Learning from the problems and challenges in blended learning: Basis for faculty development and program enhancement
Main Article Content
Abstract
Blended learning in the Philippines is still considered new and young. 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. This paper reflects different lenses of experiences encountered by five purposively selected facilitators teaching National Service Training Program (NSTP) in a certain university in Manila, Philippines. A qualitative case study research method was employed to interview the participants. 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. Findings were also discussed in the lenses of various literatures, particularly in terms of design and development, implementation, and assessment and evaluation of blended learning. An overarching proposal, which is aligned to the results of this research study, was presented. Nevertheless, it aims to add to the pool of teachers’ voices who are experiencing problems and challenges in the delivery of blended learning. The results of this study can serve as a basis for continuous faculty training and development, as well as for the improvement of the NSTP course, in general.
Article Details
How to Cite
Alvarez, A. J. (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. Retrieved from https://www.asianjde.com/ojs/index.php/AsianJDE/article/view/433
Section
Articles
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The work published in AjDE is licensed under a Creative Commons Attribution ShareAlike 4.0 International Licence (CC-BY).
References
Aldosemani, T., Shepherd, C. E., & Bolliger, D. U. (2018). Perceptions of instructors teaching in
Saudi blended learning environments. TechTrends, 1-12. DOI: http://dx.doi.org/10.1007/ s11528-018-0342-1
Alebaikan, R., & Troudi, S. (2010). Blended learning in Saudi universities: Challenges and
perspectives. ALT-J, 18(1), 49-59. DOI: https://doi.org/10.1080/09687761003657614
Aleckson, J., & Ralston-Berg, P. (2011). MindMeld: Micro-collaboration between elearning
designers and instructor experts. Madison: Atwood Publishing.
Alghamdi, S. (2016). Use and attitude towards Learning Management Systems (LMS) in Saudi
Arabian universities. Eurasia Journal of Mathematics, Science & Technology Education, 12(9), 2309–2330. DOI: https://doi.org/10.12973/eurasia.2016.1281a.
Balmeo, M. L., Falinchao, J. P., Biay, K. K. L., Ebes, J. K. M., Eclarino, J. G., & Lao-ang, I. G.
P. (2015). The Effects of NSTP on the Lives of Saint Louis University Students. IAFOR Journal of Education, 3(1), 77-91. DOI: https://doi.org/10.22492/ije.3.1.05
Benson, V., Anderson, D., & Ooms, A. (2011). Educators’ perceptions, attitudes and practices:
Blended learning in business and management education. Research in Learning Technology, 19(2), 143-154. DOI: https://doi.org/10.1080/21567069.2011.586676
Bonner, A., & Tolhurst, G. (2002). Insider-outsider perspectives of participant
observation. Nurse Researcher, 9(4), 7.
Bowyer, J., & Chambers, L. (2017). Evaluating blended learning: Bringing the elements
together. Research Matters: A Cambridge Assessment Publication, 23, 17-26.
Braun, V. & Clarke, V. (2013). Teaching thematic analysis: Overcoming challenges and
developing strategies for effective learning. The psychologist, 26(2), 120-123.
Danker, B. (2015). Using flipped classroom approach to explore deep learning in large
classrooms. IAFOR Journal of Education, 3(1), 171-186. DOI:https://doi.org/10.22492/ije.3.1.10
de la Pena-Bandalaria, M. (2007). Impact of ICTs on open and distance learning in a developing
country setting: The Philippine experience. International Review of Research in Open and Distance Learning, 8(1), 1-15. DOI: https://doi.org/10.19173/irrodl.v8i1.334
Doolittle, P. E. (2014). Complex constructivism: A theoretical model of complexity and
cognition. International Journal of teaching and learning in higher education, 26(3),
485-498.
Duffy, T. M., & Cunningham, D. J. (1996). Constructivism: Implications for the design and
delivery of instruction.
Dzakiria, H., Wahab, M. H. D. A., Rahman, H. D. A., & Rahman, H. D. A. (2012). Action
research on blended learning transformative potential in higher education-learners’ perspectives. Business and Management Research, 1(2), 125-134.
Garner, R., & Rouse, E. (2016). Social presence–connecting pre-service teachers as learners
using a blended learning model. Student Success, 7(1), 25-36.
Gedik, N., Kiraz, E. & Ozden, Y. (2013). Design of a blended learning environment:
Considerations and implementation issues. Australasian Journal of Educational Technology, 29(1), 1-19. DOI: https://doi.org/10.14742/ajet.6
Glocowska, M., Young, P., Lockyer, L., Moule, P. (2011). How ‘blended’ is blended learning?:
Students’ perceptions of issues around the integration of online an face-to-face learning in a continuing professional development (CPD) health care context. Nurse Education Today, 31, 887-891.
