Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 20 no. 1 (2024)

Channeling the Learning Experiences, Challenges, and Coping Strategies of College Students in Blended Learning: A Quantitative Study

Kaye Alexis  Oton | Sheila Mae Liscano | Raynalyn Sumilhig | Anna Fer Enerlan | Ivy  Alegada | Ricardo Quiñones | Romeo Bordios | Charity Fe Adil | Krizaleen Barrosa | Zebulun Echavarria

Discipline: Education

 

Abstract:

The study aimed to determine college students' perceived learning experiences, challenges, and coping strategies in the blended learning modality. A descriptive research design was used in this study. The investigation was conducted in Notre Dame of Midsayap College to one hundred (100) college students enrolled in blended learning modality for the academic year 2022-2023. A researcher-made questionnaire was used to gather data. Frequency and percentage distribution, mean and standard deviation, t-test and ANOVA, and Pearson-r correlation were used in treating data. With unprecedented events and rapid development, higher education institutions focus on providing and improving blended learning services practically. The study found that the experiences encountered by college students in blended learning had low active participation in online and onsite activities. The respondents needed help to handle various tasks and activities. However, respondents have different coping strategies to manage with difficulties, such as having time for relaxation and breaks during blended learning. The study also revealed a significant difference in the overall learning experiences of the respondents in terms of sex, age, and course. Hence, respondents shared the same experiences and struggles during the blended modality.



References:

