The Social Presence Factor in Blended Learning Community and Student Engagement in Higher Education Institution in Developing Countries

Brenya, Boahemaa; Wireko, Joseph Kofi

doi:10.1109/icsiot55070.2021.00023

Cited by 4 publications

(1 citation statement)

References 18 publications

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“…A number of attempts have been conducted to understand the transformative and innovative issues related to blended learning that have been carried out till today. The general finding shows that implementing blended learning in education context results in improvement of students' success and motivation (Khairiyyah & Fauzi, 2021;Lusa et al, 2021;Ma et al, 2021), as well as an improvement in students' relationship with learning community (Al Saud, 2021;Brenya & Wireko, 2021). The success and positive perspective of teachers toward blended learning activities are highly affected by institutional support at design, planning, and implementation (Ustun et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Ready to go? Profiling Philippines high school teachers’ readiness for blended learning in post-COVID-19 era

Vergonia¹,

Mombas²

2022

JEMIN

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In post-COVID-19 era, education system around the world seems to experience a shifting from traditional in-class learning to online activities, or it can be blended style which is the combination of both modes. Hence, exploring teachers’ and learners’ readiness for the different model of learning activities is a must and becomes a worth inquiry. The present study is at the cutting edge of profiling high school teachers’ readiness for blended teaching activities in Philippines at the time of post-COVID-19 era. A survey research design was adopted by involving 107 high school teachers in the city of Tupi, South Cotabato province, Philippine. This study provided an alluded picture that Philippines high school teachers are ready to conduct a blended learning system in post-pandemic era. This conclusion was drawn from the excellent results of survey items in four dimensions for blended teaching readiness model developed by Graham et al, comprising technical literacy, planning blended activities, facilitating student-student and teacher-student interaction, and managing the blended learning environment. The results indicate that a responsive, supportive, and relevant teacher professional development programs should be developed in order to enhance teachers’ readiness for blended learning in post-COVID-19 era, as well as improving Philippines future educational system.

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