Challenges of Blended Learning
(Alvarez, 2020) reflected different lenses of experiences encountered by five
purposively selected facilitators teaching National Service Training Program
(NSTP) in a certain university in Manila, Philippines. A qualitative case study
research method was employed to interview the participants. The data were collected
using a semi-structured interview questionnaire, and analyze thematically. There
were five themes or "roadblocks" reported in this study: technological, instructional,
class size, technical support, and collaboration. Findings were also discussed in the
lenses of various literatures, particularly in terms of design and development,
implementation, and assessment and evaluation of blended learning. An overarching
proposal, which is aligned to the results of this research study, was presented.
Nevertheless, it aims to add to the pool of teachers' voices who are experiencing
problems and challenges in the delivery of blended learning. The results of this study
can serve as a basis for continuous faculty training and development, as well as for
the improvement of the NSTP course, in general.
(Dridi, 2020) aimed on identifying the challenges in the online component of
blended learning from students, teachers and educational institutions perspectives.
Self-regulation challenges and challenges in using learning technology are the key
challenges that students face. Teachers challenges are mainly on the use of
technology for teaching. Challenges in the provision of suitable instructional
technology; and effective training support to teachers are the main challenges faced
by educational institutions. This review highlights the need for further
investigations to address students, teachers and educational institutions challenges
in blended learning. In addition, we proposed some recommendations for future
research.
( Rojabi, 2019) observed the benefits and the challenges of blended learning via
Schoology. The data were collected through primary and secondary resources. It is
expected that the findings will boost the EFL teachers’ attention in applying
blended learning via Schoology in their classes, and draw attention of EFL teachers
in covering the challenges of blended learning via Schoology to improve students’
learning experiences.
( Idrus 2020) presented a case study of learners’ perceptions towards the
implementation of blended learning in English for Professional course, otherwise
known as English for Occupational Purposes, at a large suburban public university
in Malaysia. It attempts to argue that blended learning can be applied to teaching
and learning practices as pedagogy, as can be seen from the perspectives of
learners. A quantitative approach involving a set of questionnaire is administered
to 85 learners who enrolled into the course. The findings show the learners
associate with blended learning as a pedagogy although issues and challenges
continue to be raised. Recommendations including internet speed access and
information and communication technology (ICT) labs are presented.
(Aldilabi, 2019) researched the effectiveness of a graduate level blended learning
course on the development of teachers, and educational leaders in Kazakhstan
studying a Masters of Science in Educational Leadership at Nazarbayev University
Graduate School of Education (NUGSE) in Kazakhstan. All of the student
participants in this course were invited to participate in a survey and an interview.
The findings include an analysis of the pedagogical practices which promote
educational leadership skills among students via blended learning courses as well
as the challenges both faculty and students faced during this course. Finally, the
paper makes recommendations for policy and practice in relation to enhancing
effectiveness of blended learning courses in higher education. It may be of
particular interest to schools in the early stages of implementing blended learning...
Effects of workload on teacher’s performance
(Magalong & Torreon 2021) studied the teaching workload management and its
impact to the teachers’ wellbeing and effectiveness in all public schools. It was
revealed that there is no significant relationship between the extent of management
of teachers’ teaching workload, wellbeing and their profile in terms of age, highest
educational attainment, and years of teaching experience. Therefore, effectiveness
does not depend on the tasks and functions given to the teachers, hence, they are still
achieve satisfactory rating despite the fact that they are bombarded with designation
and responsibility
(Tancinco, 2021) evaluated the status of teachers’ workload and performance in
State Universities of Eastern Visayas. A total of 120 teacher-respondents from six
State Universities representing each province in the region served as respondents
Respondents’ total workload ranged from 11 to 31 units, with a mean of 21.1. They
had an average workload in the following functions: instruction, 20.0; research, 0.4;
extension, 0.3; administration, 0.08; committee involvement, 0.16; advisorship in
organization, 0.12. In general, the faculty members in the State Universities carry
the prescribed regular workload of 21 units. Close to onefourth (23.3%) of them
were overloaded. Respondents had negative attitude towards overloading. Their
attitude scores ranged from 31 to 95, with a mean of 54.1. Generally, the teachers
strongly agreed that overloading increases their income. As perceived by the
respondents, only the policies on minimum workload, maximum workload and
computation of workload were fully implemented. Other workload policies were
perceived by the respondents as partially implemented. More than half (55.8%) of
the respondents had very job performance rating
(Werang, 2018) studied e the potential effect of workload, individual characteristics,
and school climate on teachers’ emotional exhaustion in Christian elementary
schools of Boven Digoel district, Papua. The results of the study revealed that
workload, individual characteristics, and school climate partially effect significant
positively on teachers’ emotional exhaustion in elementary schools. These findings
might be worthwhile for the school supervisors as well as The Head of Education
Office in regional government level to eliminate teachers emotional exhaustion by
creating different programs to improve workload system and to improve school
climate on one hand and, on the other hand, to foster teachers’ character of hardworking
(Durani, 2019) explored the factors that are affecting a private secondary school
teacher's performance. the result reveals that School management support,
compensation, and reward have a constructive relationship with Teacher's
performance. Whereas, training and development, workload and organizational
identification have in weak relationship with organization developer.