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  2. Arifin, M., & Abduh, M. (2021). Peningkatan Motivasi Belajar Model Pembelajaran Blended Learning. Jurnal Basicedu, 5(4), 2339–2347.https://doi.org/10.31004/basicedu.v5i4.1201
  3. Aspinwall, L. G., & Taylor, S. E. (1992). Modeling cognitive adaptation: a longitudinal investigation of the impact of individual differences and coping on college adjustment and performance. Journal of Personality and Social Psychology, 63(6), 989–1003. https://doi.org/10.1037//0022-3514.63.6.989
  4. Bahri, A., Idris, I. S., Muis, H., Arifuddin, Muh., & Fikri, Muh. J. N. (2021). Blended Learning Integrated with Innovative Learning Strategy to Improve Self-Regulated Learning. International Journal of Instruction, 14(1), 779–794. 
  5. Bawane, J., & Spector, J. M. (2011). Prioritization of strategies for improving university students’ online learning skills. The Internet and Higher Education, 14(2), 88-https://doi.org/10.29333/iji.2021.14147a
  6. Bolliger, D. U., & Halupa, C. (2018). The role of peer feedback in online learning environments: A review. Journal of Educators Online, 15(1), 1-22.
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  10. Collaço, C. M. (2017). Increasing student engagement in higher education. Journal of           Higher Education Theory and Practice; West Palm Beach, 17(4),        40–47.
  11. Credé, M., and Niehorster, S. (2012). Adjustment to college as measured by the student adaptation to college questionnaire: A quantitative review of its structure and  relationships with correlates and consequences. Educ. Psychol. Rev. 24, 133–165.doi: 10.1007/s10648-011-9184-5
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  14. Dicey, M. D., & Spector, J. M. (2008). The role of the physical library in the digital age: Perceptions of academic librarians. Journal of Library Administration, 48(1-2),            135-151.
  15. Dyckhoff, A. L., Zielke, D., Bültmann, M., Chatti, M. A., & Schroeder, U. (2018). Avoiding the pitfalls of social media in the classroom. Journal of Educational   Technology & Society, 21(1), 210-222.
  16. Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2015). Blended learning: The new normal and emerging technologies. International Journal          of Educational Technology in Higher Education, 12(1), 1-5
  17. Fidalgo, P., Santos, I. M., & Thormann, J. (2019c). Blended learning environments and learning resources. Frontiers in Human Neuroscience, https://doi.org/10.3389/conf.fnhum.2019.229.00022
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  19. Gillis, A., & Krull, L. M. (2020). COVID-19 Remote Learning Transition in Spring 2020: Class Structures, Student Perceptions, and Inequality in College Courses. Teaching Sociology, 48(4), 283–299. https://doi.org/10.1177/0092055x20954263
  20. Graham, C. R. (2013). Emerging practice and research in blended learning. In R. E. Ferdig & K.      Kennedy (Eds.), Handbook of research on K-12 online and             blended learning (pp. 333-350). ETC Press.
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  22. Hrastinski, S., Keller, C., Lindström, B., & Wressnegger, C. (2018). Activity theory in practice: promoting critical reflection and online interaction in blended learning. Educational Media International, 55(3), 209-223.
  23. Huang, J., Dasgupta, S., & Teng, C. (2015). Investigating the impact of student          characteristics on academic performance in blended learning environments. Journal of Educational Technology Development and Exchange, 8(2), 1-14.
  24. Jaggars, S. S. (2014). Choosing between online and face-to-face courses: Community         college student voices. American Journal of Distance Education, 28(1),           27-38.
  25. Jamil, H., Murtaza, F., & Azeem, M. (2018). Challenges and strategies of blended learning: A literature review. International Journal of Education and Research,         6(4), 181-192.
  26. Junco, R., & Cotten, S. R. (2012). No A 4 U: The relationship between multitasking and academic performance. Computers & Education, 59(2), 505-514.
  27. Kahu, E. R., Nelson, K., & Picton, C. (2018). Student engagement in the educational interface: Understanding the mechanisms of student success. Higher     Education Research & Development, 37(1), 58-71.
  28. Kirschner, P. A., & Erkens, G. (2013). Toward a framework for the design of academic deliberation.
  29. Kim, S., Park, S., & Lee, Y. (2020). Effects of break activities on attention and            performance in online learning. Computers & Education, 151, 103866.
  30. Kuznekoff, J. H., & Titsworth, S. (2013). The impact of mobile phone usage on student learning. Communication Education, 62(3), 233-252.
  31. LaPointe, D. K., & Gunawardena, C. N. (2018). Developing social presence in online learning: A review of the research. Journal of Educational Technology &       Society
  32. Lee, M. J., McLoughlin, C., & Chan, A. (2013). Talk the talk: Learner‐generated         podcasts as catalysts for knowledge creation. British Journal of Educational            Technology, 44(3),      421-433.
  33. Lin, M., Zheng, B., & Zhang, Y. (2019). Online discussion forums, communication skills, and critical thinking: A study of asynchronous online discussions in a blended       learning course. Journal of Educational Computing Research, 57(7), 1552- 1575.
