NAVIGATING THE PEDAGOGICAL LANDSCAPE:

A STUDY OF COLLEGE INSTRUCTORS' LIVED

EXPERIENCES IN IMPLEMENTING
THE BLENDED LEARNING
MODALITY

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 15
Pages: 744-754
Document ID: 2023PEMJ1405
DOI: 10.5281/zenodo.10373849
Manuscript Accepted: 2023-12-12
Psych Educ, 2023, 15(8): 744-754, Document ID:2023 PEMJ1405, doi:10.5281/zenodo.10373849, ISSN 2822-4353
Research Article

Navigating the Pedagogical Landscape: A Study of College Instructors'

Lived Experiences in Implementing the
Blended Learning Modality
Rechel A. Camino*, Jolai G. Bolaños, Shaleehah P. Kamidon, Aisa Lee A. Marquez
Norhaida T. Sembao, Joel P. Asa
For affiliations and correspondence, see the last page.
Abstract
This qualitative study explores college instructors' experiences with blended learning implementation.
Emphasizing their challenges, coping strategies, and realizations. Conducted through in-depth
interviews with 10 participants, the research focuses on four key aspects: (1) the instructors' diverse
experiences navigating blended learning, (2) the multifaceted challenges encountered, (3) the
adaptive coping mechanisms employed, and (4) the profound realizations gained. The findings reveal
prominent themes such as the presence of ambivalent feelings, the persistent struggle, strategic
thinking, and a strong commitment to the teaching profession. These insights shed light on the
complex emotional and strategic dimensions inherent in the integration of blended learning. The
study suggests the potential to foster a stronger emotional bond between educators and institutions,
encouraging a collective effort to enhance pedagogical practices and make a setting that is suitable for
learning for the students to achieve academic success and holistic development.

Keywords: lived experiences, teachers, challenges encountered, coping mechanisms, commitment

Introduction face-to-face and online learning. In contrast to face-to-

face instruction and synchronous or asynchronous
online learning, blended learning was developed in
Across all academic levels, 81.8% of students 2020 (Dabu, 2022).
worldwide were impacted by the complete or partial
closure of educational facilities, according to By exploring the lived experiences of study
UNESCO. The teaching approach known as blended p articipan ts, educators can gain a deeper
learning (BL), which blends in-person and online understanding of pedagogical practices to best support
learning methodologies, emerged in many instances as students in the 21st century. The goal of this study is
a result of students gradually returning to face-to-face to address the lived experiences of college instructors
classes as their health improved (Batista-Toledo & in the implementation of blended learning by
Gavilan, 2022). identifying strategies and educational approaches that
may be useful to other teachers facing blended
The educational system in the United States was
learning, especially those who encounter difficulties.
designed to give people the skills they would need to
The results of this study can be applied to enhance
succeed as adults and help create an economically
comprehension of how to assist educators in
strong nation, according to Hensley's (2020) study. It
modifying their pedagogical approaches to meet the
is the responsibility of educators to get learners ready
for the workforce of the future. For the modern requirements of all students. Most of the participants
workforce, it is imperative to be flexible and acquire of other researchers are students by that this study is
new skills that make use of technology. unique because the researchers give an opportunity to
the teachers to express and share their thought
For the academic year 2022–2023, the University of regarding what they are experiencing because not only
the Philippines (UP) introduced blended learning students who encountered difficulties brought by the
delivery methods. The document states that by giving new educational system which is the blended learning
access to a variety of learning resources in different and also the teachers too.
media (text, video, audio, multimedia, interactive
multimedia), blended learning further enhances the Research Questions
quality of teaching and learning. Along with
improving communication across a variety of The purpose of this study was to explore how college
platforms, it also creates autonomous ways for people instructors actually experienced implementing blended
to learn and advance their digital abilities and learning.
increases chances for online and in-person The following were the specific questions that the
collaborative learning. The document outlines both researchers aimed to address:

