Local Literature

Cahapay, M. B., & Anoba, J. L. D. (2020). The Readiness of Teachers on Blended Learning Transition for
Post COVID-19 Period: An Assessment Using Parallel Mixed Method.

Technology is seen by many as the "holy grail" that will address the constraints brought by the
Coronavirus Disease 2019 (COVID-19) to the educational systems. Technology will address the
constraints brought by the Coronavirus to the educational systems in the Philippines. This paper
assesses the readiness of teachers on blended learning transition amid the COVID-19 crisis. It involved
elementary teachers from Carpenter Hill Elementary School, Mindanao, Philippines. Work revealed
points of convergence, elaboration, and divergence in the data sets.

Papers.ssrn.com. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3707889

Alvarez, A. V. (2020). Learning from the Problems and Challenges in Blended Learning: Basis for Faculty
Development and Program Enhancement. Asian Journal of Distance Education, 15(2), 112–132.

This paper reflects different lenses of experiences encountered by five facilitators teaching National
Service Training Program (NSTP) in a certain university in Manila, Philippines. The data were collected
using a semi-structured interview questionnaire, and analyze thematically. There were five themes or
"roadblocks" reported in this study: technological, instructional, class size, technical support, and
collaboration. However, this growing demand for blended learning possesses problems and challenges
that are noteworthy to investigate, specifically in emerging higher education institutions, which hinder
effective and efficient delivery of teaching and learning.

https://eric.ed.gov/?id=EJ1285361

‌ stun, A. B., Karaoglan Yilmaz, F. G., & Yilmaz, R. (2021). Investigating the role of accepting learning
U
management system on students’ engagement and sense of community in blended learning. Education
and Information Technologies.

The purpose of this study was to investigate the structural relationships between university students'
acceptance of a learning management system (LMS) and sense of community and engagement in a
blended learning environment. The findings revealed that students' LMS acceptance significantly and
positively affected their sense of social engagement in BL. Findings of the study imply that instructors
should ensure that instructors set up learning communities in which there are opportunities for
collaborative, interactive and engaging learning activities. https://doi.org/10.1007/s10639-021-10500-8
Local Study

Guzman, S. D. (n.d.). STUDENT PERCEPTIONS ON THE IMPACT OF BLENDED LEARNING ON THEIR

EXPOSITORY WRITING SKILLS. Unpublished Manuscript.

The history of blended learning is related to the history of online learning, distance education and e-
learning. The concept behind these modes of instruction can be traced as far back as the 19 th century
when the correspondence program was developed to educate individuals in a non-traditional way. All of
these tmdes of instruction hope to provide learners access to education Veghten, 2013, & Sumner,
2000.
https://www.academia.edu/15594702/STUDENT_PERCEPTIONS_ON_THE_IMPACT_OF_BLENDED_LEAR
NING_ON_THEIR_EXPOSITORY_WRITING_SKILLS

Mari, J., Calamlam, M., La, D., Santiago, S., & School, Z. (n.d.). Effectiveness of Blended E-Learning
Approach in a Flipped Classroom Environment.

Researchers have persuaded educational institutions that there is a new set of vital skills that students
are required to have. An example of this is a Flipped classroom where the traditional in-class and out-of-
class activities is switched. The purpose of this study is to determine the effectiveness of this type of
classroom. Results show that a flipped classroom environment had a large significant effect (d = 3.180)
in improving the trigonometry performance of the students. http://25qt511nswfi49iayd31ch80-
wpengine.netdna-ssl.com/wp-content/uploads/papers/acset2016/ACSET2016_21431.pdf

L‌ hyza Perante, Ella Mae Solmiano, Jhoana Paola Lunesto, & Jho Mari Malaca. (2021, February 4). Mag-
Aral ay Di ‘Biro: A Phenomenological Study on the Lived Experiences of the Students on Blended...
ResearchGate; unknown.

