Implementing Blended Learning in an Impoverished Academic Institution Using a Bricolage Approach Model

Aguinaldo, Betchie E.

doi:10.7763/ijiet.2013.v3.266

Cited by 7 publications

(6 citation statements)

References 8 publications

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“…Cultural barriers and issues relating to quality access and infrastructure for BL and ICT integration in the K-12 setting are present in the Philippines (Aguinaldo, 2013 ; Kubota et al, 2018 ). Despite these, some Filipino teachers hold favorable attitudes and positive perceptions toward ICT use in their classrooms and high regard for the innovation it provides (Cajilig, 2009 ; Dela Rosa, 2016 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Despite these, some Filipino teachers hold favorable attitudes and positive perceptions toward ICT use in their classrooms and high regard for the innovation it provides (Cajilig, 2009 ; Dela Rosa, 2016 ). Some students have gained motivation and confidence while learning with the supplementary use of digital technologies in their classes (Aguinaldo, 2013 ; Carreon, 2018 ); hence, selected schools have provided access to marginalized populations, for which BL and flexible learning options are emerging (Villanueva, 2021 ).…”

Section: Literature Reviewmentioning

confidence: 99%

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Investigating blended learning interactions in Philippine schools through the community of inquiry framework

Villanueva

Redmond

Galligan

et al. 2023

Asia Pacific Educ. Rev.

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This article reports on an exploratory case study that applied the Community of Inquiry framework in the K-12 Philippine setting, where there are limited studies on blended learning interactions and experiences. The study examined blended learning interactions across three schools in the Philippine K-12 system to investigate the following: (1) what is the nature of interactions in the blended learning classes? and (2) how do the interactions indicate learning communities as outcomes of blended learning? A mixed method approach to data collection was undertaken, which included student surveys, focus group discussions, teacher interviews, and class observations. The constant comparative analysis uncovered thick descriptions of blended learning interactions. Findings uncovered three themes on blended learning across levels of interactions within the Community of Inquiry presences: (i) best of both worlds, (ii) learning anytime and anywhere, and (iii) learning with technology. Descriptive statistics indicated high mean ratings across the presences, revealing positive experiences afforded by the use of various technologies and social media. The study concluded that learning communities are an outcome of blended learning interactions. A Developmental Model for K-12 Blended Learning Communities was recommended to inform teacher professional development on pedagogies and practices supportive of learning community building in contexts where blended learning may continue to thrive. Supplementary Information The online version contains supplementary material available at 10.1007/s12564-023-09826-4.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Investigating blended learning interactions in Philippine schools through the community of inquiry framework

Villanueva

Redmond

Galligan

et al. 2023

Asia Pacific Educ. Rev.

View full text Add to dashboard Cite

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“…Cost of internet and access to it were also identified as significant barriers to online learning (Marcial et al, 2015), and to promote blended learning in regions where internet and computer technology are inadequate, low technology resources have been employed. A Bricolage approach using existing ICT resources was encouraged by Aguinaldo (2013) to provide a foundation for the implementation of blended learning in a rural public university in the Philippines.…”

Section: Blended Learning Implementation In the Philippinesmentioning

confidence: 99%

Implementing blended first-year chemistry in a developing country using online resources

Reyes

Kyne

Lawrie

et al. 2022

OLJ

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Decades of rapid development in information and communication technologies (ICTs) have resulted in tremendous global evolution in computer and online instruction. Many developing countries, however, are still struggling to successfully integrate ICTs in their teaching and learning practices, subsequently leading to slower rates of adapting digital learning pedagogies. To understand how blended instruction might operate in higher education in a developing country, this study explored students’ perspectives on the implementation of blended learning in a first-year chemistry program delivered in the Philippines. Through the resource-based learning framework, multiple types of online learning resources were employed for blended delivery of topics on periodic trends, chemical bonding, Lewis structures, molecular shape and polarity through the learning management system, Moodle. To understand the students’ experiences, a mixed methods approach was employed through a survey, focus groups, and learning analytics. Despite the scarcity of technological resources (such as access to a reliable internet connection) 57.5% of 447 student respondents favoured blended learning because of the flexibility, wider access to different types of interactive learning resources, variety of learning activities, and perceived increase in learning productivity. While the majority of respondents (75.7%) had ICT skills sufficient for education, much fewer had access to computers (19.7%). 40.0% of students self-reported that they preferred a traditional mode of instruction primarily due to the perceived difficulty of chemistry as subject matter and the students’ perceived need for a physically-present teacher to explain concepts face-to-face and to respond to questions that would arise anytime during the learning period.

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“…Therefore elements such as motivation, learning flexibility, learners' style, engagement in learning, learner-centric were emphasized in developing learning tools [9][18] [19]. Overall professional preparation can be improved by identifying these key elements in the online course [3][17] [40]. The papers also stressed on some other factors and features in implementing blended learning such as; warm-up activities, learning materials and interactivity to enhance learners' engagement can lead to the success of a blended learning design [8] [12].…”

Section: A Blended Learning Toolsmentioning

confidence: 99%

A Check on Planning Access for Blended Learning

2019

IJRTE

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Higher learning institutions favor implementing blended learning to achieve their educational goals and learning objectives. The purpose of this review is to analyze the ideal blended learning model and the recommendations for planning future blended learning activities. Nine articles published from 2013 to 2018 which provided the frameworks or models and future suggestions were appraised. This review revealed that blended learning is not about using Information, Communication, and Technology (ICT) tools anymore but how the learning process is being blended to deliver effectiveness in learning. The review also discovered that in future blended learning design has to include collaboration among educators and how is the learning process can be applied to actual life. The culture of an educational organization is also an important focus.

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Implementing Blended Learning in an Impoverished Academic Institution Using a Bricolage Approach Model

Cited by 7 publications

References 8 publications

Investigating blended learning interactions in Philippine schools through the community of inquiry framework

Investigating blended learning interactions in Philippine schools through the community of inquiry framework

Implementing blended first-year chemistry in a developing country using online resources

A Check on Planning Access for Blended Learning

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