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1. What are the lived experiences of college instructors Challenges in Blended Learning
in the implementation of blended learning?
2. What are the challenges encountered by college According to Alvarez's (2020) research, there are
instructors in the implementation of blended obstacles associated with implementing blended
learning? learning, and research indicates that not all teachers
3. What are the coping mechanisms of college have a preference for blended learning. ICT use was
instructors in the implementation of blended learning? still viewed by some as "time-consuming." For
4. What are the realizations of college instructors in instance, it was discovered that the design and
the implementation of blended learning? development of teaching materials for lectures or web-
based platforms take longer to prepare than face-to-
face interactions. Some people think that the
Literature Review preparations for teaching and learning are more
rigorous when using a hybrid approach.This clarifies
the notion put forth by Ma'arop and Embi (2016),
Blended Learning
referenced by Alvarez (2020), who characterized
blended learning as a cognitive and physical strain. In
One of the most common approaches for utilizing
other words, teachers believe that more time should be
information and communications technology (ICT) in
dedicated to tasks like creating the course platform,
education is blended learning (BL).To put it simply,
uploading the lesson plans, responding to inquiries,
blended learning (BL) combines face-to-face and
and reviewing the work that students submit online.
online educational settings to improve student
Consequently, it adds to their workload and time
engagement and offer flexible learning options. Rich
commitment.
settings go further by utilizing a basic online content
library to supplement face-to-face instruction (Ashraf The difficulties with blended learning, according to
et al., 2021). Cabual & Cabual (2022), were limited internet access,
the use of data-only devices, noise pollution, financial
According to Ferlazzo (2020), blended learning constraints, budgetary concerns, technical difficulties,
combines traditional face-to-face instruction with a lack of face-to-face interaction, comprehension of
elements of online learning while the students and course expectations, time management, maintaining
teacher are in the same classroom. The goal of blended motivation, and future uncertainty. However, the
learning is to give students the best possible online and overall outcome does not indicate a significant
face-to-face learning experiences. In a blended correlation between the respondents' profiles and the
learning environment, students receive in-person difficulties encountered when learning online. Prior to
instruction through direct instruction or lectures, group the start of classes, each student should have their
discussions, and small-group work in addition to needs regarding internet access and the equipment
online learning that they can complete at home as long required to meet the demands of the online format
as they have access to the required technology. should be evaluated.

The Growth of Blended Learning Coping Mechanisms

Students can interact with the content at their own In accordance with a study by Ahmad et al. (2019),
pace through blended learning, which employs games, time management is seen as one of the keystones of
apps, or quantifiable programs to teach concepts success in traditional academic structures, where the
(Lynch, 2018). This makes a classroom with both fast ability to organize one's time effectively has a direct
and slow learners more balanced. Every learner can impact on marks. Absolutely, academic success is
practice and take on new material at a pace that works strongly correlated with one's ability to manage their
best for them. It can enhance student satisfaction, time well. However, ineffective time management
encourage deeper learning, and lessen stress. With lowers achievement levels and leads to failure. In
blended learning, there are more opportunities for online learning, time management skills are more
students to interact with their instructors and important than formal structure since it requires self-
professors. Through message boards, email, or control to commit enough time to coursework.
program progress reports, they can stay in touch. This Students can participate in and finish academic
learning style encourages several useful strategies for activities at a time that works for them through the
raising student-teacher engagement levels. Ultimately, flexibility of online platforms learning. However, it
this change can be advantageous to both sides. requires a reservoir of motivation, inspiration,