Blended learning cuts the barriers between teachers and students through online and traditional
teaching and learning methods. This study is intended to identify the lived experiences of the students
towards blended learning amidst pandemic. Based on the study, the findings are the following:.
Blended learning implications are mostly negative. The respondents are most challenged in adopting a
lesson and lacking resources. Finally, most of the respondents need to seek social support to cope with
blended learning. https://www.researchgate.net/profile/Jhoselle-Tus/publication/349043102_Mag-
Aral_ay_Di_

Foreign Literature
Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: the new
normal and emerging technologies. International Journal of Educational Technology in Higher Education,
15(1).

Blended learning (BL) in higher education coalesces around access, success and students' perception of
their learning environments. Blended learning preceded modern instructional technologies but its
evolution will be inextricably bound to information communication technologies that are approximating
some aspects of human thought processes. https://doi.org/10.1186/s41239-017-0087-5

Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The Effectiveness of Online and Blended Learning:
A Meta-Analysis of the Empirical Literature. Teachers College Record: The Voice of Scholarship in
Education, 115(3), 1–47.

The relative efficacy of online and face-to-face instruction needs to be revisited. Increasing capabilities
of web-based applications and collaboration technologies have raised expectations for the effectiveness
of online learning. Web-based learning has emerged as a major trend in K–12 and higher education. The
increased capabilities of web-based applications and collaboration technologies and the rise of blended
learning models combining web-based and face-to-face classroom instruction have raised expectations
for the effectiveness of online learning. https://doi.org/10.1177/016146811311500307

Al-Maroof, R., Al-Qaysi, N., Salloum, S. A., & Al-Emran, M. (2021). Blended Learning Acceptance: A
Systematic Review of Information Systems Models. Technology, Knowledge and Learning.

Most of the collected studies were conducted in Malaysia, Taiwan, and Turkey. e-learning was found to
be the most effective tool used to manage b-learning classrooms. Key research findings revealed that
the technology acceptance model (TAM) was regarded as the predominant model in predicting the
individuals' intention to adopt b- learning. The current systematic review analyzed a total of 64 studies
published between 2006 and 2018. To that end, the current systematic review analyzed a total of 64
studies published between 2006 and 2018.

Besides, investigating the students' adoption or acceptance of b-learning along with its underpinned
technologies represents the main research purpose addressed among the majority of the analyzed
studies. To examine these models and afford scholars a holistic view of this research trend, we should
be aware of the forefront IS models adopted in this research trend. https://doi.org/10.1007/s10758-
021-09519-0

Foreign Study
Turpin, C. (n.d.). Scholar Commons Blended Learning And Its Effect On Student Achievement: An Action
Research Study.

This action research study seeks to determine the effects of blended learning on student achievement in
a social studies classroom. A group of 10th grade students enrolled in an Honors World History course
were taught using a blended learning approach. 50% of information in one unit was delivered using
direct instruction methods and the remaining 50% through technology. Overall student achievement
increased, according to the researchers. https://scholarcommons.sc.edu/cgi/viewcontent.cgi?
article=6090&context=etd

‌ u, C. (2010). When Cultures Meet in Blended Learning: What Literature Tells Us. Comparative Blended
H
Learning Practices and Environments.

This chapter presents a literature review of the blended learning projects that involved learners from
different cultures. The studies reviewed essentially addressed two issues: the feasibility of cross-cultural
blended learning and leaner differences in such a learning environment. Learner differences reported
included approaches to asking questions, collaborating with others and preferences in how they made
use of technologies. https://www.igi-global.com/chapter/comparative-blended-learning.../38078

T‌ he Students’ Perceptions on Blended Learning: A Q Method Analysis. (2018). Educational Sciences:

Theory & Practice.

The research data was compiled through the Q-Sort and the judgemental statements created by the
researchers from 31 students attending the 3rd and 4th classes of the Faculty of Education. The data
analysis ascertained that the students were in affirmative consensus on blended learning. The
prominent components of the process were listed as teaching staff, face-to-face classes, student roles
and the features of online course materials.

https://doi.org/10.12738/estp.2018.2.0002