Gogos, R. (2014). Re: Why blended learning is better. Retrieved from https://elearningindustry.
com/why-blended-learning-is-better
Goodyear, P. (2005). Educational design and networked learning: Patterns, pattern languages and
design practice. Australasian Journal of Educational Technology, 21(1). DOI: https://doi.org/10.14742/ajet.1344
Graham, C. R. (2013). Emerging practice and research in blended learning. Handbook of
distance education, 3, 333-350. New York, NY: Routledge.
Haddad, M. E., Ferreira, N. S., & Faria, A. A. (2014). The use of educational technologies in
distance education-enabling the appropriation of teaching and learning process. Journal of Social Sciences, 2, 54-58. DOI: https://doi.org/10.4236/jss.2014.21006
Heaney, C. A., & Walker, N. C. (2012). The challenges and opportunities of teaching sport and
exercise psychology at a distance. Sport & Exercise Psychology Review, 8(2), 65-71.
Isman, A., Dabaj, F., Altinay, F., & Altinay, Z. (2003). Communication barriers in distance
education. Online Submission, 2(4).
Jeffrey, L. M., Milne, J., Suddaby. G., & Higgins, A. (2014). Blended learning: How teachers
balance the blend of online and classroom components. Journal of Information Technology Education: Research, 13, 121-140. DOI: https://doi.org/10.28945/1968
Jokinen, P., & Mikkonen, I. (2013). Teachers' experiences of teaching in a blended learning
environment. Nurse education in practice, 13(6), 524-528.
Kenney, J., & Newcombe, E. (2011). Adopting a blended learning approach: Challenges
encountered and lessons learned in an action research study. Journal of Asynchronous Learning Networks, 15(1), 45-57. DOI: https://doi.org/10.24059/olj.v15i1.182
Korr, J., Derwin, E. B., Greene, K., & Sokoloff, W. (2012). Transitioning an Adult-Serving
University to a Blended Learning Model. The Journal of Continuing Higher Education, 60, 2-11. DOI: http://dx.doi.org/10.1080/07377363.2012.649123
Kuo, Y. C., Belland, B. R., Schroder, K. E., & Walker, A. E. (2014). K-12 teachers’ perceptions
of and their satisfaction with interaction type in blended learning environments. Distance Education, 35(3), 360-381. DOI: https://doi.org/10.1080/01587919.2015.955265
Labucay, I. D. (2014). Patterns of internet usage in the Philippines. In J.D. James (Ed.), The
Internet and the Google age: Prospects and perils, 27-49. DOI: https://doi.org/10.14705/rpnet. 2014.000176
Levin, S., Whitsett, D., & Wood, G. (2013). Teaching MSW social work practice in a blended
online learning environment. Journal of Teaching in Social Work, 33(4-5), 408-420.
Lorenzo, A. R. (2016). Effectiveness of the computer and internet literacy project in public
high schools of Tarlac province, Philippines. Turkish Online Journal of Educational
Technology-TOJET, 15(2), 38-46.
Lotrecchiano, G. R., McDonald, P. L., Lyons, L., Long, T., & Zajicek-Farber, M. (2013).
Blended learning: Strengths, challenges, and lesson learned in an interprofessional training program. Matern Child Health J, 17, 1725-1734. DOI: http://dx.doi.org/10.1007/s10995-012-1175-8
Ma'arop, A. H., & Embi, M. A. (2016). Implementation of blended learning in higher learning
institutions: A review of the literature. International Education Studies, 9(3), 41-52. DOI: https://doi.org/10.5539/ies.v9n3p41
Martins, J., & Nunes, M. (2016). The temporal properties of e-learning: An exploratory study of
academics conceptions. International Journal of Educational Management, 30(1), 2-19. DOI: https://doi.org/10.1108/IJEM-04-2014-0048
McDonald, P. L. (2014). Variation in Adult Learners’ Experiences of Blended Learning in
Higher Education. In A. G. Picciano, C. D. Dziuban, & C. R. Graham (Eds.), Blended Learning: Research Perspectives, 2, 215–234. New York: Routledge.
Moore, M.G. (1973). Toward a theory of independent learning and teaching. Journal of Higher
Education, 44, 661-679.
