Home⇛World Education Connect Multidisciplinary E-Publication⇛vol. 4 no. 7 (2024)

Reading Teachers Experiences In A Blended Learning Environment: Basis For The Development Of Strategies In Teaching Reading

Rizza Mae O. Roncales

Discipline: Teacher Training

 

Abstract:

Blended learning, which integrates traditional face-to-face instruction with digital tools, is increasingly being adopted in educational settings to enhance student engagement and learning outcomes. Despite its potential benefits, there is limited research on the specific challenges and strategies employed by reading teachers in blended learning environments, particularly in private elementary schools in the Philippines. This study addresses this gap by exploring the experiences of reading teachers at Lord Jesus Learning Institute Inc. in Quezon City, Philippines, and aims to provide a basis for developing effective strategies in teaching reading. Using a qualitative descriptive research approach, data were collected through semi-structured interviews with 12 reading teachers and direct classroom observations. The findings reveal that teachers face significant challenges, including technological limitations, time constraints, maintaining student engagement, and ensuring equitable access to resources. Teachers employ various strategies to integrate traditional and digital resources effectively, such as using online videos to complement textbooks, creating engaging multimedia presentations, and employing interactive digital platforms to enhance reading instruction. Based on these findings, the study recommends comprehensive professional development programs focused on enhancing teachers' digital literacy and pedagogical skills. Additionally, there is a need for improved technological infrastructure and equitable access to digital resources to support effective blended learning implementation. These measures can help optimize reading instruction and improve student engagement and literacy outcomes in blended learning environments. The insights gained from this research provide a solid foundation for developing tailored strategies that address the unique challenges faced by reading teachers, ultimately enhancing the overall effectiveness of blended learning in reading education.



References:

  1. Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407.
  2. Bonk, C. J., & Graham, C. R. (2019). The handbook of blended learning: Global perspectives, local designs. John Wiley & Sons.
  3. Bower, M., et al. (2022). Trends and strategies for online and blended learning. Journal of Educational Technology, 18(2), 45-60.
  4. Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. Sage.
  5. Bull, G., et al. (2023). Challenges of digital literacy in blended learning environments. Journal of Digital Education, 10(2), 34-48.
  6. Carnevale, D., et al. (2022). Technological integration in education: Barriers and solutions. Educational Technology Review, 15(1), 23-36.
  7. Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.
  8. García-Peñalvo, F. J., et al. (2019). Digital competence in knowledge society. Journal of Information Technology Research, 12(3), 23-40.
  9. Garrison, D. R., & Kanuka, H. (2020). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 13(3), 21-27.
  10. Ghimire, B. (2022). Integrating digital tools in traditional teaching. Teaching and Learning Journal, 11(1), 89-102.
  11. Gonzales, M. (2019). Blended learning in Philippine elementary schools: A case study. Philippine Journal of Education, 12(2), 45-59.
  12. Hachey, A., et al. (2023). Addressing educational disparities in blended learning. International Journal of Educational Equity, 19(1), 78-93.
  13. Hew, K. F., & Cheung, W. S. (2021). Blended learning: Research perspectives, volume 2. International Journal of Instructional Media, 39(1), 5-15.
  14. Johnson, S. (2023). Challenges of blended learning in reading instruction. International Journal of Reading Education, 22(4), 67-80.
  15. Kim, C. & Kim, M. K. (2023). Effective strategies for blended learning in elementary education. Journal of Educational Research, 18(3), 101-115.
  16. Kim, P., & Park, H. (2021). Challenges and solutions in blended learning implementation. Educational Technology Research and Development, 69(1), 27-43.
  17. Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
  18. Lowenthal, P. R., & Hodges, C. B. (2020). In search of quality: Using quality matters to analyze the quality of massive, open, online courses (MOOCs). The International Review of Research in Open and Distributed Learning, 16(5), 83-101.
  19. Means, B., et al. (2019). Evaluating the effectiveness of online and blended learning programs. Educational Researcher, 42(4), 258-268.
  20. Picciano, A. G. (2019). Blended learning: Implications for growth and access. Journal of Asynchronous Learning Networks, 12(1), 95-102.
  21. Ramos, A. (2021). Personalized learning in blended environments: The Philippine context. Educational Innovations in the Philippines, 9(2), 89-104.
  22. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
  23. Smith, R., & Brown, E. (2022). Effective engagement strategies in blended learning. Learning and Instruction, 34(2), 150-165.
  24. Vaughan, N., et al. (2020). Teaching in blended learning environments: Creating and sustaining communities of inquiry. Athabasca University Press.
  25. Weinberger, A., et al. (2020). Cognitive processes in blended learning environments. Educational Psychologist, 53(4), 271-292.

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic