Blended Learning in Home Economics and Livelihood Education (BEEd-GC content course)

for Pre-service Elementary Teachers in St. Mary’s College, QC

Distance education for teacher training was cited in numerous studies with positive results.
However, it was not a cheap substitute due to the use of multimedia or ICT. Thus, blended
learning is more common in traditional colleges today.

Statement of the Problem

How can blended learning be done in a traditional General Education HELE class?
How can GE HELE class be designed and developed to make it blended learning?
What course model or framework for General Education HELE can be used?
What could be the difficulties or challenges that the teacher or the students encounter in the
implementation of a blended learning course?

Methodology
Michael Power’s BOLD was adapted for the course design. The ADDIE, horizontal course
syllabus, lesson plan template, course calendar, survey questionnaires and interview were
also used.

Results
There were 12 students who responded to the pre-course survey and 11 students for the
post-course survey. They were able to utilize print, Web-based and computer-based
resources, e-mail, chat/messenger, wiki, and mobile communications.

Conclusion
1.The blended learning course was beneficial to students learning.
2.The horizontal course syllabus, videos, online learning sites, and slide presentations were
very helpful teaching tools to diverse students.
3.Limited amount of classroom time and the students’ difficulty to absorb the lessons
immediately contributed to dissatisfaction to some students.
4.Computer skills and access to the Internet were necessary for blended learning.

Recommendations
To improve this blended learning course:
1.There should be brief slide presentation for each module.
2.The Computer Laboratory should be used every meeting to hone the ICT skills of the
students.
3.Activity sheets and checklist of requirements should be prepared for the students.