Napier, N. P., Dekhane, S., & Smith, S. (2011). Transitioning to blended learning:
Understanding student and faculty perceptions. Journal of Asynchronous Learning Networks, 15(1), 20-32. DOI: https://doi.org/10.24059/olj.v15i1.188
Ocak, M. A. (2011). Why are faculty members not teaching blended courses? Insights from
faculty members. Computers & Education, 56(3), 689-699. DOI: https://doi.org/ 10.1016/j.compedu.2010.10.011
Ooms, A., Burke, L., Linsey, T., & Heaton-Shrestha, C. (2008). Introducing e-developers to
support a university’s blended learning developments. ALT-J, 16(2), 111-122. DOI: https://doi.org/10.1080/09687760802316307
Poon, J. (2012). Use of blended learning to enhance the student learning experience and
engagement in property education. Property Management, 30(2), 129-156. DOI: https://doi.org/10.1108/02637471211213398
Porter, W. W., Graham, C. R., Spring, K. A., & Welch, K. R. (2014). Blended learning in higher
education: Institutional adoption and implementation. Computers & Education, 75, 185-195.
Previtali, P., & Scarozza, D. (2019). Blended learning adoption: A case study of one of the oldest
universities in Europe. International Journal of Educational Management, 33(5), 990-998. DOI: https://doi.org/10.1108/ijem-07-2018-0197
Qasem, A. A. A.,&Viswanathappa, G. (2016). Teacher perceptions towards ICT integration:
Professional development through blended learning. Journal of Information Technology
Education: Research, 15, 561-575.
Ramos, F., Taju, G., & Canuto, L. (2011). Promoting distance education in higher education in
Cape Verde and Mozambique. Distance Education, 32(2), 159-175. DOI: http://dx.doi.org/10.1080/01587919.2011.584845
Shrain, K. (2012). Moving towards e-learning paradigm: Readiness of higher education
instructors in Palestine. International Journal on E-Learning, 11(4), 441–463.
Smith K. (2012) Lessons learnt from literature on the diffusion of innovative learning and
teaching practices in higher education. Innovations in Education and Teaching International, 49(2), 173-182.
Stacey, E. & Gerbic, P. (2008). Success factors for blended learning. In Hello! Where are you in
the landscape of educational technology? Proceedings ascilite Melbourne 2008. Retrieved from: http://www.ascilite.org.au/conferences/melbourne08/procs/stacey.pdf
Tshabalala, M., Ndeya-Ndereya, C., & van der Merwe, T. (2014). Implementing blended
Learning at a developing university: Obstacles in the way. Electronic Journal of E-learning, 12(1), 101-110.
Vgotsky, L. S. (1987). Thinking and speech. In R.W. Reiber & A.S. Carton (Eds.). The collected
works of L.S. Vygotsky. Problems of general psychology, 1, 325-339. New York: Plenum Press. (Original work published 1934).
Willging, P. A., & Johnson, S. D. (2009). Factors that influence students’ decision to drop-out of
online courses. Journal of Asynchronous Learning Networks, 13(3), 115–127.
Saudi blended learning environments. TechTrends, 1-12. DOI: http://dx.doi.org/10.1007/ s11528-018-0342-1
Alebaikan, R., & Troudi, S. (2010). Blended learning in Saudi universities: Challenges and
perspectives. ALT-J, 18(1), 49-59. DOI: https://doi.org/10.1080/09687761003657614
Aleckson, J., & Ralston-Berg, P. (2011). MindMeld: Micro-collaboration between elearning
designers and instructor experts. Madison: Atwood Publishing.
Alghamdi, S. (2016). Use and attitude towards Learning Management Systems (LMS) in Saudi
Arabian universities. Eurasia Journal of Mathematics, Science & Technology Education, 12(9), 2309–2330. DOI: https://doi.org/10.12973/eurasia.2016.1281a.
Balmeo, M. L., Falinchao, J. P., Biay, K. K. L., Ebes, J. K. M., Eclarino, J. G., & Lao-ang, I. G.
P. (2015). The Effects of NSTP on the Lives of Saint Louis University Students. IAFOR Journal of Education, 3(1), 77-91. DOI: https://doi.org/10.22492/ije.3.1.05
Benson, V., Anderson, D., & Ooms, A. (2011). Educators’ perceptions, attitudes and practices:
Blended learning in business and management education. Research in Learning Technology, 19(2), 143-154. DOI: https://doi.org/10.1080/21567069.2011.586676
Bonner, A., & Tolhurst, G. (2002). Insider-outsider perspectives of participant
observation. Nurse Researcher, 9(4), 7.
Bowyer, J., & Chambers, L. (2017). Evaluating blended learning: Bringing the elements
together. Research Matters: A Cambridge Assessment Publication, 23, 17-26.
