UPDATED-Integrating Technologies in the New Normal: A Study of Blended Learning

Integrating Technologies in the New Normal: A Study of Blended Learning.

[Audio] Integrating Technologies in the New Normal: A Study of Blended Learning Traditional classroom teaching often falls short of good learning outcomes, but determining how and what to modify may be a taxing endeavor for academic consultants. There have been several studies and incidents that corroborate this assumption, particularly now that everything is primarily done online. The introduction of blended learning in a new regular arrangement is often recommended as the obvious answer, and although it has the potential to bring many great improvements, the key to the success of any new program is execution. Simply adding educational technology or computer time is insufficient. Classroom education and technology are often viewed as distinct things. Blended learning merely goes back and forth, preventing students from making meaningful connections. Innovative technologies and practices must complement to conventional classroom education in order for blended learning to enhance student engagement and deeper learning. Instead of having distinct components in separate bowls, think halo-halo with ice cream and leche flan on top..

[Audio] Given that the pandemic has been going on for almost three years, it doesn't seem like the best way to learn. The goal of education is to keep going even if there is a pandemic or something else that makes it hard to learn face-to-face. This means that distance learning needs to be more effective or at least as good as face-to-face learning. No amount of knowledge or education is worth putting your health at risk. Even though free vaccines are being given out all over the country, people still need to be careful in every part of their lives. This is when the lighting goes off. The researcher then proposes a topic for discussion on the integration of technology in the new normal scenario. Thus, we are investigating blended learning as an educational strategy that combines the efficiency and socializing of conventional face-to-face classroom setting with the digitally improved learning capabilities of online mode of delivery..

[Audio] The researcher want to investigate the viability of blended learning on a permanent basis, not merely in the case of a pandemic or face-to-face disruption. It will be fully explored with the incorporation of technology to provide each student with a more effective learning environment, particularly for PNP courses. This immersion study intends to encourage educators in the education profession as a whole and local government units to consider blended learning as a solution to education's developing difficulties..

[Audio] II. INTRODUCTION The 2019 coronavirus disease (COVID- 19) pandemic has altered the organization of higher education in the Philippines. As several academic institutions throughout the globe continue to be impacted by the global economic crisis, it is imperative to reevaluate various instructional techniques, such as online, hybrid, and blended learning. However, there are other factors to consider, such as the increased workload of teachers and staff, the insolvency of colleges and universities, or the lack of enough resources to reduce the risk of infection. Education now requires technology. Effective learning requires it. Let's go back a few decades when instructors had scant resources. How was it? A teacher had to work hard to collect class supplies. Technology offers numerous educational answers and improves learning, yet many remain skeptical of its effectiveness in the classroom. They believe it distracts and requires a lot of talent. In addition, unexpected events might interrupt class routines. This may be true, but the benefits to students and instructors outweigh them..

[Audio] This paper studies the integration of technology in the new normal setup. Assumptions from different views suggests that the pandemic is far from over, and that reopening institutions having acted "impulsively" may further complicate the situation. Immunity from virus through vaccines indeed do the job but it must be duly considered that extreme caution and situation planning activities need to be undertaken to provide optimal learning experiences. The findings presented here are derived from (a) a systematic search for related studies of the effectiveness of integrating technology and (b) a meta-analysis of those studies from which effect sizes that contrasted online and face-to-face instruction could be extracted or estimated. A narrative summary of studies comparing different forms of online learning is also provided..

[Audio] These activities were undertaken to address three ( 3) research questions: 1. How does the effectiveness of integrating technology to new normal setup compare with that of purely face-to-face instruction? 2. Does supplementing face-to-face instruction with online instruction enhance learning? 3. What conditions influence the effectiveness of blended learning?.

