Abstract: Schools and universities all over the Philippines have persistently searched forinnovative means to address the challenges and criticisms of the online learning modality.This study was conducted to 1) identify the flexible learning modalities used by teachers inthe English language classroom; 2) analyze the seriousness of the challenges encountered andthe level of success attained by students and teachers, and 3) design a flexible learning modeland a teacher's guide in Purposive Communication to address the challenges. Theinvestigation was limited to probing the synchronous and asynchronous modalities. Aquantitative descriptive approach was employed. Also, one-on-one interviews wereconducted to substantiate the quantitative results of the study. Based on the findings, teachersused video conferencing, a virtual classroom, interactive chat sessions, and screen sharingduring the synchronous class, while communication during asynchronous mode was throughsocial media and email. The degree of seriousness of the challenges in the synchronousmodality is perceived by the participants as moderately serious, while in the asynchronousmodality, teachers perceived the challenges as not serious, and learners perceived it asmoderately serious. Furthermore, the level of success attained along the synchronous andasynchronous modalities is significantly attained as perceived by both teachers and learners.

 

Keywords: flexible learning, synchronous, asynchronous, modality