Braun, V. & Clarke, V. (2013). Teaching thematic analysis: Overcoming challenges and
developing strategies for effective learning. The psychologist, 26(2), 120-123.
Danker, B. (2015). Using flipped classroom approach to explore deep learning in large
classrooms. IAFOR Journal of Education, 3(1), 171-186. DOI:https://doi.org/10.22492/ije.3.1.10
de la Pena-Bandalaria, M. (2007). Impact of ICTs on open and distance learning in a developing
country setting: The Philippine experience. International Review of Research in Open and Distance Learning, 8(1), 1-15. DOI: https://doi.org/10.19173/irrodl.v8i1.334
Doolittle, P. E. (2014). Complex constructivism: A theoretical model of complexity and
cognition. International Journal of teaching and learning in higher education, 26(3),
485-498.
Duffy, T. M., & Cunningham, D. J. (1996). Constructivism: Implications for the design and
delivery of instruction.
Dzakiria, H., Wahab, M. H. D. A., Rahman, H. D. A., & Rahman, H. D. A. (2012). Action
research on blended learning transformative potential in higher education-learners’ perspectives. Business and Management Research, 1(2), 125-134.
Garner, R., & Rouse, E. (2016). Social presence–connecting pre-service teachers as learners
using a blended learning model. Student Success, 7(1), 25-36.
Gedik, N., Kiraz, E. & Ozden, Y. (2013). Design of a blended learning environment:
Considerations and implementation issues. Australasian Journal of Educational Technology, 29(1), 1-19. DOI: https://doi.org/10.14742/ajet.6
Glocowska, M., Young, P., Lockyer, L., Moule, P. (2011). How ‘blended’ is blended learning?:
Students’ perceptions of issues around the integration of online an face-to-face learning in a continuing professional development (CPD) health care context. Nurse Education Today, 31, 887-891.
Gogos, R. (2014). Re: Why blended learning is better. Retrieved from https://elearningindustry.
com/why-blended-learning-is-better
Goodyear, P. (2005). Educational design and networked learning: Patterns, pattern languages and
design practice. Australasian Journal of Educational Technology, 21(1). DOI: https://doi.org/10.14742/ajet.1344
Graham, C. R. (2013). Emerging practice and research in blended learning. Handbook of
distance education, 3, 333-350. New York, NY: Routledge.
Haddad, M. E., Ferreira, N. S., & Faria, A. A. (2014). The use of educational technologies in
distance education-enabling the appropriation of teaching and learning process. Journal of Social Sciences, 2, 54-58. DOI: https://doi.org/10.4236/jss.2014.21006
Heaney, C. A., & Walker, N. C. (2012). The challenges and opportunities of teaching sport and
exercise psychology at a distance. Sport & Exercise Psychology Review, 8(2), 65-71.
Isman, A., Dabaj, F., Altinay, F., & Altinay, Z. (2003). Communication barriers in distance
education. Online Submission, 2(4).
Jeffrey, L. M., Milne, J., Suddaby. G., & Higgins, A. (2014). Blended learning: How teachers
balance the blend of online and classroom components. Journal of Information Technology Education: Research, 13, 121-140. DOI: https://doi.org/10.28945/1968
Jokinen, P., & Mikkonen, I. (2013). Teachers' experiences of teaching in a blended learning
environment. Nurse education in practice, 13(6), 524-528.
Kenney, J., & Newcombe, E. (2011). Adopting a blended learning approach: Challenges
encountered and lessons learned in an action research study. Journal of Asynchronous Learning Networks, 15(1), 45-57. DOI: https://doi.org/10.24059/olj.v15i1.182
Korr, J., Derwin, E. B., Greene, K., & Sokoloff, W. (2012). Transitioning an Adult-Serving
University to a Blended Learning Model. The Journal of Continuing Higher Education, 60, 2-11. DOI: http://dx.doi.org/10.1080/07377363.2012.649123
Kuo, Y. C., Belland, B. R., Schroder, K. E., & Walker, A. E. (2014). K-12 teachers’ perceptions
of and their satisfaction with interaction type in blended learning environments. Distance Education, 35(3), 360-381. DOI: https://doi.org/10.1080/01587919.2015.955265
Labucay, I. D. (2014). Patterns of internet usage in the Philippines. In J.D. James (Ed.), The
Internet and the Google age: Prospects and perils, 27-49. DOI: https://doi.org/10.14705/rpnet. 2014.000176
Levin, S., Whitsett, D., & Wood, G. (2013). Teaching MSW social work practice in a blended
online learning environment. Journal of Teaching in Social Work, 33(4-5), 408-420.