[Audio] III. ABSTRACT Adopting a new norm signals significant change, particularly if the academic consultant or the student is an early adopter in a restricted resource context. This research identifies the potential benefits and drawbacks of a blended teaching technique in a big class at a medium-sized educational institution, as well as the tactics that may be used. The success and dropout rates for face-to-face and online courses are then compared with those for blended learning, taking minority status into account. There are robust if-then decision criteria for determining how students rate their educational experiences, according to an investigation of students' perceptions of course quality. The author's primary objective in using the hybrid technique was to promote student engagement, preparation, and comprehension, as well as to encourage a more active rather than passive attitude to learning, which may be especially challenging in large graduate or undergraduate classes. This documentation uses an immersion study to assess the adoption process and evaluate the effect of the blended strategy. Comprehensive discussion of the effects of the immersion, the challenges and constraints faced when adopting a new educational technique, as well as suggestions for motivating and aiding staff with limited funds, training, and support..

[Audio] IV. Statement of the problem Since education is viewed as a genuine investment for any nation and its people, many countries, including the Philippines, are searching for ways to enhance their education systems by embracing new technologies and techniques, such blended learning, to stay up with technological advancements and produce excellent outcomes. This implies that students, instructors, curriculum creation, and instructional techniques should employ technology to promote education and learning. Thus, the researcher examines blended learning's consequences on education as a whole..

[Audio] V. Review of Related Literature A. Definition of Blended Learning B. Design and Implementation of Blended Learning.

[Audio] The importance of active participation in the learning process, as opposed to passive observation, is emphasized in contemporary views of how individuals acquire knowledge. Students and instructors must participate in "a dynamic collaboration in which they share the responsibility for teaching" for active learning to occur. According to Maznevski, active learning promotes long-term knowledge retention and application of course information, and listening to peers exposes students to alternative perspectives and methods of understanding and applying course content. "What I hear, I quickly forget. What I see is what I recall. What I do, I comprehend." Xunzi ( 340 - 245 BC) (340 - 245 BC). This Confucian philosopher argues persuasively that when it comes to learning, hearing is inferior to seeing, seeing is inferior to experiencing, and actual learning is only apparent when experience results in action..

[Audio] In lecture-style classes, the instructor presents a pre-assigned topic while students take notes and try to remember. This discourages students from learning. This attitude is typically disconnected from learning yet seems attentive. Before the COVID- 19 pandemic, college professors investigated technology-mediated education to improve student learning and involvement. Online-only techniques or lectures may not encourage classroom engagement as well as hybrid or mixed learning methods. They improve learning in larger classes..

[Audio] A. Definition of Blended Learning Blended learning, hybrid learning, integrated learning, multi-method learning, and mixed method learning all use two methods of interaction to learn. Graham ( 2013) describes blended learning systems as online and face-to-face training. The "new conventional model" of higher education is blended learning. Ross and Gage ( 2006) distinguished between web and technology-enhanced courses that add online activities to regular courses without reducing face-to-face time and hybrid courses that replace class time with online work. Blended learning, according to Picciano ( 2009), integrates online and direct learning activities in a complete fashion and replaces some face-to-face time with online activities. Allen, Seaman, and Garrett say a hybrid course delivers 30% to 79% of its material online and the rest in person..

[Audio] A. Definition of Blended Learning Blended, hybrid, integrated, multi-method, or mixed-learning Many factors make blended learning attractive. Blended teaching is used in higher education to enhance pedagogy, access, and cost-effectiveness. Academic consultants use the blended method to increase student engagement and understanding. Blended education is convenient and gives students choice over their learning speed, according to student reports..

V. Review of Related Literature. B. Design and Implementation of Blended Learning Research on the benefits of blended learning is growing, but little is known about teacher design and mixed course teaching. Darrow et al. (2013) developed an academic framework for effective blended learning. Leadership, professional development, teaching/instructional practice, operations/administrative systems/policies, content, and technology comprise their six-element blended learning model. It guides instructors in creating blended learning programs..

[Audio] B. Design and Implementation of Blended Learning The human aspect is the most crucial part of blended learning, thus they need to be encouraged, empowered, and supported to make learning more meaningful. Effective blended learning requires continuous, collaborative, inventive, and supportive leadership. To provide an effective framework for blended learning, vibrant and assessable short- and long-term goals that are continuously evaluated, proper selection and employment of educators, professional development based on educator needs that has pedagogy focus, improved technology tools and content, identifying formative assessments that help measure program efficacy,.

