1. What strategic measure should you apply in order to push through the blended and flexible learning?

NOTE: IT SHOULD BE HIGHLY-TECHNICAL (THEORETICAL), PROCEDURAL, AND TACTICAL.

Before the onset of the new coronavirus (covid-19), we prefix what we say with “21 st century”. We tend
to place it in front of the concepts that are to be evolved within the era- 21 st century teaching, 21st century
learning, 21st century knowledge and skills. In the pursuit of taking new pedagogical milestones, reimagining
and revitalizing education are among the catchphrases when it comes to mooting 21st century education. Hence,
the new era leads to defining the competencies in terms of critical thinking, communication, collaboration, and
creativity. However, the coronavirus pandemic has brought us a new catchword- the new normal. This
previously unfamiliar situation would then become the standard, usual, and expected even in the aspect of
education.

What has become the “new normal” in education? I honestly consider new normal in education as a
phenomenon that requires to unlearn what we have always known- traditional classroom setups, heavy bags,
mass lectures, and public exams. By unlearning those, we can establish a new normal in education in a flexible
delivery.

More than 1.5 billion learners around the globe are currently affected by the school and university
closures due to the coronavirus pandemic. While the pandemic shows no sign of slowing down, everyone has
witnessed the hardest hit in the education sector with schools remaining closed until this time. In the
Philippines, the Department of Education (DepEd) reported that about 27 million learners, 1 million teachers
and non-teaching staff, as well as the families of the learners have been affected by the covid-19 crisis. It was
also mentioned by the same department that 10 million learners or 36% of potential enrollees have signed up for
school year 2020 – 2021.

The dwindle in the statistics can be attributed to the growing fear of the parents and the learners on the
possible learning modalities for the incoming school year which was reported to start on August 24. Classes
may start earlier, but DepEd assured that there will be no physical return to school. While the main agency for
education in the country sees a lot of potential means to not bring learning to its stoppage, safety should also be
a part of the concern as the invisible enemy can place the stakeholders in the risk. In preparation for the new
school year, the DepEd will provide Self-Learning Modules (SLMs) with the alternative learning modalities to
be offered for the various learners across the country.

The massive shift in education has blatantly placed all the learners to undergo distance learning.
However, in my point of view, today’s apprehension in the country’s education comes down with two major
concerns: internet connectivity and the issue of the curriculum and the educational materials that have to be
adapted with a blended learning environment. According to Miss Leah Apao, the assistant school division
superintendent of Cebu Province, about 82.71% of students in the entire province have no access to the internet.
In this case, the DepEd reiterated that far-flung provinces and other communities that lack internet service or
network infrastructure will be provided with self-learning modules that will be delivered in printed or digital
format. Where possible, the teachers may conduct home visitation for learners who may be needing remediation
or assistance. But looking at this issue, we can all agree that much has to be done in improving the digital
connectivity throughout the country. The present situation should also remind the government to fast track the
implementation of RA 10929 or the Free Internet Access in Public Places Act so to bridge the digital divide.
Consequently, the divide between the educational haves and have-nots will continuously be deepened if
providing access to information technology is not given an effort.

As for the case of improving how blended learning can be significantly unpacked for the children, I look
at the four aspects to ease the transition to the new normal. We could easily correlate blended learning with
online learning but it goes beyond that line of thinking. Indeed, online learning is essential as an enable of
learning so that the whole business of education will not freeze. There are more facets to pay attention to in
pursuing a blended learning.

1. There is a shift of learning space – from public space to personal space.

Blended learning is not wholly new. In 2014, RA 10650 has institutionalized blended and online
distance learning but only limited to the public and private Higher Education Institutions (HEIs). In this shift,
instead of going to school and university premises to learn, learning takes place within the comfort of their
personal spaces. Along with this shift is the new mode of social interaction, from physical to virtual. While the
face-to-face time can be a big loss for the students since the school social dynamics is impossible to be
duplicated at homes or other personal plots, learning community can be strengthened through using
communication channels that will continue the exchange of conversations with classmates, teachers, and
lecturers. But in this aspect, there is a need to ensure that the personal space is conducive for learning in such a
way that both the physical and psychological climates are highly taken into consideration.
2. There is a shift of delivery methods – from one size fits all to individualized and differentiated learning.

In this new normal, online and blended education are at the core of every school’s strategic plan to fulfill
institutional resilience and academic continuity. In its real sense, education resilience is not just simply enduring
the teaching and learning process for the sake of continuity. According to Saunder and Wender (2004), when
one looks at the undamentals of learning, it is clear that no single approach or method can achieve maximum
learning across a variety of learners. Only a blend of methods and approaches can produce the richness and
achieve the desired learning outcomes. The same holds true in blended learning as it is fashioned to
accommodate the various learning needs of a diverse audience in a variety of subjects. The academic goals may
remain the same for a group of students but individual students can progress through the curriculum at different
speeds. The use of different resources is also based on their own learning needs.