This phenomenological study aims to examine the teachers’ experiences on the implementation of blended learning modality using an interview guide questionnaire. Seven teachers were selected using purposive sampling and an individual interview was conducted to collect data from the participants. Data from the interview was analyzed thematically using the Colaizzi’s (1978) method. This study illustrated that the main challenges of teachers’ experience is lacked of exposure and readiness in the implementation of blended learning; they had experienced mixed reactions towards blended learning modality. They emphasized the struggles in time management, stress from excessive workloads, slow connectivity, and unmotivated students in blended learning instructions. They cope up with the challenges by having more patience and understanding for students who seemed uninterested in blended learning modality, integration of messenger app for educational purposes, adjustment for additional workloads as they eventually become more flexible, and conducting of home visitation for those students who experience internet connectivity issues. This study may serve as a component towards the implementation of blended learning modality among teachers, particularly in rural areas who experienced the same situation. Since blended learning modality is widely used as backup in education in case of calamity such as extreme heat inside the classroom, the results of this study provides relevant inputs to the proper planning of blended learning modality.
phenomenology, teachers’ lived experiences, challenges, coping mechanisms, blended learning modality
This paper is presented in 5th International Conference on Multidisciplinary Industry and Academic Research (ICMIAR)-2024
Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90-109. https://doi.org/10.29333/ejecs/388
Aguirre, M. A. P. (2023). Challenges and coping mechanism of elementary teachers in blended learning. United International Journal for Research & Technology,4(7), 27-32.
Asan, A. (2003). Computer technology awareness by elementary school teachers: A case study from Turkey. Journal of Information Technology Education: Research, 2(1), 153-164. https://doi.org/10.28945/319
Camara, J.S. (2021). Lived experiences of teachers in implementing modular distance learning in the Philippine setting. Isagoge, 1(4), 29-53.
Chandrasekhar Rao, V. (2019). Blended learning: A new hybrid teaching methodology. JRSP-ELT, 13 (3).
Dziuban, C., Graham, C.R., & Moskal, P.D. (2018). Blended learning: The new normal and emerging technologies. Int J Educ Technol High Educ 15, 3. https://doi.org/10.1186/s41239-017-0087-5
Fleischmann, K. (2021). Hands-on versus virtual: Reshaping the design classroom with blended learning. Arts and Humanities in Higher Education, 20(1), 87-112. https://doi.org/10.1177/1474022220906393
Fontanos, N., Gonzales, J. F., Lucasan, K., &Ocampo, D. S. (2020). Revisiting flexible learning options (FLOs) in basic education in the Philippines: Implications for senior high school (SHS). UPCIDS.
Gedik, N., Kiraz, E., & Ozden, M. Y. (2013). Design of a blended learning environment: Considerations and implementation issues. Australasian Journal of Educational Technology, 29(1). https://doi.org/10.14742/ajet.6
Grangeat, M., & Gray, P. (2007). Factors influencing teachers’ professional competence development. Journal of Vocational Education and Training, 59(4), 485-501. https://doi.org/10.1080/13636820701650943
Hamouda, A. (2018). The effect of blended learning on developing Saudi English majors’ writing skills. International Journal of English and Education, 7(2), 40- 83. https://doi.org/10.5539/elt.v13n9p72
Hensley, N. (2020). Teachers perception of blended learning to support 21st century learners. East Tennessee State University.
Hew, K. F., Jia, C., Gonda, D. E., & Bai, S. (2020). Transitioning to the “new normal” of learning in unpredictable times: Pedagogical practices and learning performance in fully online flipped classrooms. International Journal of Educational Technology in Higher Education, 17(1), 1-22. https://doi.org/10.1186/s41239-020-00234-x
Hrastinski, S. (2019). What do we mean by blended learning? TechTrends 63, 564–569.
Huang, Y. (2019). The study on application of blended learning in college English listening and speaking teaching. Social Science, Education and Human Science, https://doi.org/10.12783/dtssehs/esem2019/29758
Hussain, I., Shahzad, A. H., Ali, R. (2019). A qualitative study on practices and issues of blended learning in higher education. Pakistan Journal of Distance and Online Learning, 5(1), 189-208.