[Audio] VI. METHODS This study uses a descriptive method to compare how well blending online and face-to-face learning works with just face-to-face learning. It also looks for evidence that blending online and face-to-face learning makes learning better and for conditions that affect how well blended learning works. The researcher has taken the qualitative features of the investigation into account. This research relies only on secondary sources. A comprehensive systematic review was conducted on the gathered literature. The secondary data sources include (a) journals, (b) reports, (c) search engines, (d) firm websites and scholarly articles, and (e) research papers and other academic publications..

[Audio] This methods helps instructors identify their resources, abilities, and advantages, as well as how they are arranged, and how to utilize them to improve their lessons. However, instructors may carefully arrange their teaching and learning when they analyze external dangers and possibilities ( Anderson & Singh, 2021). The evidence was plannedly examined. As evidence, researchers and academics employed peer-reviewed articles, dissertations, government reports, scholarly search engines, and other academic resources in the public domain ( Dhawan, 2020)..

VI. METHODS. Educational Technology Start-Ups in Times of Covid-19 Educational technology has been utilized through the ages. The first printing press was invented by Johannes Guttenberg. Abacus helped students in understanding fundamentals of Math in 1600s. Thomas Edison promoted film clips as a replacement for teachers in the year 1913. Sidney Pressy invented the first teaching machine famously called the MCQ machine in 1927. In the 1960s, Online education originated at the University of Illinois in 1960s and Philippines’ EdTech. In adoption of the fast-advancing technological developments in the international arena, the Philippines keeps up with this trend over the decades with the integration of technology in pedagogy. The currently emerging knowledge-based economy elevates knowledge as ‘the most precious asset driving growth, wealth-creation, and employment, and education serves as the key to economic and social mobility (Bonifacio, 2013)..

VI. METHODS. Integration of Technology to Blended Learning According to information found on the DepEd Division of Malaybalay City website, there is no one effective way to use technology in teaching and learning in the "new normal" learning environment. Teachers and school leaders need to keep looking for ways to use these technologies in different ways to help students learn. What works best for one student might not work for another, so a teacher has to think about how to teach each student. Learners should be given different ways to move forward, depending on what is most relevant to them and what is best for their skills. No matter if the technology has a low bandwidth or a high bandwidth, the success of the learning experience still depends a lot on how creatively the teacher teaches and how well the parents and students work together to make learning more effective..

[Audio] The meta-analysis of 50 study effects, 43 of which were from older learners, indicated that online learners performed somewhat better than face-to-face learners. Online learning outperformed face-to-face learning by an average of +0.20. The online-face-to-face average difference is statistically significant at p. 001. This conclusion should be interpreted with the understanding that online and face-to-face situations differed in several aspects, including student task duration. Because of this, it's feasible that online learning's advantages aren't from the medium but from other treatment circumstances..

[Audio] Online-plus-face-to-face education fared better. The average effect size of blended vs face-to-face schooling was +0.35, p. 001. This effect magnitude exceeds the average +0.05, p = .46, seen in studies that only examined online and face-to-face circumstances. Online and in-person students learned similarly. Keep in mind that many research did not try to match treatment and control conditions in terms of (a) curricular materials, (b) pedagogy, and (c) learning time. Some authors thought he couldn't. Blended learning's advantages aren't necessarily media-related. Content, training, and learning time vary..

[Audio] Collaborative or instructor-led online training produced larger effect sizes than self-paced training. The online learning effect depended on the learning experience (Q = 6.19, p 0.05). Collaborative teaching ( +0.25) and instructor-directed instruction ( +0.39) had significantly higher mean effect sizes than independent learning ( +0.05)..

[Audio] The narrative review of experimental and quasi-experimental studies contrasting different online learning practices found that the majority of available studies suggest the following: ·Blended and purely online learning conditions implemented within a single study generally, result in similar student learning outcomes. When a study contrast blended and purely online conditions, student learning is usually comparable across the two conditions. It does not seem that elements such as video or online quizzes impact the quantity of knowledge students acquire in online classrooms. The findings does not support the adoption of various strategies often advised for online learning. It does not seem that adding additional material to an online program improves learning. It does not seem that online quizzes are more successful than other methods, such as giving assignments..