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Research Article

consistency, optimism, and time management skills. The researchers initially selected ten (10) college
instructors to be the conversational partners for the
Effective teachers begin by planning, teaching, and interview. The ten (10) conversational partners are
evaluating the needs of their students in their from the Higher Educational Institution. The inclusion
classrooms before collaborating to use digital tools, criteria used to identify the conversational partners
according to Alaniz and Wilson (2015), as cited by were as follows: a) currently teaching in a private
Saeed (2020). Competent teachers must exhibit Institution using blended learning and b) Willing to
familiarity with the curriculum, technology, and provide responses.
subject matter. Finding educators with experience in
these two fields can be challenging, according to Research Instrumentation
Alaniz and Wilson (2015), who were cited by Saeed
(2020). The goal of the blended learning model is to The researchers themselves served as the main
enable learning as well as promote learning. instrument of this study. In order to gather data, the
researcher created a semi-structured interview guide
with a list of questions.The initial set of questions
Methodology includes three inquiries concerning the conversational
partners' actual experiences in implementing blended
learning. Three 3) main questions and sub-questions
Research Design
about challenges and about coping mechanisms they
use to overcome such challenges.
This study used a phenomenological qualitative
research strategy as its research methodology. It is one Lastly, one generalization question about a
of the most popular qualitative research approaches in conversational partner’s realization for those teachers
conducting in-depth interviews as part of a qualitative who are experiencing blended learning.
research methodology.
The researchers cited similar incidents and how they
Creswell (2013) defines a phenomenological study as were remedied, which encouraged the participants to
one that "describes the common meaning of several narrate their experiences and their reactions. Open-
individuals of their lived experience of a concept or a ended questions are cautiously utilized in the
p h e n o m e n o n . " T h e r e ar e two t y p e s of interview.
phenomenological studies: the second type is a
transcendental phenomenological approach in which Data Gathering Procedure
the researcher acknowledges their experiences with the
phenomenon under investigation while bracketing This research followed a systematic and orderly
themselves; the research participants' lived experiences procedure as follows:A letter was delivered to Notre
must be allowed to tell the narrative of the study. Dame of Midsayap College's Vice President of
C r e s w e l l (2 0 1 3 ) f u r th er s ta te s th at in a Academic Affairs' office., to the office of college Dean
phenomenological research study, "collecting as a gesture of protocol in conducting the study. After
information involves primary in-depth interviews with receiving the approval letter coming from the office of
as many as ten individuals. The important point is to the VPAA and College Dean, the researchers started to
describe the meaning of the phenomenon for a small select ten (10) participants. Then, the conversational
number of individuals who have experienced it". partners were then subjected to an extensive interview
by the researchers using the guide questions. After
Conversational Partners this, the data gathered from the ten (10) conversational
partners were transcribed by the researchers, and then
In this study, purposive sampling was used. By using copies of the transcrip t were given to the
this sampling design the conversational partners were conversational partners for verification. Finally,
equally distributed among 10 college instructors. We following the study's validation, the participant data
selected randomly the instructors of the College. Ten was handled with strict confidentiality.
college instructors participated in the survey as
conversational partners. By using a methodology that Ethical Considerations
ensures data collected from in-depth interviews with
the conversational partners is dependable, the The main explanation for this is that adhering to
questions are validated for appropriateness, ethical standards in research cultivates values essential
understandability, as well as clarity, and results are to collaborative work, such as respect for one another
obtained (Creswell, 2013). and fairness, and helps determine the genuine goals of

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the research such as knowledge, truth, and the informed consent was given top importance. Last but
avoidance of error (Resnik, 2015). This study adhered not least, the researcher adhered to the Republic of the
to and respected the research ethics guidelines from Philippines' Data Privacy Act of 2012. (Republic Act
the Belmont Report to ensure ethical research (2010). 10173, 2012).
Respect for an individual's autonomy, beneficence and
non-maleficence, fairness, informed consent, Conflict and interest. To maintain the independence
confidentiality and data protection, and conflict of of the research, the researcher guaranteed that there
interest are among these principles. were no conflicts of interest during the study's
development. Realizing the importance of the study,
Respect for a person’s autonomy. The researcher the researcher simply dedicated himself to improving
ensured that the CPs took part voluntarily and without and maintaining the objectivity of the outcome.
being subjected to any coercion or improper influence.
The researcher also respected and fully protected their
rights, dignity, and autonomy. Since it gives weight to Results and Discussion
CPs carefully formed opinions and choices, autonomy
is important. So, if the CPs are incapable of making The generated analysis of the conversational partner's
autonomous decisions, they would be safe from responses yielded the results, findings, and important
damage. themes that are presented in this article. The
conversational partners are Ten College Instructors
Beneficence and non-maleficence. Meaningful who were selected based on the criteria set by the
ethical research has benefits that surpass any risks or researcher. They were all asked the same question, as
negative effects. To ensure the CPs by providing them reflected in the interview guide. In categorizing the
with a platform and the chance to inspire others, while information, the researchers formulated the themes
generating broader social benefits through the paper's into four (4) which are the following: (1) Having
social value; and to reduce the possibility of harm by ambivalent feelings and experiences, (2) An Uphill
guaranteeing anonymity and data privacy. The Battle, (3) Strategic thinking, and (4)Committed to the
researcher took thorough efforts to reduce all potential Profession.
hazards and harm.
Theme 1: Having ambivalent feelings and
Justice. One of the guiding principles of justice in experiences
research is equal treatment. This was demonstrated by
the researcher by respecting the CPs. The inclusion In this study the conversational partners have
and exclusion criteria were used to fairly and ambivalent feelings on the implementation of blended
objectively choose research participants. The CPs were learning. There are some who feel positive outlook
also advised on the nature of the research and told of towards on it and there are also some who have
their rights as study participants. They have the option negative emotion on it. On the other hand each
to leave a chat at any time if they felt uncomfortable or conversational partners shared their own priceless
requested it. The study's overall societal impact, moments that consider as their unforgettable
advantages, and drawbacks were also taken into experiences during the implementation of blended
account by this researcher. learning.