Lorenzo, A. R. (2016). Effectiveness of the computer and internet literacy project in public
high schools of Tarlac province, Philippines. Turkish Online Journal of Educational
Technology-TOJET, 15(2), 38-46.
Lotrecchiano, G. R., McDonald, P. L., Lyons, L., Long, T., & Zajicek-Farber, M. (2013).
Blended learning: Strengths, challenges, and lesson learned in an interprofessional training program. Matern Child Health J, 17, 1725-1734. DOI: http://dx.doi.org/10.1007/s10995-012-1175-8
Ma'arop, A. H., & Embi, M. A. (2016). Implementation of blended learning in higher learning
institutions: A review of the literature. International Education Studies, 9(3), 41-52. DOI: https://doi.org/10.5539/ies.v9n3p41
Martins, J., & Nunes, M. (2016). The temporal properties of e-learning: An exploratory study of
academics conceptions. International Journal of Educational Management, 30(1), 2-19. DOI: https://doi.org/10.1108/IJEM-04-2014-0048
McDonald, P. L. (2014). Variation in Adult Learners’ Experiences of Blended Learning in
Higher Education. In A. G. Picciano, C. D. Dziuban, & C. R. Graham (Eds.), Blended Learning: Research Perspectives, 2, 215–234. New York: Routledge.
Moore, M.G. (1973). Toward a theory of independent learning and teaching. Journal of Higher
Education, 44, 661-679.
Napier, N. P., Dekhane, S., & Smith, S. (2011). Transitioning to blended learning:
Understanding student and faculty perceptions. Journal of Asynchronous Learning Networks, 15(1), 20-32. DOI: https://doi.org/10.24059/olj.v15i1.188
Ocak, M. A. (2011). Why are faculty members not teaching blended courses? Insights from
faculty members. Computers & Education, 56(3), 689-699. DOI: https://doi.org/ 10.1016/j.compedu.2010.10.011
Ooms, A., Burke, L., Linsey, T., & Heaton-Shrestha, C. (2008). Introducing e-developers to
support a university’s blended learning developments. ALT-J, 16(2), 111-122. DOI: https://doi.org/10.1080/09687760802316307
Poon, J. (2012). Use of blended learning to enhance the student learning experience and
engagement in property education. Property Management, 30(2), 129-156. DOI: https://doi.org/10.1108/02637471211213398
Porter, W. W., Graham, C. R., Spring, K. A., & Welch, K. R. (2014). Blended learning in higher
education: Institutional adoption and implementation. Computers & Education, 75, 185-195.
Previtali, P., & Scarozza, D. (2019). Blended learning adoption: A case study of one of the oldest
universities in Europe. International Journal of Educational Management, 33(5), 990-998. DOI: https://doi.org/10.1108/ijem-07-2018-0197
Qasem, A. A. A.,&Viswanathappa, G. (2016). Teacher perceptions towards ICT integration:
Professional development through blended learning. Journal of Information Technology
Education: Research, 15, 561-575.
Ramos, F., Taju, G., & Canuto, L. (2011). Promoting distance education in higher education in
Cape Verde and Mozambique. Distance Education, 32(2), 159-175. DOI: http://dx.doi.org/10.1080/01587919.2011.584845
Shrain, K. (2012). Moving towards e-learning paradigm: Readiness of higher education
instructors in Palestine. International Journal on E-Learning, 11(4), 441–463.
Smith K. (2012) Lessons learnt from literature on the diffusion of innovative learning and
teaching practices in higher education. Innovations in Education and Teaching International, 49(2), 173-182.
Stacey, E. & Gerbic, P. (2008). Success factors for blended learning. In Hello! Where are you in
the landscape of educational technology? Proceedings ascilite Melbourne 2008. Retrieved from: http://www.ascilite.org.au/conferences/melbourne08/procs/stacey.pdf
Tshabalala, M., Ndeya-Ndereya, C., & van der Merwe, T. (2014). Implementing blended
Learning at a developing university: Obstacles in the way. Electronic Journal of E-learning, 12(1), 101-110.
Vgotsky, L. S. (1987). Thinking and speech. In R.W. Reiber & A.S. Carton (Eds.). The collected
works of L.S. Vygotsky. Problems of general psychology, 1, 325-339. New York: Plenum Press. (Original work published 1934).
Willging, P. A., & Johnson, S. D. (2009). Factors that influence students’ decision to drop-out of
online courses. Journal of Asynchronous Learning Networks, 13(3), 115–127.