[Audio] Learners can get more out of online learning if they are in charge of how they interact with media and are asked to think about what they are doing. Studies show that when students learn online on their own, manipulations that make students do something or make them think and check their own understanding work well. It seems that giving learning guidance to groups of students is less effective than doing the same thing with individual learners. When groups of students are learning online together, support tools like guiding questions usually affect how they interact, but not how much they learn..

[Audio] VII. Results and Discussion The Philippine Educational System has been described as a four-walled classroom where teachers instruct pupils. Even while "flipped classrooms" and " 21st century science labs" are becoming more popular, public school classroom technology is primarily low-bandwidth, non-virtual, such TV displays that may be utilized as LED panels for presentations and debates..

[Audio] Google Classroom, Quipper School, and Schoology may assist science professors organize their classrooms by assigning and retrieving assignments, posting reminders and directions, and broadcasting class discussions. Kotobee, Articulate Studio 13, and Canva can create online learning materials. Quizlet, Padlet, and Mentimeter may make learning more engaging and competitive..

[Audio] However, teachers must consider student limitations such inadequate internet connectivity, device availability, and online program knowledge. These applications need high-bandwidth internet, which may not be available in remote areas. Teachers may utilize low-bandwidth technologies like Facebook and Messenger chat groups to publish instructions, add YouTube playlists, and let students react to worksheets using Google Forms. Most youngsters using Android phones can use these technologies..

[Audio] As online courses, tests, and assessments, as well as remote advising, became the standard, professors who didn't know much about digital technologies found it impossible to provide students meaningful learning experiences. Many schools lacked infrastructure, instructional design, technology personnel, and other resources to develop. Teachers of diverse ages and backgrounds have to prepare and conduct sessions from home without technical training or assistance ( Hodges et al., 2020). Teachers unfamiliar with online learning approaches found this difficult ( Shulman, 1987). Faculty struggled because they didn't grasp the basics of designing and leading effective online learning experiences ( Rapanta et al., 2020)..

[Audio] During the pandemic, "zooming" is utilized for video conferencing. Zoom, Adobe Connect, MS Teams, and others enable remote meetings and work fulfillment. Internet platforms offer social distance rules for hundreds of millions of everyday virtual meetings. Face-to-face teachers may not be conversant with Zoom and other platforms. Faculty may have to work more to stay up with their courses and learn new online teaching methods. Video conferencing is a great way to connect with kids, but it comes with health risks and mental fatigue. Before long video conferences, intense close-up eye contact, restricted mobility, and increased cognitive stress must be handled ( Bailenson, 2021; Ramachandran, 2021)..

[Audio] Faculty tech attitudes have slowed LMS uptake. Instructors may prefer conventional methods over LMS. During the epidemic, lack of computer skills and inability to acquire LMS basics caused extra problems ( Alenezi, 2018). While faculty A transfers their curriculum online, students habituated to old learning methods struggle to accept modern online platforms. Several students think face-to-face learning is preferable and improves faculty-student connection ( Alshahrani & Ally, 2016). Instructors have extra obstacles due to lack of training, software issues, and internet infrastructure..

[Audio] Faculty struggled in Spring 2020 without enough teaching materials such laptops, tablets, headphones, and printers. Asgari et al. ( 2021) noted that teachers faced difficulty with software licensing, internet connection, and webcams, which are essential for online courses and Zoom sessions. Most teachers struggled with online writing tools and university resources. Students share gadgets, software, and other resources with family members, too (Asgari et al., 2021)..

[Audio] Lack of computers, software, and bandwidth causes a digital divide and hinders students' ability to access online course work and finish assignments ( Asgari et al., 2021; Lake & Makori, 2020). University and K- 12 students agree. Online learning is hindered by lack of high-speed internet and technology, according to data ( Hamilton et al., 2020). This is particularly true for students who used university library and computer facilities to do their assignments..

