Challenges Encountered And Coping Mechanism of Teachers in Blended Learning among Public elementary schools in Quezon City: Basis for Teacher's Development Plan/ Ma. Lourdes Angelie O. Salise - 2024 - xi, 105 leaves; illustrations, 28 cm.
GS THESIS
Blended leaming (BL), or the integration of face-to-face and online instruction Graham (2013), is generally applied to the practice of using both online and in-person learning experiences when teaching students. In addition, The students are encouraged to take an active role in the educational process through carefully planned activities such as collaborative work on certain tasks, participation in the evaluation process, self-directed guides, and synchronous and asynchronous delivery of learning material Osguthorpe & Graham, (2003).
The study was conducted during the Academic Year 2023-2024 in selected public Elementary Schools in District II of Quezon City. This research aimed to identify the challenges faced by teachers in blended leaming implementation and understand how they coped with these identified challenges. The research focused on teacher-participants from grades four, five, and six who were involved in conducting of blended learning. Data collection was conducted through interviews and guided questionnaires, enabling participants to share their experiences with blended leaming. These procedures were crucial in understanding the experiences of teachers within the context of blended learning.
This study delves into the landscape of challenges encountered in the implementation of blended learning across diverse educational settings. The research draws insights from an extensive examination of three distinct schools each presenting unique demographics and facility provisions. The findings underscore among students and faculty, facility limitations, and substantial challenges faced by educators transitioning to blended learning. Educators encounter overwhelming workloads, technological hurdles, and complexities in maintaining student engagement and assessment authenticity. Age emerges as a significant factor influencing the nature of challenges, while sex and length of service exhibit varying impacts. However, tailored coping strategies, such as continuous professional development, flexible teaching approaches, resource optimization, prioritizing student engagement, and fostering adaptability and Innovation, delineate educators' proactive response to these challenges.
Furthermore, the study offers actionable recommendations for administrators, teachers, students, researchers, parents, and future researchers to enhance support mechanisms, foster inclusivity, and navigate the evolving landscape of blended learning effectively.
The recommendations of this study serve as the basis for the administrators to address gender disparities in faculty by promoting diversity in hiring as well as allocating resources intended for blended learning facilities. Continuous professional development should also be enhanced especially technological skills and innovative teaching approaches. For teachers should tailor lessons for diverse learning styles, offer synchronous/asynchronous options, and maximize available resources. For students they should take responsibility for their earning journey through self-paced learning modules. Moreover, this study will help future researchers to investigate the emerging challenges and evolving pedagogical methods in blended learning, considering diverse demographics and technological advancements. Theyn may collaborate with educational institutions to conduct large-scale studies exploring varied facets of blended learning.