  34. Liu, M., & Carless, D. (2018). Peer feedback in a blended learning environment: An exploratory study using the case of a Hong Kong university. Assessment &       Evaluation in HigherEducation, 43(7), 1079-1091.
  35. Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2013). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online            learning studies. US Department of Education.
  36. Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological Science, 25(6),          1159-   1168.
  37. Nordmann, E., Calder, C., Bishop, P., Irwin, A., & Comber, D. (2018). Learning in the            wild: A phenomenological exploration of digital and non-digital learning in       the lives of young        people. Educational Research, 60(2), 179-194.
  38. Osao, A. B. (2017). Challenges and coping strategies of student mothers of UCC College of Distance Education: The case of the Cape Coast Centre (Master’s dissertation, Institute for Educational Planning and Administration, University of Cape Coast).
  39. Öztürk, M., & Demirel, M. (2017). Time management strategies of students in blended learning environments. Education and Information Technologies, 22(6),            2817-2833.
  40. Park, Y. J., & Bonk, C. J. (2018). A framework for research and quality improvement             design in      blended learning. Internet and Higher Education, 37, 31-43.
  41. Prasad, P. W. C., Maag, A., Redestowicz, M., & Hoe, L. S. (2018). Unfamiliar technology: Reaction of international students to blended learning. Computers & Education, 122, 92–103. https://doi.org/10.1016/j.compedu.2018.03.016
  42. Ramadania, F., & Aswadi, D. (2020). Blended Learning dalam Merdeka Belajar Teks Eksposisi. STILISTIKA: Jurnal Bahasa, Sastra, Dan Pengajarannya, 5(1), 10–21. https://doi.org/10.33654/sti.v5i1.1014
  43. Ransdell, S., & Gilroy, F. (2001). Providing background music for academic tasks: Effects on attention and performance. Perceptual and Motor Skills, 93(1),          163-178.
  44. Roach, L. E., & Lemasters, L. K. (2018). Balancing the demands of blended learning: Student experiences and perceptions. International Journal of Educational    Technology in Higher Education, 15(1), 1-16.
  45. Rowlands, I., Nicholas, D., Williams, P., Huntington, P., Fieldhouse, M., Gunter, B., & Withey, R. (2008). The Google generation: The information behaviour of   the researcher of the future. Aslib Proceedings, 60(4), 290-310.
  46. Skelly, K. J., & Estrada-Chichon, J. L. (2021). Mindfulness as a Coping Strategy for EFL Learning in Education. International Journal of Instruction, 14(3), 965–980. https://doi.org/10.29333/iji.2021.14356a
  47. Schmidt, J. A., Roth, J., & Stark, J. S. (2018). Blended learning in higher education: A           study of      critical success factors. International Journal of Educational Technology in Higher Education, 15(1), 1-16.
  48. Stodel, E. J., Thompson, T. L., & MacDonald, C. J. (2006). Learners’ perspectives on            what is missing from online learning: Interpretations through the           community of inquiry framework. International Review of Research in       Open and Distributed Learning, 7(3),             1-21
  49. Song, L., & Hill, J. R. (2007). A conceptual model for understanding self-directed learning in online environments. Journal of Interactive Online Learning, 6(1),       27-42.
  50. Supriya, K., Mead, C., Anbar, A. D., Caulkins, J. L., Collins, J. P., Cooper, K. M., LePore, P. C., Lewis, T., Pate, A., Scott, R. A., & Brownell, S. E. (2021). Undergraduate Biology Students Received Higher Grades During COVID-    19 but Perceived Negative Effects on Learning. Frontiers in Education, 6.      https://doi.org/10.3389/feduc.2021.759624
  51. Taylor, S., Landry, C. A., Paluszek, M. M., Rachor, G. S., & Asmundson, G. J. G. (2020). Worry, avoidance, and coping during the COVID-19 pandemic: A comprehensive network analysis. Journal of Anxiety Disorders, 76, 102327. https://doi.org/10.1016/j.janxdis.2020.102327
  52. Wang, Q., Shannon, D. M., & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302-323.
  53. Wang, X., & Sun, J. (2018). Challenges and strategies of blended learning in higher education. Journal of Educational Technology Development and Exchange, 11(1), 1-14.
  54. Wilson, S. G., & Loomis, L. K. (2010). Effects of environmental noise and distraction on        task performance and stress in the academic setting. Noise & Health, 12(49),        251-264.
  1. Al Aslamiyah, T., Setyosari, P., & Praherdhiono, H. (2019). BLENDED LEARNING DAN KEMANDIRIAN BELAJAR MAHASISWA TEKNOLOGI PENDIDIKAN. Jurnal Kajian Teknologi Pendidikan, 109–114. https://doi.org/10.17977/um038v2i22019p109
  2. Arifin, M., & Abduh, M. (2021). Peningkatan Motivasi Belajar Model Pembelajaran Blended Learning. Jurnal Basicedu, 5(4), 2339–2347.https://doi.org/10.31004/basicedu.v5i4.1201
  3. Aspinwall, L. G., & Taylor, S. E. (1992). Modeling cognitive adaptation: a longitudinal investigation of the impact of individual differences and coping on college adjustment and performance. Journal of Personality and Social Psychology, 63(6), 989–1003. https://doi.org/10.1037//0022-3514.63.6.989