[Audio] The epidemic caused numerous students to delay graduation, according to recent studies. Pandemic and health concerns kept many pupils from class. This delayed graduation and raised student debt. Student financial instability, personal tragedy, and job loss compounded these concerns. The epidemic also affected student careers. Graduates projected to earn less than pre-pandemic courses. During the epidemic, students anticipated to have trouble finding employment after graduation ( Aucejo et al., 2020)..

[Audio] The pandemic's immediate economic effect was greater for lower-class pupils. These pupils had more relatives and friends who lost their jobs owing to the epidemic. Low-income students are more likely to take a break and postpone graduation ( Aucejo et al., 2020). Faculty have worked closely with students to promote academic success, making these difficulties more concerning..

[Audio] The epidemic has caused unprecedented changes in education worldwide. Government and health agencies in several nations have advised providing students with remote learning alternatives to mitigate the pandemic's effects on schooling. Academic institutions and instructors have worked hard to create and provide online courses ( Sumardi & Nugrahani, 2020). However, teaching in an emergency was different from online learning since it was unanticipated and unprecedented for everyone ( Naqvi & Zehra, 2021). Instead of rebuilding a full educational environment, educators focused on providing temporary access to training and critical assistance in a fashion that could be readily set up. It's important to note that well-planned online education is a complex process. To create an engaging learning environment and encourage student teachers' engagement and interaction during class, educators must carefully plan, design instructional strategies, and incorporate online educational pedagogies..

[Audio] But due to the lack of knowledge about online instruction and the sudden shift from traditional on-campus instruction to emergency remote teaching, many educators ended up implementing instruction strategies that were originally designed for face-to-face instruction, which has presented new challenges that educators must consider ( Sumardi & Nugrahani, 2020). Educators and students noted a lack of a humanized learning environment, community, student motivation, and accessibility. Online learning depends on the teacher. To overcome the physical barrier between participants, online instructors must understand how to personalize the online course and engage learners in meaningful learning..

[Audio] They must also understand how to include social, cognitive, and instructional presence into their online courses. By knowing these tactics, educators may enhance academic achievement, social connections, empathy, personalization, and student motivation ( Martin et al., 2020). Humans require a feeling of belonging in social interactions since it improves their chances and well-being. Thus, feeling linked is crucial to student pleasure and involvement, particularly in online learning, where students study asynchronously. Social isolation may make students feel lonely and distant from their classmates and teachers ( Arslan, 2021)..

[Audio] Due to the COVID- 19 pandemic, many instructors were unprepared and lacked training on how to plan and build good e-content and utilize technology, making it difficult for them to add aspects that motivate, engage, and satisfy students. The unexpected dissociation from peers and instructions has also been linked to mental health issues, academic performance anxiety, and worse self-efficacy ( Hehir, Zeller, Luckhurst, & Chandler, 2021; Arslan, 2021)..

[Audio] When sudden changes were imposed on the education system due to the COVID- 19 crisis, many educators were unprepared and had little or no training on how to plan and design effective e-content and incorporate technologies, making it difficult for them to effectively incorporate elements that enhance student motivation, belonging, and satisfaction. Students have reported greater mental health issues, academic performance anxiety, and worse self-efficacy due to the rapid severance from classmates and instructions ( Hehir, Zeller, Luckhurst, & Chandler, 2021; Arslan, 2021)..

[Audio] As we prepare for the next academic year or after the epidemic has passed, there are several lessons to contemplate from these experiences that will aid in the improvement of teaching and learning methods. Blended and hybrid learning seem to be the future of higher education, and instructors are making efforts to understand, produce, and manage this style of education during and beyond the epidemic. While instructors play a significant role in enhancing their course content and delivery techniques, other stakeholders, such as students and administrators, are necessary to offer students with interesting learning experiences..

[Audio] We must prioritize staff and student mental health. Before we discuss how to properly incorporate technology in hybrid and blended classes during and after the epidemic, we must emphasize the need for mental health care for students and teachers. For years, universities have supported student mental health. The Educational Advisory Board's latest expert perspective includes studies showing the necessity to assist academics during and after pandemics. 70% of teachers with mental health issues are unaware of resources. Because of stigma and professional danger, just 13.1% utilised these options ( Chawla, 2020; Price et al., 2017). Academic mental health help should be promoted..