Informed consent. This was provided so that, free Teacher 8 mentioned that, " I feel more excited when
from coercion, participants may receive pertinent and teaching because it innovates the teaching learning
understandable information about the study. The CPs process to a new level of perspective using different
informed permission was read by the researcher before kind of technological approaches/application in the
they were instructed on the study's procedures. process of education open new avenue of discovering
Additionally, the CPs had the option and flexibility to and the teachers can deliver new learning style. "
voluntarily sign the informed consent if they so
desired. Conversational partners say that they are happy they
must give a time to have rest specially during online
Confidentiality and data protection. The researcher session and able to prepare some materials and upload
respects the nature of the data as well as personal it in advance through online which is needed in face to
details. Without the consent of the CPs, no information face classes were the teacher will be going to discuss
regarding the personal details was recorded. To protect and student reach some concerns about it. The research
the privacy of the CPs, the procedure of obtaining of (Comas-Quinn, 2011; Kassner, 2013 as cited by

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Cunningham, 2021) is supported by these findings. In that our camera is on, the audio is on and then we are
order to effectively implement blended learning, talking things beside our teacher and we discover that
educators must be able to think through the ways in we so the faces of our students they are all smiling
which technology can support learning in addition to because our camera or the microphone is on in our side
being knowledgeable about the tools and applications. and then we are taking vernacular, we are
They also need to be able to consider how the teaching complaining"
and learning relationship is affected by the
combination of the two modalities—online facilitation Teacher 3 mentioned that, “My most memorable
and face-to-face instruction. Most importantly, they moment during the implementation of blended
need to reconsider what instruction looks like and learning is of course I build rock wall as well as good
move toward more of a facilitation role. Teachers relationship to my students since our age gap is not so
rarely used technology to support student-centered much far so I can easily interact with them and build
practices; instead, they mostly used it for planning, this good relationship."
organizing, communicating, and administrative tasks.
According to Lynch (2018), this assertion was
Teacher 7 mentioned that,“At first, I was a bit accurate. Deeper learning is encouraged, stress is
anxious because I was not so a depth with the decreased, and student satisfaction is raised through
information technology because I'm not really good at blended learning. Instructors and students can interact
technology so I think on my part, I really need a more more. Students have more opportunities to interact
training." with their professors and teachers through blended
learning.
Conversational partners feel negative emotion like feel
sad, bad and disappointment because the school Theme 2: An Uphill Battle
implemented online modality quite fast, and the
schools were not totally ready, there are a lot of In contrast to good times, hard times foster growth.
challenges facing by teachers and students like lock of The ability to overcome obstacles and overcome them
materials, internet connection, orientation on the strengthens resilience. In this challenging scenario,
application they used and many more. The results of blended learning presents a number of issues and
the study confirm that the following factors—teachers' challenges for teachers. Most of the problems that
lack of technological proficiency, their lack of educators encounter have to do with using technology
professional development, the difficulty of adjusting to in the classroom. In this study the conversational
new roles demanded by blended environments, the partners have experienced uphill battle in the
length of time needed to plan and implement implementation of Blended Learning there are some
blended/online learning, their inability to balance who feel difficult undertaking, struggle, a tremendous
competing educational priorities—particularly task, a challenge with obstacles like having Poor Time
standardized testing and stud en t- centered Management, slow Internet Connection, Ineffective
approaches—and traditional school structures that Teaching, Difficulties in Teaching through
hinder cross-disciplinary sharing and learning—are Technology and Affected Physical Health.
among the reasons mentioned in K–12 studies for the
lack of change in teacher practice observed and Teacher 6 mentioned that, "First difficulties is the
reported (Barbour et al., 2011) as cited by Time Management not only students have to adjust but
(Cunningham, 2021). also the teachers. Adjustment in line wake up early
then pressure in school."
Teacher 2 mentioned that, (laughing) Some of my
students cannot hear me and see my presentation Teacher 1 mentioned that,"As of my case, there may
during zoom class especially those students who live be some difficulties like "proper time management you
in the mountains and there is no strong signal so, do not want your lessons to be like a redundant. In my
during the time of face to face in school I made up and case, I do forget that we have already done discussing
then re-explain to them what that happen during the this topic and sometimes I forget to remember that I'm
lesson presentation and during our blended learning not yet done discussing those things with them, I go
activity.” directly give an activity without asking or without
even evaluating if were already done with the
Teacher 6 mentioned that, " We are really struggling discussion"
specially in zoom conference because that was the first
thing the zoom conference, sometimes we do not know Research indicates that not all faculty members are

