Maximizing Learners' Participation Through Blended Learning

Abstract

INTRODUCTION

Araling Panlipunan is one of the disciplines taught in Junior High School where maximum participation is difficult to achieve. Teachers and learners both experience challenges on time, learners' materials, and ample learning competencies expected to be accomplished every quarter. Despite several instructional strategies employed, problems on such were not resolved. For this reason, blended learning was used. Blended learning is a hybrid of instructional technology and face-to-face instruction. Gadgets and devices available for both learners and teacher were maximized.

METHODS

A qualitative analysis was used to determine how blended learning maximized learners' participation across several challenges. Observations and interviews were conducted to assess how blended learning worked. Reflective writings were done both by the teacher and learners. The data were decoded and interpreted.

RESULTS

Blended learning greatly helped learners improve their classroom performance. Social networking applications helped all learners because tasks were extended beyond the four corners of the classroom. It maximized the three sessions allotted for the discipline. More opportunities to collaborate were given among learners. They were able to access information in a wider range. Student-led discussions and tasks were enhanced. Learners became more engaged and motivated to learn.

DISCUSSIONS

The results demonstrate how blended learning could create a big leap in our education system in the transfer of learnings. The result further proves that blended learning is not only beneficial to educators but most importantly to learners. Learners became more independent, self-motivated and more responsible in their own learning. The study strengthened the fact that technology could create a vast positive change with the aid of strategized educator without sacrificing face-to-face instruction or the old school way of learning.