Statement of the Problem

How can blended learning be done in a traditional General

Education HELE class?

How can GE HELE class be designed and developed to make it

blended learning?

Sub problems / questions

What course model or framework for General Education HELE

can be used?
What could be the difficulties or challenges that the teacher or
the students encounter in the implementation of a blended
Introduction
learning course?
Distance education for teacher training was cited in numerous
Developing the Framework
studies with positive results. However, it was not a cheap substitute
for face-to-face student-teacher interaction due to the use of
Michael Power - Three studies about blended online learning
multimedia or ICT.
1. The Emergence of a Blended Online Learning
Environment (2008)
Blended learning is more common in traditional colleges today, to
2. Redesigning Online Learning for International
enhance classroom instruction, and through the use of:
Graduate Seminar Delivery (Power and Norman
Vaughan, 2010)
Printed materials (Books, Journals, Textbooks)
3. Head of Gold, Feet of Clay: The Online Learning
Web-based / open educational resources (Websites)
Paradox (Power and Anthony Gould-Morven,
Computer-based resources (E-books, Programs in CD/DVD,
2011)
USB, or hard drive)

Methodology

Analysis, Design, Development, Implementation, and

Evaluation (ADDIE)
Horizontal Course Syllabus (tool to develop the individual and
group learning activities and assessment of two General
Education HELE modules )
Lesson Plan Template (tool for planning the detailed lesson per
meeting)
Pre and Post-Course Survey Questionnaires, Interview
 Permission from the school and department head Print, computer-based, and online learning sites were utilized to
Consulting blended learning quality guidelines augment classroom learning.

Participants/Subjects/Respondents

Pre-service elementary teachers who were enrolled in Gen.

Ed. HELE in SMCQC, 2nd semester 2014-2015

Research Instruments and/or Tools

Course syllabus
Course calendar
Survey questionnaire
Conclusion
Procedures
Traditional classroom instruction
Inclusion of print, Web-based, computer-based, and open
educational resources
Online collaboration activities (wiki and e-mail)
Online classroom was created to access the recommended
links and practice tests
Introduction, discussion, quiz, reflective writing, and exams
were done inside the classroom
Exercises, extensive reading, watching videos, practice tests,
and online collaboration activities were done outside
classroom time
Books, magazines, journals, hand-outs, newspaper clippings,
and electronic files were also organized into a mini library
using transparent and expandable long envelopes
Data Collection Procedures/Implementation
The blended learning course in Gen. Ed. HELE provided
benefits to students learning
The horizontal course syllabus, videos, online learning sites,
and slide presentations were very helpful teaching tools to
diverse students
The videos were able to show or demonstrate to the students
how to conduct the symposium activity
Majority of the students were able to cover the required
activities on time
Limited amount of classroom time and the students difficulty to
absorb the lessons immediately contributed to dissatisfaction
with blended learning activities to some students
Computer skills and access to the Internet are necessary for
blended learning

Focus of the pilot study were the two modules from Weeks 7-8 Recommendations
(Sustainable Development for Human Well-being) to Weeks
9-11 (Planning, Organizing, and Managing the Enterprise) To improve this blended learning course:

Data Analysis Procedures

Survey responses classified and organized for frequency
distribution (using Google Form, Excel, Numbers, or
Spreadsheet)
Coding of answers and search for themes to obtain
generalization
Brief slide presentations for each module should be prepared to
introduce the topic or reinforce the lesson
The pre-service elementary teachers should use the Computer
Laboratory every meeting to hone their ICT skills
Activity sheets and checklist of requirements be prepared to
serve as guide for the students all the time

Evaluation
Thank you very much!
Post-course survey or interview to determine the learning
experience of the students and also obtain their comments and
suggestions
Report of the study was also prepared

Findings

There were 12 students who responded to the pre-course survey

and 11 students for the post-course survey. During the pilot study,
the students were able to utilize Google e-mail, Google chat/
messenger, wiki, and mobile communications to get in touch with
their fellow students and instructor.