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comfortable with blended learning, which presents convince my students to attend the face to face class.
challenges for its implementation. ICT use was still How to encourage them. What are the alternative
viewed by some as "time-consuming." For instance, it solutions that I might impose just to see my students.
was found that the design and development of teaching
materials for lectures or web-based platforms The conversational partners say that these challenges
take longer than in-person interactions. In terms of of online learning can impact student performance,
preparing for teaching and learning, some people think loss of motivation and can affect teaching strategies.
that using a hybrid approach is more rigorous. This These teachers have difficulty in adjusting the new
explains the idea presented by Ma'arop and Embi educational system. Furthermore, the study's results
(2016) as cited by Alvarez (2020) wherein they confirm those of Le (2022), who claims that their
characterized blended learning as an intellectual and research supports previous findings about poor internet
physical burden. This indicates that teachers believe connections and a lack of social interactions.
they should devote more time to creating the course Universities all over the world faced a great challenge
platform, adding lesson plans, responding to inquiries, when they decided to transition to online learning.
and reviewing students' online work. Consequently, it Additional obstacles concerning the lecturers' ability to
adds to their workload and time commitment. teach online include their technical proficiency, the
lack of synchronous sessions, their inability to upload
Teacher 8 mentioned that, "The most challenging lesson materials, their use of multiple platforms, and
part if Blended Learning here in the Philippines is the their confusing schedules. As these relate to the
internet connection were few site locations have a teacher's intended student learning outcomes, it
strong signal". suggests that the teacher is also challenged to develop
the ability to effectively match these strategies and
Teacher 6 mentioned that, "Also we have the issue behaviors, at the appropriate time, to individual
of internet that really the most I think problematic students and student groups in particular teaching
since we are here at Philippines which have poor situations.
internet"
Teacher 2 stated that, "I think it would affect my way
The Philippines' poor Internet connectivity makes this of giving them the right instruction because I always
a national issue. Bringula et al. (2021) cited Natividad see to it that when I been having a lecture they should
(2021) as the source of information for the Philippines' understood my lesson well so this thing will happen
poor Internet connection. They both agreed that the and then some of them they shout that "sir I cannot
Philippines' poor Internet infrastructure—which is a hear you".
result of antiquated legislation and onerous
bureaucratic procedures for building new Teacher 4 stated that, " During the first teaching on
infrastructure—is the reason for the country's slow the implementation of blended learning is that there
Internet connections.Research carried out by are students who can already draw lines during online
Nashruddin et al. al. (2020), mentioned by Lodo & activity they do not know how to use the icons
Ajito (2023), indicates to the fact that a portion of especially in online, so that could be my experiences".
students reside in isolated rural locations without
access to the Internet. As a result of their residence These difficulties have an impact on how teachers
being somewhat remote from the signal range, their instruct their students. Students' poor learning
internet network is frequently unstable. This issue also experiences are linked to their inability to introduce
frequently arises in online learning, making its new instructional approaches through the use of
implementation less successful and impacting students' technology, an increase in mental health issues, and
comprehension of the subject matter.We frequently difficulty multitasking while using technology in the
hear from teachers who are experiencing the same classroom.The results confirm the study by Brown et
issue—a bad internet connection. Low-level behavior al. (2022), which claims that other studies conducted
that reveals the learning is brought on by an unstable during this time period concentrated on broadband and
connection, which disrupts the flow and delivery of other connectivity-related issues. Data from a
your carefully prepared lessons. Despite these representative sample of post-primary school
difficulties, they do their best to instruct students principals revealed that schools in areas with less high-
effectively and inspire them. speed broadband coverage were more likely to report a
perceived decline in engagement. In other places, these
Teacher 3 stated that "As a teacher I also affected on authors and their associates have documented that
it because I question myself, what I need to do just to problems with student involvement and engagement,

