a more responsive model that addresses the gaps in interaction, comprehension, and motivation. The proposed framework integrates blended learning strategies, modular learning, asynchronous tasks, and technology-supported collaboration to provide an inclusive and adaptable learning environment. By aligning instructional methods with students' needs and contextual realities, the model aims to promote equity, improve learner outcomes, and sustain quality criminology education in alternative modalities. This framework serves as a practical guide for academic institutions.
Keywords: Alternative Learning Modalities, Academic Engagement, Criminology Education, Blended Learning, Modular Learning
INTRODUCTION
In today’s rapidly evolving educational landscape, one concept has become increasingly important: online learning. As technology continues to shape everyday life, the education sector has adapted by using digital platforms to deliver learning experiences beyond the traditional classroom (Raouna, 2024). Online learning, also known as distance education or e-learning, allows students to access lessons, participate in discussions, and complete academic requirements remotely. It offers flexibility and convenience, making education more accessible to a wider range of learners (Asad, 2024).
This shift toward digital and flexible learning is also aligned with the United Nations Sustainable Development Goals (SDGs), particularly the goal 4 of the SDGs is to make sure that everyone has access to high-quality education and to encourage lifelong learning. Through online and alternative learning modalities, education becomes more accessible, especially for students who may not be able to attend traditional face-to-face classes. However, achieving this goal requires not only access but also the effectiveness and quality of learning experiences.
Despite its advantages, online learning also presents several challenges. Studies have shown that some students struggle to understand lessons delivered virtually due to limited interaction, technical difficulties, poor internet connectivity, and ineffective communication (Erlangga, 2022). Additionally, not all students have the same resources or learning environments at home, making it difficult for others to keep up with academic demands. Some courses, especially those requiring hands-on training, are also harder to deliver effectively in an online setup(Custodio, 2021).
As far as Internet accessibility is concerned, it is not universal, and in some areas of the United States and other countries, Access to technology and internet connectivity remains a major concern. In many areas, reliable internet access is either limited or costly. Both students and instructors must also possess basic computer literacy skills to navigate digital platforms successfully. Without these, the quality of learning may be compromised (Springfield, 2024).
Legal Basis of online learning in the United States is the Higher Education Act of 1965, as amended (HEA), issue Virtual Locations and Asynchronous Learning in Distance Education. The HEA and the Department’s regulations provide that institutions of higher education may offer programs through distance education. Currently, the Department has very limited data on students enrolled in distance education, which limits the Department’s ability to answer important questions about student pathways and outcomes through in-person, distance, and hybrid education (Issue Paper 3: Distance Education, 2024).
To support the implementation of flexible learning, various policies have been introduced. In the Philippines, the Commission on Higher Education (CHED) issued Memorandum Order No. 4, Series of 2020, which provides guidelines for the adoption of flexible learning modalities. (GUIDELINES ON THE IMPLEMENTATION OF FLEXIBLE LEARNING, 2020). The results indicated that the Criminology students of DCCP Laoag City Inc. encountered various challenges in this mode of flexible learning. The three most common challenges that the students faced are the following: The weak signal in my place affects my participation in online learning, I do not have good internet connection at home, I do have problems accessing my computer/gadget for my online learning. Regarding internet connectivity, most students are from rural areas where they are challenged geographically which makes it hard to follow instruction online (Cascayan, 2021).
Higher Education Institutions (HEIs) had difficulties with the implementation of different alternative learning modalities. The main problem of alteration in the Philippines is the various locations have very slow internet connectivity. Standardization of alternative learning modalities in private and public schools encountered problems among Higher Education Institutions (HEI’s) in Albay. Poor internet connectivity and lack of training for faculties and students is the most massive problem upon implementation of the alternative learning modality with limited face to face classes. Mostly, faculty members had difficulties adopting new learning modalities because (Britannica Dictionary, 2025) (Bisht, 2024) they had an insufficient understanding of the use of technology, especially those who are handling general education subjects. The study will give an important guide and information to the Commission on Higer Education (CHED) and the Higher Education Institutions (HEI’s) in Albay in implementing standardization of alternative learning modalities with or without the pandemic (BETIZ, 2022).
The situation becomes more complex for criminology students, whose programs require hands-on training, practical exercises, and active classroom interaction. The sudden shift from face-to-face learning to alternative modalities such as online, modular, and blended learning has raised concerns about whether these approaches can effectively sustain students’ academic engagement. Many students experience difficulties in maintaining participation, motivation, and understanding of complex concepts, which may affect their behavioral, emotional, and cognitive involvement in learning.
In the Province of Albay, higher education institutions offering criminology programs have adopted various alternative learning modalities to ensure the continuity of education. However, there is still limited evidence on how these learning approaches affect the academic engagement of criminology students. Challenges such as limited interaction, delayed feedback, poor internet connection, and reduced opportunities for collaboration continue to influence students’ learning experiences. In line with the goals of SDG 4: Quality Education, this study aims to examine the effects of alternative learning modalities on the academic engagement of criminology students. By identifying the strengths and challenges of these learning approaches, the study seeks to provide insights that can help improve teaching strategies, enhance student engagement, and contribute to the development of more inclusive and effective educational practices. The findings of this study are expected to benefit students, faculty members, academic institutions, administrators, the Commission on Higher Education (CHED), parents or guardians, and future researchers by providing valuable information that can guide improvements in the implementation of alternative learning modalities.
The legal basis of the study stated that Republic Act 10650 Open Distance Learning Act, An Act expanding the access to educational services by institutionalizing open distance learning in levels of tertiary education and appropriating funds, therefore. It is hereby declared that the policy of the State to expand and further democratize access to quality tertiary education through the promotion and application of open learning as a philosophy of access to educational services, and the use of distance education as an appropriate, efficient and effective system of delivering quality higher and technical educational services in the country. This act promotes the use of distance education as an efficient system for delivering quality higher education services. It emphasizes the importance of providing equitable access to education which includes addressing the challenges faced by the students in remote learning environments (LawPhil, 2025).
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