  4. Bahri, A., Idris, I. S., Muis, H., Arifuddin, Muh., & Fikri, Muh. J. N. (2021). Blended Learning Integrated with Innovative Learning Strategy to Improve Self-Regulated Learning. International Journal of Instruction, 14(1), 779–794. 
  5. Bawane, J., & Spector, J. M. (2011). Prioritization of strategies for improving university students’ online learning skills. The Internet and Higher Education, 14(2), 88-https://doi.org/10.29333/iji.2021.14147a
  6. Bolliger, D. U., & Halupa, C. (2018). The role of peer feedback in online learning environments: A review. Journal of Educators Online, 15(1), 1-22.
  7. Cavanaugh, C., Gillan, K. J., Kromrey, J., Hess, M., & Blomeyer, R. (2011). The effects of distance education on K-12 student outcomes: A meta-analysis. Learning Point            Associates.
  8. Cho, M. H., Kim, B. J., & Choi, S. J. (2016). A comparative study of self-regulated learning  and academic achievement in blended learning and traditional classroom contexts.The Internet and Higher Education, 29, 70-78
  9. Chuang, H. H., Weng, C. Y., & Chen, C. H. (2018). Which students benefit most from a         flipped classroom approach to language learning?. British Journal       of Educational Technology, 49(1), 56-68. https://doi.org/10.1111/bjet.12530
  10. Collaço, C. M. (2017). Increasing student engagement in higher education. Journal of           Higher Education Theory and Practice; West Palm Beach, 17(4),        40–47.
  11. Credé, M., and Niehorster, S. (2012). Adjustment to college as measured by the student adaptation to college questionnaire: A quantitative review of its structure and  relationships with correlates and consequences. Educ. Psychol. Rev. 24, 133–165.doi: 10.1007/s10648-011-9184-5
  12. Dennen, V. P., & Burner, K. J. (2008). The cognitive apprenticeship model in educational practice. In Handbook of research on educational communications and technology (pp. 425-439). Routledge.
  13. Demir, M., Jaafar, N. I., & Baturay, M. H. (2016). Social support, academic achievement, and anxiety among college students. Journal of Counseling Psychology, 63(3), 355-365.
  14. Dicey, M. D., & Spector, J. M. (2008). The role of the physical library in the digital age: Perceptions of academic librarians. Journal of Library Administration, 48(1-2),            135-151.
  15. Dyckhoff, A. L., Zielke, D., Bültmann, M., Chatti, M. A., & Schroeder, U. (2018). Avoiding the pitfalls of social media in the classroom. Journal of Educational   Technology & Society, 21(1), 210-222.
  16. Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2015). Blended learning: The new normal and emerging technologies. International Journal          of Educational Technology in Higher Education, 12(1), 1-5
  17. Fidalgo, P., Santos, I. M., & Thormann, J. (2019c). Blended learning environments and learning resources. Frontiers in Human Neuroscience, https://doi.org/10.3389/conf.fnhum.2019.229.00022
  18. Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-           105.
  19. Gillis, A., & Krull, L. M. (2020). COVID-19 Remote Learning Transition in Spring 2020: Class Structures, Student Perceptions, and Inequality in College Courses. Teaching Sociology, 48(4), 283–299. https://doi.org/10.1177/0092055x20954263
  20. Graham, C. R. (2013). Emerging practice and research in blended learning. In R. E. Ferdig & K.      Kennedy (Eds.), Handbook of research on K-12 online and             blended learning (pp. 333-350). ETC Press.
  21. Horn, L., and Nunez, A. (2000). Mapping the Road to College: First-Generation Students Math Track, Planning Strategies, and Context of Support NCES 2000 153.             Postsecondary Education      Descriptive Analysis Reports, Vol. 1.             Washington, DC: National Center for Education Statistics. U.S. Department of          Education.
  22. Hrastinski, S., Keller, C., Lindström, B., & Wressnegger, C. (2018). Activity theory in practice: promoting critical reflection and online interaction in blended learning. Educational Media International, 55(3), 209-223.
  23. Huang, J., Dasgupta, S., & Teng, C. (2015). Investigating the impact of student          characteristics on academic performance in blended learning environments. Journal of Educational Technology Development and Exchange, 8(2), 1-14.
  24. Jaggars, S. S. (2014). Choosing between online and face-to-face courses: Community         college student voices. American Journal of Distance Education, 28(1),           27-38.
  25. Jamil, H., Murtaza, F., & Azeem, M. (2018). Challenges and strategies of blended learning: A literature review. International Journal of Education and Research,         6(4), 181-192.
  26. Junco, R., & Cotten, S. R. (2012). No A 4 U: The relationship between multitasking and academic performance. Computers & Education, 59(2), 505-514.
  27. Kahu, E. R., Nelson, K., & Picton, C. (2018). Student engagement in the educational interface: Understanding the mechanisms of student success. Higher     Education Research & Development, 37(1), 58-71.
  28. Kirschner, P. A., & Erkens, G. (2013). Toward a framework for the design of academic deliberation.
  29. Kim, S., Park, S., & Lee, Y. (2020). Effects of break activities on attention and            performance in online learning. Computers & Education, 151, 103866.