Jamon, B. E. V. & Boholano, H. (2021). Teachers lived experiences in the new normal in Philippine public schools: A phenomenology. International Journal of Research, 08 (02).
Jerry, M. & Yunus M. (2021). Blended learning in rural primary ESL classroom: Do or don’t. International Journal of Learning, Teaching and Educational Research, 20(2), 152-173. https://doi.org/10.26803/ijlter.20.2.9
Jokinen, P. & Mikkonen, I. (2013). Teachers’ experiences of teaching in a blended learning environment. Nurse Education in Practice. 13 (6), 524-528.
Juliano, T. J., Barandino, C. J., Curam, R., Pasco, K. K., Torrero, K. A. & Tus, J. (2023). Real heroes don’t wear capes: The lived experience and challenges faced by preschool teachers amidst the blended learning. Psychology and Education: A Multidisciplinary Journal, 7 (1), 166-173.
Klapproth, F., Federkeil, L., Heinschke, F. & Jungmann, T. (2020). Professors’ experiences of stress and their coping strategies during COVID-19 induced distance teaching. J. Pedagog. Res., 4(4), 444–452. https://doi.org/10.33902/JPR.2020062805
Krishnan, P. D., & Yunus, M. M. (2019). Blended CEFR in enhancing vocabulary among low proficiency students. Arab World English Journal (AWEJ), 5, 141-153. https://doi.org/10.31235/osf.io/ujqma
Lalima & Dangwal, K. L. (2017). Blended learning: An innovative approach. Universal Journal of Educational Research, 5(1), 129-136. https://doi.org/10.13189/ujer.2017.050116
Mananay, J. A. (2022). Struggles and successes of online teaching: The teachers’ lived experience. Journal of Positive School Psychology, 6(5), 6752–6757.
Nawaz, A., &Kundi, G. M. (2010). Digital literacy: An analysis of the contemporary paradigms. International Journal of Science and Technology Education Research, 1(2), 19-29.
Oweis, T. I. (2018). Effects of using a blended learning method on students’ achievement and motivation to learn English in Jordan: A pilot case study. Hindawi, 1-7. https://doi.org/10.1155/2018/7425924
Padmadewi, N. N., Artini, L. P., & Agustini, D. A. E. (2020). Promoting autonomous learning and 21st century skills of english education students through empowering their pedagogical skills. Proceedings of the 4th Asian Education Symposium (AES 2019): Advances in Social Science, Education and Humanities Research. https://doi.org/10.2991/assehr.k.200513.024.
Sorbie, J. (2015). Exploring teachers perceptions of blended learning. Walden University.
Toquero, C. M., &Talidong, K. J. (2020). Webinar technology: Developing teacher training programs for emergency remote teaching amid COVID- 19. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 11(3), 200-203.
Wahab, N. A., Zain, A. M., & Yunus,M. M. (2018). Exploring the blended learning experience among 21st century language learners. Journal of Language and Communication, 5(1), 136-149.
Xu, D., Glick, D., Rodriguez, F., Cung, B., Li, Q., & Warschauer, M. (2019). Does blended instruction enhance english language learning in developing countries? Evidence from Mexico. British Journal of Educational Technology, 51(1), 211-227. https://doi.org/10.1111/bjet.12797
Ying, A. N. L., & Yang, I. (2016). Academics and learners’ perceptions on blended learning as a strategic initiative to improve student learning experience. MATEC Web Conf., 87. https://doi.org/10.1051/matecconf/20178704005
Alyssa S. Salmorin. Corresponding author. Master of Arts in Education major in English, Northwestern Visayan Colleges, Kalibo, Aklan, 5600 Philippines. Email: alyssasaber14@gmail.com
Rhett H. Motus. Doctor of Education, Senior High School Master Teacher II, Northwestern Visayan Colleges, Kalibo, Aklan, 5600 Philippines
Cite this article:
Salmorin, A.S. & Motus, R.H. (2024). The lived experiences of teachers on the implementation of blended learning modality. Industry and Academic Research Review, 5(1), 218-229. https://doi.org/10.53378/iarr.924.131
License:
This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
