PRACTICAL RESEARCH 1: QUALITATIVE RESEARCH

Names:

Basco, Ben Jr F.
De Chavez, Gerard Cyr A.
Xander Lirag A.
Almonidovar, Mark Angelo
Dajan, Mark Paul

Grade/Strand/Section: Grade 12 STEM - 2PM

*The contents of the first three rows should be from your Final Topic of choice.

Topic Combining The Online And Face - to - Face Learning: Effects to Grade 12 STEM Students

Research The effectiveness of the transition of online learning classes

problem to blended learning to grade 12 students.

Justification Students who use blended learning can advance at their own pace.
for the Blended learning environments can help students who are timid or
research
problem unwilling to share their thoughts and seek out the advice of others
using conversations that were started in discussion forums
Even after the class has ended, the class can continue.
can make use of the course material and concepts as needed.
when they are prepared in advance.

1
RELATED LITERATURE (*add rows as needed)
Give the author's name; full title of book including subtitle; editor, if any; place, publisher, and date of publication; edition, if
necessary; and the number of pages - all this in the appropriate bibliographical style (APA, MLA, Chicago, etc.) under the title of
the review or report.

Write the bibliographical information of the study How does the study relate
below to your proposed research problem?

1 The ability of blended learning to transform

Garrison, D. R., and H. Kanuka. 2004. Blended education and advance higher learning. The
authors present the Community of Inquiry
learning: Uncovering its transformative potential in
framework and place a strong emphasis on
higher education. The Internet and Higher Education the value of successfully integrating online
7:95–105. and in-person components as well as on
crucial components that will enable
DOI: 10.1016/j.iheduc.2004.02.001
institutions to realize the Transformative
potential of blended learning.

2 In addition to providing a framework for

Graham, C. R. 2008. Blended learning systems: examining interaction dimensions in
Definition, current trends, and future directions. In face-to-face and distributed learning, This
The Handbook of Blended Learning: Global chapter provides answers to fundamental
Perspectives, Local Designs. Edited by C. J. Bonk questions about blended learning. At the
and C. R. Graham, 3–21. San Francisco: Pfeiffer.
activity, course, program, and institutional
levels, it cites examples of blends. It
establishes standards for differentiating
between blends that are enabling, enhancing,
and transforming.

3 This research bulletin is primarily intended

Brooks, M. (2013). The excellent inevitability of for an audience of institutional leaders and
online courses. Chronicle of Higher Education, describes and justifies blended learning in
55(38), A64. Retrieved from Dziuban, C. D., J. L. higher education. Early institutional
Hartman, and P. D. Moskal. 2014. Blended learning. evaluation data are compared in the report,
EDUCAUSE Research Bulletin 7:1–12.
including enrollment growth in blended
courses, faculty satisfaction scores,
withdrawal rates, and success rates.

4 This case study served the following

Abdelmalak, M. (2014). Towards Flexible Learning purposes: to better understand the
for Adult Students: HyFlex Design. In M. Searson & procedures for involving
M. Ochoa (Eds.), Proceedings of SITE
2014--Society for Information Technology &
2
 Teacher Education International Conference (pp. Examples of a teacher who actively involves
706-712). Jacksonville, Florida, United States: students in curriculum design
Association for the Advancement of Computing in
Education (AACE). Retrieved April 4, 2019 from Meanings students give to their experiences
https://www.learntechlib.org/primary/p/130839/ with designing the curriculum when it comes
to curriculum design
The connection between student
participation in the curriculum and course
curriculum student empowerment and
design.

5 For students, the HyFlex course design

Beatty, B. (2007). Transitioning to an Online World: implements a flexible participation policy that
Using HyFlex Courses to Bridge the Gap. In C. Students may select (weekly) to participate
Montgomerie & J. Seale (Eds.), Proceedings of in synchronous face-to-face classes or
ED-MEDIA 2007--World Conference on without physically attending class,
Educational Multimedia, Hypermedia &
Telecommunications (pp. 2701-2706). Vancouver, complete the course's online learning tasks.
Canada: Association for the Advancement of Artifacts Each group of students' creations
Computing in Education (AACE). Retrieved April 5, from learning activities serve as "learning
2019 from objects" for the entire class.

https://edtechbooks.org/-ohe.

6 The goal of the blended synchronous learning

project was to determine Web conferencing,
desktop video conferencing, and virtual
reality are examples of rich media
Bower, M.,Kennedy, G. E., Dalgarno, B., Lee, M. J.
W., and Kenney, J. (2014). Blended synchronous technologies. Worlds could be used to
learning: A handbook for educators. Retrieved from successfully bring together online and
http://blendsync.org/handbook/ in-person students in the same live classes.
University students are increasingly choosing
to learn off-campus, often due to
commitments to work, family, and society

7 In blended learning, the instructor has

Kyei-Blankson, L., Godwyll, F., Nur-Awaleh, M. & typically made decisions about the course
Keengwe, J. (2011). The New Blend: When students that requires a mix of online and in-person
are given the option to choose. International learning activities. Previously, Hyflex
Conference (pp. 433-436). Nashville, Tennessee, learning, an innovative blended model, has
USA: Association for the Advancement of
started to take shape. Hyflex education
incorporates a flexible framework and
blended learning characteristics. Due to
3
 Computing in Education (AACE). Retrieved April 5, this model, each student, not the teacher,
2019 from https://edtechbooks.org/-PxP. chooses the combination of activities they feel
most comfortable with that will best satisfy
their educational needs.

