Investigating the shift of blended learning: Insights from public university students experiences
Paper Details
Investigating the shift of blended learning: Insights from public university students experiences
Abstract
Blended learning is one of the recent global issues in the “new normal” curriculum setting, especially in Higher Education Institutions. This paper explored the blended learning instruction modality of the public university in which the verbalization of student-respondents was captured. Thus, this phenomenological study uncovered the students’ lived experiences on switching blended learning instruction employing in-depth focus group discussion with 15 students in the different programs. The phenomenological inquiry emerged eight essential themes that were associated with each other: online learning practices, the advantage of blended learning, challenges in blended (poor learning environment and personal barrier, infrastructure factor, and academic barrier), and the proposed recommendation: establishing infrastructure, nurturing synchronous and asynchronous teaching-learning, and implementing the curriculum. Verbal statements, reflections, and expressions of the participants were transcribed from emic to etic and analyzed through smooth analysis. The study revealed that related factors that influence the challenges of the students during the implementation of blended learning were identified characterized by poor learning environment and personal barriers, infrastructure factors, and academic barriers. Thus, public universities may focus on addressing these challenges by adopting the concept of the designed continual process generated in this study known as the Daling Blended Learning Process Model (DBLPM).
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Rudy F. Daling (2024), Investigating the shift of blended learning: Insights from public university students experiences; JBES, V25, N3, September, P174-184
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