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for example, seem to have been more prominent in and I think my students also get better, not only me.”
schools located in areas with less high-speed
broadband availability, DEIS status, and lower This result supports a study by Ahmad et al. (2019),
household income. which found that the ability to organize one's time
effectively is considered to be one of the key success
Teacher 7 stated that,"I still remember that when factors in a traditional academic framework where
started teaching in the ETD I got sick I really was sick time management directly impacts grades. Absolutely,
of 2 months that I really stop going to school but academic success is strongly correlated with one's
because of online that was a good thing. “ ability to manage their time well. However, ineffective
time management lowers achievement levels and leads
These results confirm the research by Bailenson to failure. In online learning, time management skills
(2021), which was referenced by Alibudbud (2021) are more important than formal structure since it
and which found that embracing new technologies is requires self-control to devote enough time to
typically difficult. It has been reported that using video coursework. Students can participate in and finish
conferencing tools for synchronous online learning is academic activities at a time that works for them
mentally exhausting. As a voice out of conversational thanks to the flexibility of web learning. However, it
partners , teachers experiencing pressure from work requires a reservoir of motivation, inspiration,
that affects their physical health. Therefore, teachers consistency, positivity, and time management skills.
fulfil their task regardless if they are experiencing Because everyone varies in their capacity to
health problems or not, Furthermore it implies that effectively manage their time, each person has a
they compromise their health in order to fulfil their unique personality and nature.
task.
Teacher 3 conveyed, "I used teaching strategies so
Theme 3: Strategic Thinking during the implementation of blended learning I give
cooperative learning activities so that some of the
Teachers are constantly expanding and improving students can interact with their classmates through this
blended learning methods, which gives them a great cooperative learning activities students can interact of
opportunity to weave it into their instruction course they gain confidence and to established rack
successfully. Using any of the blended learning wall and strong relationship with their classmates.”
models, teachers can show practical examples,
illustrate content, keep instruction hands-on, In addition, as stated by Alaniz and Wilson (2015) as
differentiate learning, and more. When getting started cited by Saeed (2020), effective teachers begin
with blended learning, there are some strategies collaboratively utilizing technology digital tools by
teachers can try to increase their chances of planning, teaching, and assessing the needs of students
success. Some factors to consider from the onset are in their classrooms. Effective instructors must
the space and budget restrictions teachers may face, demonstrate knowledge of the curriculum as well as
whether or not they’re purchasing new technology, and knowledge of technology. Teachers must also know
h o w th a t t e c h n o l o g y w i l l be u s ed an d how to take the necessary steps to gather additional
maintained. Obviously, this is important for many information that will allow them to make more
reasons but, namely, it helps teachers connect with grounded judgments about what is going on and what
students and the digital world. It also helps them find a strategies may be helpful.
way to ‘blend’ digital learning and traditional
instruction. Teacher 1 stated that, “I do prepare notes or
reminders what should be done this day what should
Teacher 6 stated that, “In face to face you are going be done on the next day or in a following day. I do
to explain and discuss to them so that in online time have a planner to be more specific and with regards to
they already know what to do.” use elements I've been using it for 2 years already.”

Teacher 7 also expressed that, “I think it is also time The other conversational partners stated that “the most
management and you have to do it as a teacher, as a effective teaching strategies that include is the
professional I have to give myself time for self-care. preparation for the materials. The results agreed the
That is the most important thing I need also to test so study by Borup & Evmenova (2019), which Huck &
that when you get energized it can be a non-stop thing Zhang (2021) cited, and these found that teacher
for you as a teacher. So, the strategies that I employed preparation for online programs is practically
really help me a lot. Why? Because I am trying to cope nonexistent, despite the need for educators who are