[Audio] Since instructors are the first to support students, they should be given more resources. To prepare teachers for next semesters, Chawla ( 2020) recommended creating a culture of access, mental health assistance, open dialogues, collective accountability, and supportive action. Transparent communication, varied communication means, pandemic awareness, weekly health bulletins, virtual support groups, and social media outreach may benefit instructors and students. Revisions to tenure and promotion regulations, assistance programs, and performance assessments will demonstrate that management cares and is willing to aid professors and staff (Chawla, 2020)..

[Audio] Educators require professional growth and quality improvement. As COVID- 19 spread, instructors without online teaching expertise were requested to move their programs online. Best practices, online teaching techniques, methodologies, and web-based technologies are needed to teach hybrid, blended, or online courses. New online teachers may succeed with professional development and raining. Instructor preparation will aid course creation and improve student learning. Frass et al. ( 2017) proposed using Cicco ( 2013)'s five-step approach during pandemics. These phases include "an introduction to navigating via online courses, learning-styles training, online course simulation experiences, review of tools for relationship-building, and ultimately the launching of a genuine online course under a mentor." These procedures are essential for online faculty skill development..

[Audio] New and seasoned faculty should be encouraged to complete evidence-based, self-paced online courses with interactive exercises on how to teach online before starting. Faculty should have access to courses, online tutorials, videos, welcome templates, and syllabus templates. Once the educator is comfortable with online teaching, they should be informed of Quality Matters, a peer-reviewed quality assurance process that allows faculty to see external evidence and best practices, effective instructional design methods, and how to implement these practices while designing courses and continuously improving course delivery methods ( Olson, 2011)..

[Audio] The lesson should be humanitarian. In the post-pandemic age, when online, blended, and hybrid courses will dominate, teachers who can combine inclusive online learning with meaningful human relationships will have a lasting influence on students' academic experiences. Relationship-focused instructors know that they can push students to reach their academic potential ( Pacansky-Brock et al., 2020). This team recommends four critical aspects to humanize lessons based on their academic expertise teaching on-campus, online, hybrid, and blended courses..

[Audio] Higher education and post-graduate instructors should promote social presence in hybrid, blended, and online contexts. Instructors should arrange online, hybrid, and blended courses so students may readily find learning units, modules, and assignments. Every class needs its own online course shell (in learning management system). All teachers should create engaging course websites to boost class participation and community. Faculty could send welcome letters and emails before courses start and urge students to write a full introductory post during the first week. Instructors should post a personal introduction on the first day of class and invite students to comment. Instructors may develop trust and cognitive trust for open dialogues by adding personal information in online platforms. These early getting-to-know-you postings help internet groups connect ( Boettcher, n.d.)..

[Audio] On the first day of class, offer a syllabus, assignment list, calendar, due dates, and grading rubric. Students should also have access to instructional materials, university regulations, and online library resources. Relevant information, links, and papers impress pupils, particularly online learners. This helps students prepare, remain organized, and finish their work on time by providing a roadmap for the semester. Initial online talks, getting to know each other, introduction postings, personal information, and respecting students' time develop trust and set the groundwork for instruction and cognitive presence..

[Audio] Teaching presence must be created before and throughout the semester for hybrid, blended, and online classes. Two main types exist online: The first kind of teaching presence assumes students already know and comprehend and emphasizes course preparation before online courses. Selecting readings, tasks, and debates. The second kind of teaching presence helps specific pupils learn and improve throughout the course ( Boettcher, n.d.)..

[Audio] Finally, teachers should strive to routinely update the record book. This enables students to alter their study techniques and job schedules as appropriate. Students should also be encouraged to reach out to professors for clarification and more information if they have issues regarding a grade or an assigned work. Students should also have the option to file an appeal if they disagree with the points and/or marks they earn in class. By using the aforementioned strategy, teachers may be clearly present in online classrooms, create relationships, display caring for students, and encourage students to think critically about taught topics..