My research title:

“Perspectives of the Senior High School Students on the blended learning modality of __

St. Mary’s College Of Catbalogan S.Y. 2021 – 2022”

I. Through careful, thoughtful blending and with consideration for technological skill levels and Internet access,
learning for anyone can now take place with greater flexibility and convenience. Innovative educators have for
many years been creating new delivery methods in education by combining elements of in-person teaching with
technology-enabled learning to bring people together virtually. Since the late 1990s, when simple learning
management systems began to emerge, blended learning has grown very quickly. There are now many possible
combinations and permutations, but it took time for this to occur. Soon, Internet connectivity and browser
development allowed broader and more user-friendly resources for anyone wanting to learn. Web-based learning
replaced CD-ROM materials.

Today, computers, tablets and smartphones are available to the majority of the world’s population, and
technology-enabled learning has become more varied and accessible. More and more institutions and teachers
are adding web-based learning to their delivery methods, and learners have access to many applications to
support their learning. The mantra “anytime, anywhere” has been taken up to describe the new wave of
education. However, this notion is being challenged by education practitioners and researchers, who know that
learning competence is not universal, student skills are very different from skills needed to participate in social
media, and access to broadband Internet is not evenly distributed. Teachers are still a key part of blended
learning — teachers who have subject-matter expertise and  basic technology skills, along with the new
pedagogies that go with technology, such as constructivism and collaboration. Blended learning expertise
provides both.

II. The teaching and learning environment is embracing a number of innovations and some of these involve the
use of technology through blended learning. This innovative pedagogical approach has been embraced rapidly
though it goes through a process. The introduction of blended learning (combination of face-to-face and online
teaching and learning) initiatives is part of these innovations but its uptake, especially in the developing world
faces challenges for it to be an effective innovation in teaching and learning. Blended learning effectiveness has
quite a number of underlying factors that pose challenges.
This study is done in the context of a plan to undertake innovative pedagogy involving use of a learning
management system (moodle) for the first time in teaching and learning in a Ugandan university. The learner
characteristics/backgrounds being investigated for blended learning effectiveness include self-regulation,
computer competence, workload management, social and family support, attitude to blended learning, gender and
age. We investigate the blended learning design features of learner interactions, face-to-face support, learning
management system tools and technology quality while the outcomes considered include satisfaction,
performance, intrinsic motivation and knowledge construction. Establishing the significant predictors of outcomes
in blended learning will help to inform planners of such learning environments in order to put in place necessary
groundwork preparations for designing blended learning as an innovative pedagogical approach.

III. Blended Learning, as defined by DepEd, refers to “face-to-face with any or a mix of online distance
learning, modular distance learning, and TV/Radio-based Instruction.” It is designed to enable the schools
to “limit face-to-face learning, ensure social distancing, and decrease the volume of people outside the
home at any given time.” While there are challenges in implementing this learning delivery modality on a
large scale, three School Division Offices (SDOs) of DepEd proved that  Blended Learning can work.

IV. These studies concluded that e-learning motivate students to become independent learners. Concepts
like self-efficacy and self-regulated learning were introduced in these studies. However, others
recommended that more observations be made to directly link e-learning to actual student outputs/
performance. Language specialists argued that more pieces of evidences have yet to be presented to prove
e-learning concretely improves students’ communicative skills. In a literacy and language class, blended
learning has likewise found its place in helping teachers achieve students’ communicative goals.
Technology continues to reshape the manner people communicate with each other. This has led literacy
and language teachers to consider the use of blended learning modality as a mode of instruction in helping
students improve their communicative skills. For instance, computer software and applications have
become useful in developing the speaking, listening, writing and reading skills of students. Specifically,
word processing tools and online tools can equip students to become excellent writers, editors and
researchers. Hence, with the integration of technology in language learning, it is perceived that students do
not only become competent in communication but they are also prepared to apply these communicative
skills in real world scenarios.
DEFINITION OF TERMS:
(Review your lesson notes and do this part. Provide a minimum of three (3) terms to define
and maximum of five (5). Use both conceptual and operational definitions.)

Hybrid learning, is an approach to education that combines online educational materials and opportunities for
interaction online with traditional place-based classroom methods. It requires the physical presence of both
teacher and student, with some elements of student control over time, place, path, or pace. While students still
attend "brick-and-mortar" schools with a teacher present, face-to-face classroom practices are combined with
computer-mediated activities regarding content and delivery. Blended learning is also used in professional
development and training settings. Since blended learning is highly context-dependent, a universal conception of
it is difficult. Some reports have claimed that a lack of consensus on a hard definition of blended learning has led
to difficulties in research on its effectiveness.

Face-to-face driver model, this is the closest to a traditional classroom structure. Instead of the session taking
place in a physical classroom, learners log into a webinar or meeting session, like a Zoom Meeting. The learning
happens online, with assignments being set afterwards. This blended learning model is easily delivered using an
LMS. With one, you can deliver the training session and share assignments with learners before or after the
session has taken place.

Teaching presence, introducing a phenomenon as complex as teaching presence in a blended learning context
is a daunting task. Beyond discussing teaching with technology, this task requires explicating, examining, and
describing a new approach to teaching in a new era of higher education. We see that required changes in higher
education are now emergent, for “neither the purpose, the methods, nor the population for whom education is
intended today, bear any resemblance to those on which formal education is historically based”. These changes
include a new way of conceiving of, and offering, teaching and learning.