  30. Kuznekoff, J. H., & Titsworth, S. (2013). The impact of mobile phone usage on student learning. Communication Education, 62(3), 233-252.
  31. LaPointe, D. K., & Gunawardena, C. N. (2018). Developing social presence in online learning: A review of the research. Journal of Educational Technology &       Society
  32. Lee, M. J., McLoughlin, C., & Chan, A. (2013). Talk the talk: Learner‐generated         podcasts as catalysts for knowledge creation. British Journal of Educational            Technology, 44(3),      421-433.
  33. Lin, M., Zheng, B., & Zhang, Y. (2019). Online discussion forums, communication skills, and critical thinking: A study of asynchronous online discussions in a blended       learning course. Journal of Educational Computing Research, 57(7), 1552- 1575.
  34. Liu, M., & Carless, D. (2018). Peer feedback in a blended learning environment: An exploratory study using the case of a Hong Kong university. Assessment &       Evaluation in HigherEducation, 43(7), 1079-1091.
  35. Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2013). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online            learning studies. US Department of Education.
  36. Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological Science, 25(6),          1159-   1168.
  37. Nordmann, E., Calder, C., Bishop, P., Irwin, A., & Comber, D. (2018). Learning in the            wild: A phenomenological exploration of digital and non-digital learning in       the lives of young        people. Educational Research, 60(2), 179-194.
  38. Osao, A. B. (2017). Challenges and coping strategies of student mothers of UCC College of Distance Education: The case of the Cape Coast Centre (Master’s dissertation, Institute for Educational Planning and Administration, University of Cape Coast).
  39. Öztürk, M., & Demirel, M. (2017). Time management strategies of students in blended learning environments. Education and Information Technologies, 22(6),            2817-2833.
  40. Park, Y. J., & Bonk, C. J. (2018). A framework for research and quality improvement             design in      blended learning. Internet and Higher Education, 37, 31-43.
  41. Prasad, P. W. C., Maag, A., Redestowicz, M., & Hoe, L. S. (2018). Unfamiliar technology: Reaction of international students to blended learning. Computers & Education, 122, 92–103. https://doi.org/10.1016/j.compedu.2018.03.016
  42. Ramadania, F., & Aswadi, D. (2020). Blended Learning dalam Merdeka Belajar Teks Eksposisi. STILISTIKA: Jurnal Bahasa, Sastra, Dan Pengajarannya, 5(1), 10–21. https://doi.org/10.33654/sti.v5i1.1014
  43. Ransdell, S., & Gilroy, F. (2001). Providing background music for academic tasks: Effects on attention and performance. Perceptual and Motor Skills, 93(1),          163-178.
  44. Roach, L. E., & Lemasters, L. K. (2018). Balancing the demands of blended learning: Student experiences and perceptions. International Journal of Educational    Technology in Higher Education, 15(1), 1-16.
  45. Rowlands, I., Nicholas, D., Williams, P., Huntington, P., Fieldhouse, M., Gunter, B., & Withey, R. (2008). The Google generation: The information behaviour of   the researcher of the future. Aslib Proceedings, 60(4), 290-310.
  46. Skelly, K. J., & Estrada-Chichon, J. L. (2021). Mindfulness as a Coping Strategy for EFL Learning in Education. International Journal of Instruction, 14(3), 965–980. https://doi.org/10.29333/iji.2021.14356a
  47. Schmidt, J. A., Roth, J., & Stark, J. S. (2018). Blended learning in higher education: A           study of      critical success factors. International Journal of Educational Technology in Higher Education, 15(1), 1-16.
  48. Stodel, E. J., Thompson, T. L., & MacDonald, C. J. (2006). Learners’ perspectives on            what is missing from online learning: Interpretations through the           community of inquiry framework. International Review of Research in       Open and Distributed Learning, 7(3),             1-21
  49. Song, L., & Hill, J. R. (2007). A conceptual model for understanding self-directed learning in online environments. Journal of Interactive Online Learning, 6(1),       27-42.
  50. Supriya, K., Mead, C., Anbar, A. D., Caulkins, J. L., Collins, J. P., Cooper, K. M., LePore, P. C., Lewis, T., Pate, A., Scott, R. A., & Brownell, S. E. (2021). Undergraduate Biology Students Received Higher Grades During COVID-    19 but Perceived Negative Effects on Learning. Frontiers in Education, 6.      https://doi.org/10.3389/feduc.2021.759624
  51. Taylor, S., Landry, C. A., Paluszek, M. M., Rachor, G. S., & Asmundson, G. J. G. (2020). Worry, avoidance, and coping during the COVID-19 pandemic: A comprehensive network analysis. Journal of Anxiety Disorders, 76, 102327. https://doi.org/10.1016/j.janxdis.2020.102327
  52. Wang, Q., Shannon, D. M., & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302-323.
  53. Wang, X., & Sun, J. (2018). Challenges and strategies of blended learning in higher education. Journal of Educational Technology Development and Exchange, 11(1), 1-14.
  54. Wilson, S. G., & Loomis, L. K. (2010). Effects of environmental noise and distraction on        task performance and stress in the academic setting. Noise & Health, 12(49),        251-264.
 

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