8 With the student-driven HyFlex blended

Lakhal, S., Bateman, D. & Bédard, J. (2017). learning model, students can choose the
Blended Synchronous Delivery Mode in Graduate blended learning option that best suits their
Programs: A Literature Review and Its individual needs. With each class meeting in a
Implementation in the Master Teacher Program. HyFlex course, students are given the
Proceedings of World Conference on E-Learning
(pp. 1075-1083). New Orleans, LA, USA: option of participating online or in person.
Association for the Advancement of Computing in This article introduces the HyFlex blended
Education (AACE). Retrieved June 21, 2019 from learning model to social work educators and
https://edtechbooks.org/-ysYq. presents the findings of a five-week
experiment using the HyFlex blended
approach in a course on undergraduate social
welfare policy. The model's advantages and
difficulties are discussed.

9 Online course enrollments have rapidly

Miller, J. B., Risser, M. D., and Griffiths, R. P. increased, and online and blended education
(2013). Student Choice, Instructor Flexibility: gets a lot of research attention.
Moving Beyond the Blended Instructional Model.
Issues and Trends in Educational Technology 1(1),
pp. 8-24. Available at:
https://edtechbooks.org/-MBVi

4
CONCEPTUAL AND/OR THEORETICAL FRAMEWORK

Identify the name of the framework (if any)

Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and
processes for deep approaches to learning.

List the bibliographic information of the framework identified above

Garrison, D. R., and H. Kanuka. 2004. Blended learning: Uncovering its transformative potential in higher
education. The Internet and Higher Education 7:95–105.

DOI: 10.1016/j.iheduc.2004.02.001

Graham, C. R. 2008. Blended learning systems: Definition, current trends, and future directions. In The
Handbook of Blended Learning: Global Perspectives, Local Designs. Edited by C. J. Bonk and C. R.
Graham, 3–21. San Francisco: Pfeiffer.

Brooks, M. (2013). The excellent inevitability of online courses. Chronicle of Higher Education, 55(38),
A64. Retrieved from Dziuban, C. D., J. L. Hartman, and P. D. Moskal. 2014. Blended learning.
EDUCAUSE Research Bulletin 7:1–12.

Abdelmalak, M. (2014). Towards Flexible Learning for Adult Students: HyFlex Design. In M. Searson &
M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education
International Conference (pp. 706-712). Jacksonville, Florida, United States: Association for the
Advancement of Computing in Education (AACE). Retrieved April 4, 2019 from
https://www.learntechlib.org/primary/p/130839/Beatty, B. (2007). Transitioning to an Online World: Using
HyFlex Courses to Bridge the Gap. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA
2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2701-2706).
Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved April
5, 2019 from https://edtechbooks.org/-ohe.

Bower, M., Dalgarno, B., Kennedy, G. E., Lee, M. J. W., & Kenney, J. (2015). Design and implementation
factors in blended synchronous environments: Outcomes from a cross-case analysis. Computers &
Education, 86, 1-17. Bower M., Kenney, J., Dalgarno, B., Lee, M. J. W., & Kennedy, G. E. (2014). Patterns
and principles for blended synchronous learning: Engaging remote and face-to-face learners in rich-media
real-time collaborative activities. Australasian Journal of Educational Technology, 30(3), 261-272.Bower,
M.,Kennedy, G. E., Dalgarno, B., Lee, M. J. W., and Kenney, J. (2014). Blended synchronous learning: A
handbook for educators. Retrieved from http://blendsync.org/handbook/

5
Kyei-Blankson, L., Godwyll, F., Nur-Awaleh, M. & Keengwe, J. (2011). The New Blend: When students
are given the option to choose. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for
Information Technology & Teacher Education International Conference (pp. 433-436). Nashville,
Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 5,
2019 from https://edtechbooks.org/-PxP. Kyei-Blankson, L., Godwyll, F., Nur-Awaleh, M. (2014).
Innovative blended delivery and learning: exploring student choice, experience, and level of satisfaction in a
hyflex course. International Journal of Innovation and Learning 16(3), pp. 243-252.

Lakhal, S., Bateman, D. & Bédard, J. (2017). Blended Synchronous Delivery Mode in Graduate Programs:
A Literature Review and Its Implementation in the Master Teacher Program. Proceedings of World
Conference on E-Learning (pp. 1075-1083). New Orleans, LA, USA: Association for the Advancement of
Computing in Education (AACE). Retrieved June 21, 2019 from https://edtechbooks.org/-ysYq.

Miller, J. B., Risser, M. D., and Griffiths, R. P. (2013). Student Choice, Instructor Flexibility: Moving
Beyond the Blended Instructional Model. Issues and Trends in Educational Technology 1(1), pp. 8-24.
Available at: https://edtechbooks.org/-MBVi

What are the main assumptions of the concept or theory? List below.
Blended learning is a framework for instruction created by teachers that combines classroom
instruction with online learning and gives students some control over the timing, pace, and location of
their learning.

Explain briefly how the concept or the theory helps provide direction to your study
Blended learning requires the physical presence of both teacher and student, with some elements of
student control over time, place, path, or pace. While students still attend brick-and-mortar schools
with a teacher present, face-to-face classroom practices are combined with computer-mediated
activities