Exploring a flexible blended learning model in technology deficient classroom
By J.E. Gumalal, A.P. Vilbar, F.G. Bernardez
ABSTRACT
The 21st-century learning integrates Information and Communication Technology (ICT) that aims to create a borderless education by extending learning outside the realms of a physical classroom. In implementing so, virtual learning environments (VLE) are often employed hand in hand with contemporary pedagogies such as the blended learning (BL) method. But the limitations brought by the realities of a technology deficient classroom in a developing country inhibits educators from entirely using full-on BL method in their curriculum. This exploratory action research study aims to determine the potential use of the Supplement, Engage, and Respond in a Virtual Environment (SERVE) blended model which was developed to address ICT integration in a technology deficient classroom. The model is also an addition to the vast array of blended learning methods, albeit being very customized to a specific skill and region. The experiential evaluation (through interviews and journaling) and physical origami outputs of 40 students from UP High School Cebu were collected and analyzed. SERVE was found to promotes ease, excitement and empowerment, and motivation in learning. However, SERVE must be delivered with high amount of teacher support. SERVE showed potential effectiveness through the quality of outputs the students created. However, a more quantifiable way of assessing the model’s impact on students and satisfaction rating is needed to test its effectiveness and efficiency.
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