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qualified to teach online. Although it is not entirely order to purchase data for their smartphones. A few of
integrated with pre-service teacher coursework, online them also required new laptops and smartphones due
teaching necessitates a vastly different set of skills and to storage issues (Petrakova et al., 2021). This
competencies than traditional teaching. In addition to development has brought to light a deficiency in
possessing technological proficiency, educators also knowledge regarding the ways in which ICT tools
need to design strategies for fostering relationships facilitated learning in the early phases of the pandemic
with students and meeting their academic, social, and and necessitates that educators stay current with online
emotional needs. learning platforms. According to this study,
technology is becoming a more crucial teaching tool as
Teacher 1 mentioned that, " I encourage student- 21st-century skills become more necessary. Thus,
centered approach in teaching. So let them do that teachers must consider appropriate pedagogy and
talking, the sharing but for the past I have my input learning design. Various online tools and digital
also. I recorded outcomes or outputs at the end of the technology are available for lecturers to adopt new
week and it helps me a lot in applying those strategies technology and to equip them to be more innovative in
in my teaching" their pedagogical delivery. Importantly, online
education allows for a collaborative and interactive
The student-centered learning approach, which is a
learning environment where educators can use a
philosophy of education tailored to the unique needs of
combination of audio, videos, and text to reach out to
each student, is the most effective coping mechanism
their students and to maintain their students’
available. The results of this investigation support the
engagement as cited by Idris et al.( 2021).Given the
claims made by Harrington and DeBruler (2019),
growing emphasis on incorporating technology into
which Green & Harrington (2020) cite. They state that
the teaching and learning process, teachers should
in a real student-centered learning environment,
make use of all available resources to continue their
educators and learners collaborate to jointly design a
own education as well as the findings of this study,
learning plan or pathway that best meets the needs of
which are expected to enhance the information and
each unique learner. A teacher assists in creating a
communication technology skills required to
setting that is specific to each student's learning needs
implement the transformation of the educational
in a student-centered learning environment. The role of
system.
the teacher is to design each student's educational
journey.
Theme 4: Committed to the Profession
Teacher 5 mentioned that, "To overcome the
Commitment from teachers has been compared to a
challenges I really have to upgrade, invest on devices
love of their jobs. The foundation of a successful
especially in gadgets, how to speak properly especially
education is passion. Teachers are motivated to act by
online and then search on how do you respond to their
their passion, which comes from their excitement
appearance in online."
about ideas that have the power to improve the world,
Teacher 6 said that, " When Schoology was introduce their enthusiasm for improving students' academic
to our schools we are all not really that excited but we performance, and their dedication to their students'
were really looking into how good the platform to the intellectual growth and job performance. Thus,
student because we are already a teacher who committed educators are constantly looking for ways
delivered our lesson but during this pandemic it to improve learning as well as the teaching profession.
challenges as to bring the lesson in an online platform In a learning environment, care, motivation, and
which means if there are lesson that we cannot conduct willingness are essential components that are brought
in the video conference we have to encode them in the about by passionate and committed teaching (Altun,
PDF files now not all books have an e-file of the 2017).
lesson"
Teacher 1 mentioned that, "It takes time to adjust for
Teacher 8 articulated that, "I educate myself in the basic foundation that really helps a lot on the
terms of blended learning and I invest in new implementation of blended learning. You know how
technologies or gadgets in implementing online class we apply the five pillars of Learning. So for my case I
much better. Why? Because it can lessen my work and learned how to perform whatever task are required for
help me a lot in aiding the process of learning. " me to do. For the realization it’s not that hard, it easy if
you prepared and you are equipped with the necessary
Instructors were compelled to spend more money in skills. "

