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

Abstract

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.

Learning achievement in purposive communication of ESL college students: A blended learning approach

“…Among the body of blended learning research in K-12 education, the latest on this is the work of Villanueva et al (2023) who used the Community of Inquiry (CoI) framework to provide an insight about the Philippines experiencing of symbiotic relation between face-to-face and online learning modalities leading to the development of learning communities that is also very much common among the blended learning. Their study, enriched by a mixed-methods approach, discerned a triad of themes central to the positive reception of blended learning: create a learning environment for students where teaching transcends the boundaries of face-to-face and web learning modes, learning takes place in both the time and space with the opportunity for students to access classes from anywhere, and finally where advanced technology is galvanized as the main language of teaching.…”

Unraveling the Effectiveness of Blended Learning: Key Factors for Effective Implementation from the Perspective of Senior High School Students

“…Studies conducted in the Philippines regarding blended learning found that students performed better on tests with more BL instruction than those subjected to less BL instruction (Hipol et al, 2019). A study by Villanueva et al (2023) also showed that blended learning interactions in the K-12 setting have a positive experience as teachers and students have a sense of continuity throughout their school activities and communications. Tertiary students' personal experiences of post-pandemic BL in the Philippines were reported to be beneficial in a study by Guillen (2022), as the students believe that they have become more effective learners through BL and are adaptive to an emergency remote learning environment.…”

Natural Acid-Base Indicators as Home-based Experiments: Feasibility, Satisfaction, and Teachers’ Experiences in Secondary Science Blended Instruction

“…Students and teachers adjust themselves from online learning to physical classroom interactions. Other schools mix the two modalities in a blended learning modality (Lapitan et al, 2021;Garcia-Bolaños et al, 2022;Villanueva et al, 2023). In blended learning, teachers and students can work on activities that can be done both in school and at home.…”