Qualitative Content Analysis of Teachers’ Perceptions and Experiences in Using Blended Learning during the COVID-19 Pandemic

Abstract

The unexpected COVID-19 pandemic has closed schools and shifted the mode of education to digital and distance learning methods. However, the socioeconomic status of students affects their access to education. Blended learning, which includes online classes, television and radio broadcasts, and modular lessons, offers a more inclusive education that caters to the needs of the students. While the subject has been discussed in the literature from the perspective of the learners, this paper explores the perceptions, experiences, and insights of teachers in the Philippines on blended learning at the time of the pandemic. This study surveyed 39 basic education teachers and analyzed the data using qualitative content analysis. The results showed an agreement on teachers' perspectives about the effectiveness of educational policies implemented and the government's response to the pandemic. Despite the flexibility in using blended learning, the teachers experienced various challenges in applying this method during the pandemic, such as readiness, technology literacy, access to technology, financial difficulties, and health risk. These findings suggest the government and other education stakeholders provide additional financial support to schools during the pandemic; enhance the professional development activities for teachers; and continue developing learning platforms allowing open access to quality and reliable educational resources during and beyond the pandemic.

Adopting Virtual Classes during the COVID-19 Lockdown: Interrogating New Approaches to Teaching and the Exclusion of Learners in Rural Settings

“…A similar study was carried out by Batac et al (2021) who looked at teachers' perceptions, experiences and insights in using blended learning during the COVID-19 pandemic in the Philippines. In using blended learning, the teachers experienced challenges such as readiness, technology literacy, financial difficulties, health risks and access to technology (Batac et al, 2021). Alghamdi and Al-Ghamdi (2021) researched on elementary teachers' thoughts about distance education and learning twenty-first century skills during COVID-19 pandemic.…”

Blended Learning as a Developmental Model Strategy of Teaching and Learning in Islamic Universities in Indonesia

“…The term of "blended learning" originally means the combination of face to face interaction in the calssrooms and computer-based teaching and learning which is facilitated with internet connection or also called by mobile learning (Batac et al, 2021) or hybrid learning (Sjukur, 2012). In this case, fast development of internet devices is very difficult to control, therefore, in order to counter negative effect of modern technology, direct education platform or face to face interaction is still considered vital to maintain students' attitude in learning (Prawiladilaga, 2016).…”

“…Studies related to blended learning have been conducted by some researchers in different levels of education whether in general (Acosta-Gonzaga & Ramirez-Arellano, 2021;Aji et al, 2020;Baker et al, 2021;Batac et al, 2021;Dakduk et al, 2018;Fadillah et al, 2020;Islam et al, 2021) or in Islamic context (Shamad & Wekke, 2019;As'ad, 2021;Fahyuni et al, 2020;Setiawan, 2020;Setiawan, 2019a;Setiawan, 2019b). To sum up, there were quite many of previous studies which focused on blended larning in general context in education, but limited to the context to Islamic education.…”

Development and Evaluation of a Nature of Science-Based Online Course in Tenth-Grade Evolution

“…However, the COVID-19 pandemic can hasten this timeline as it has produced the most significant education disturbance in history, impacting billions of students worldwide [3]. Halting face-to-face instruction is the most effective way to contain the transmission of COVID-19 [4]. Several learning institutions worldwide have shifted to online delivery of lessons to ensure learning continuity [3].…”