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According to the study of Ahmad et al. (2019) time workloads, technical issues, and confinement. Students
management skills are more important in online actively handled the situation by asking for assistance
learning than in traditional learning environments, from their teachers and family, participating in
where students must exercise self-control to devote extracurricular activities, and addressing these issues.
enough time to their coursework. Online learning Students struggled with self-study, a bad internet
allows students to participate in and complete connection, sleep deprivation, and not having enough
coursework at their own pace, but it also requires a time to complete all the modules because of the
resource bank of inspiration, motivation, regularity, a numerous activities, diversions, and lack of focus. As a
positive outlook, and time management skills. college student at NDMC, I also struggle with blended
Therefore, each person is unique in personality and learning, which combines synchronous and
nature, and each person's ability to manage time asynchronous sessions because some of the teachers
effectively is strongly correlated with scholarly used Schoology, Class, etc.
achievement. On the other hand, poor timing results in
failure and lower achievement level. Teacher 4 sated that, " My realization as a teacher, I
need to be equip with technological perspective. We
Teacher 2 stated that, “ (laughing) I believe it will be need to be ready because as a teacher we should be
effective implementation of the lesson that you have versatile that you teach physically and have strategy to
prepared through zoom or Schoology. I think that is show my students physically and that is a challenge. ”.
realization for me if all of them can attain my classes
during blended learning activity because what purpose The literature discusses how teachers and students are
could not attain and most of them could not understand being mediated with ICT through the notion of
your lessons during their examination schedule, blended-based instruction. Given the rapid
prelim, midterm, and final exam” development of technology-based teaching delivery, it
can be argued that the findings of the study by Alvarez
According to Suka et al. (2017), this assertion was (2020) showed teachers' satisfaction in terms of
confirmed: "Effective communication is defined as experiencing professional development training
reaching the target audience and providing pertinent, through blended learning approach. In the context of a
accurate, easily comprehensible information. It also virtual classroom, learners have the opportunity to
needs to be convincing and acceptable to the target access the learning materials regardless of time and
audience." Knowledge, techniques, procedures, and space.This suggests that regardless of physical location
behaviors that produce positive student outcomes are or in-person classroom meetings, teachers and students
the foundation of effective teaching. Effective teachers in blended learning are both a part of the virtual
use their knowledge to enhance learning and have a classroom.
positive effect on their students. These favorable
results are frequently those that are easily quantifiable, Teacher 5 mentioned that, " The teacher have to
typically via summative evaluation. explain it well to the students and have a time to
check the output specially during the time of
Teacher 3 m ent io ned that, "Dur ing the Schoology. Having the time for the teacher to reflect
implementation of blended learning they are all given the materials for the students and the students have a
a chance to have this blended learning were we can time to really think together to independent learning."
interact with them online and face to face classes.
Students find difficulties in the two modality that we The research by Lancaster (2017), which asserts that
used today here at NDMC, since we have ideologies and their integration of student lectures as a
asynchronous and synchronous the students become means of effective instruction, served as the
confuse and can't focus” foundation for teacher-centered methods. The results
of this study show that teachers can create a classroom
The students also mentioned some difficulties they environment that is focused on the needs of their
encountered when taking their classes online, students in order to increase academic achievement,
including anxiety, depression, bad Internet service, and foster independence and leadership qualities, and
an unfavorable home environment for learning. These engage students. It is expected of teachers to give up
difficulties are made worse for marginalized and their exclusive claims to authority or power in the
remote students.The study conducted by Fawaz et al. classroom. Consequently, the teacher's role shifts to
(2021), which was referenced by Barrot et al. (2021), that of a coach or facilitator.
revealed that students expressed concerns regarding
methods of learning and assessment, excessive Teacher 6 stated that, " My realization is that we

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Research Article

embrace education the more we have to consider our unfamiliarity, and instructional hurdles, such as
learner what are their condition that is why I still keep classroom management in the new digital context.
on requiring the student to write a journal and submit Nonetheless, the study illuminates instructors'
the journal because from then I will be able to see their resilience, as they engaged in self-directed learning,
condition and then some of my student are very honest collaborative efforts, and a blend of traditional
about their condition as teacher I have realize that we pedagogical practices with digital tools. Notably, the
can really go on with education in any manner that we educators' commitment to lifelong learning emerged as
want because no pandemic could ever stop the flow of a core value, driving them to independently explore
education. diverse learning applications, proactively seek
solutions, embrace technological advancements, and
This assertion is in line with a study by Nortvig et al. adapt available resources to suit the evolving
(2018) that Jones (2019) cited. This study emphasizes educational landscape. This study underscores the
the value of teachers and students communicating in pivotal role of adaptive strategies and an open-minded
order to make sure that activities are appropriately approach in facilitating the seamless integration of
differentiated to meet the needs of the diverse range of Blended Learning practices, thus paving the way for a
students. It makes the case that tailoring instructional more dynamic and innovative educationa l
activities to each student's needs increases the chances paradigm.Interpersonal relationships have been shown
for students to engage deeply with the material being to be of the outmost importance for successful
covered. learning, and these need to be formed and maintained
both online and face to face. We do hope that this
Teacher 7 stated that, " In general blended learning is research study could surface in opening the eyes of
a step forward in innovate of educational process were those in authority to address the concerns and hope of
people can learn more and increase their confidence. It our beloved teachers especially regarding the
promotes the use of new technologies and challenges they experience in the implementation of
advancement in this new ERA of learning." blended learning.

The study by Anthony et al. (2020) also states that

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