Pedagogical Support for Blended Learning Classrooms: Interfacing Teacher and Student Perspectives

Abstract

The continued rise of technology in the educational system has brought about new teaching approaches such as blended learning. To fully utilize this approach, researchers have focused on studying the dynamics between various learning variables and its implementation. However, the intersection of context in the actual implementation of blended learning in the classroom remains to be a rich field for researchers. The present study explored the pedagogical support needed to implement blended learning. By examining the perspectives of five teachers and 60 secondary students through a questionnaire and semi-structured interview, emerging themes were identified through qualitative analysis. Results revealed that students look into the alignment between the face-to-face and online instruction, proper spacing of activities, and provision of pre-requisite skills for the tasks assigned to them. While students acknowledge the benefits of using blended learning in the lesson, it is equally crucial that the challenges are resolved so they may be able to comply with the requirements set by the teachers. Teachers, on the other hand, seek the provision of technical skills, training on new pedagogies, and sufficient preparation time for them to effectively develop lessons following a blended learning approach model. With the varied degree of implementation of blended learning in schools, it is necessary for school heads and teachers to work together to develop relevant and responsive policies to support students in complying with the requirements of their classes.

Barriers to implementation of distance learning during the COVID-19 outbreak: Teacher perspective

“…Similar results on the pos-realisation of tasks and student progress and more. Similar results on the possibilities of applying distance learning and combining it with regular classes sibilities of applying distance learning and combining it with regular classes were obtained by the authors who conducted a research in the Philippines were obtained by the authors who conducted a research in the Philippines (Tayag, 2020). Namely, the students pointed out the advantages of the com- (Tayag, 2020).…”

“…Такође, наставници су указали и на одређене предности и потенцијале наставе на даљину, као што су доступност и разноврсност радних материјала на интернету, ангажовање свих ученика, значајан ниво индивидуализације у ре-ализацији задатака и напредовању ученика и друго. Сличне резултате о могућностима примене наставе на даљину и њеног комбиновања са редовном наставом добили су и аутори који су истраживање реализовали на Филипинима (Tayag, 2020). Наиме, ученици су истакли предности комбинованог модела учења, док су наставници указивали на потребу за педагошком подршком и додатним усавршавањем како би се припремили за реализовање наставе према комбинованом моделу.…”

Exploring Teachers' TPCK: Are Indonesian Language Teachers Ready for Online Learning during the COVID-19 Outbreak?

“…This can prepare them for the future, especially for students. Good digital literacy will affect the self-efficacy of a student [2], [70]. The use of technology in online learning can also increase students' activity in learning because they feel more confident when asking questions about things they don't understand [71], [72].…”

Social media in sport management education: Introducing LinkedIn

“…Technology has opened the path for many educational reforms and innovations ( Tayag, 2020 ). For instance, the Internet has reshaped the way students, teachers and universities interact ( Scott & Stanway, 2015 ), enabling the emergence of new learning models, such as online learning, which, since the beginning of the century, started to experience high growth ( Goodyear, Salmon, Spector, Steeples, & Tickner, 2001 ).…”