(Asaloe et al 2021)described the potential effect of teachers’ work-related stress on
their job performance in the elementary schools of Southern Papua, Indonesia. Th
Result of data analysis revealed a significant negative effect of teachers’ stress on
their job performance in the elementary schools of Southern Papua. It means that the
lower teachers’ stress the higher teachers’ job performance, the higher teachers’
stress the lower teachers’ job performance. Finding of this study may theoretically
contribute a valuable extension of the existing researches as it gives an insight into
the stress and job performance of elementary school teachers who survive in the
challenging context of Southern Papua, Indonesia
Effects of academic overload to student’s performance
(Cao et al 2020)shown how the relationships of the influence of information
overload on student’s academic performance. For students, academic performance
is important in displays their successful of their academic. It also outlines people,
task, technology and information as the influence of information overload. Aim of
this paper is to propose a framework regarding the influence of information overload
on the student’s academic performance.
( Aafreen et al 2018) assessed the stress among students of various professional
colleges and its association with various academic, social, and health-related factors.
Result: Students studying in science stream had stress more compared to students
studying in other streams. It affects them mentally, physically, and emotionally.
Students face anxiety and go in to depression which later leads to decreased
performance in academics. Conclusion: Stress is the body's reaction to a challenge
( Menon et al 2018 ) Studied the effect of stress to stundet’s performance. The five
dimensions of sources such as personal inadequacy, fear of failure, interpersonal
difficulties with teachers, teacher pupil relationship and inadequate study facilities
were further analysed and gender differences were also obtained. Understanding the
sources of stress would facilitate the development of effective counselling modules
and intervention strategies by school psychologists and counsellors in order to help
students alleviate stress.
Impact of the pandemic on education
Reimers, 2021 examined available evidence on the duration of school closures, the
implementation of remote education strategies, and known results in student access,
engagement, learning, and well-being. It provides a conceptual educational model to
examine the impact of COVID-19 on educational opportunity
(Hyatt et al 2020)examines the impact and implications on initial teacher education
(ITE) of the crisis brought about by the Covid-19 lockdown of schools and
universities from the perspectives of four university providers in England. The start
of the pandemic meant that, in England, schools were closed to all but vulnerable
pupils and the children of ‘key workers’, and so the normal placements of students
in teacher education (ITE students) could not continue. The ‘virtualisation’ of the
ITE programmes by, in some cases, both schools and universities, raised significant
issues of both equity and pedagogy. The loss of time on school placement had the
effect of lost opportunities for practising teaching but increasing the time for reading
and reflection. We consider the effects on a teacher education programme when the
practicum experience is abruptly curtailed, yet the programme is able to continue in
a different way. We present a model framework for a new digital pedagogy for ITE
and discuss the opportunities and affordances available as the post-Covid
educational landscape emerges, and suggest that the Covid-19 crisis provides an
opportunity to reflect on the idea that practicum experience may be a necessary but
not, in itself, a sufficient condition for teacher learning.
(Alsayeed et al 2020) investigated the impact of COVID-19 on education. Data were
collected through structured questionnaires administered to 200 respondents that
consist of teachers, students, parents, and policy makers selected from different
countries. The collected data were analyzed using STATA/Regression. The results
show that COVID-19 has adverse effects on education including, learning
disruptions, and decreased access to education and research facilities, Job losses and
increased student debts. The findings also show that many educators and students
relied on technology to ensure continued learning online during the Coronavirus
pandemic. However, online education was hindered by poor infrastructures
including, network, power, inaccessibility and unavailability issues and poor digital
skills. The study underscores the damaging effects of COVID-19 on education sector
and the need for all educational institutions, educators, and learners to adopt
technology, and improve their digital skills in line with the emerging global trends
and realities in education
Alwamleh et al 2020 Studied whether online learning has an effect on
communication between instructors and students in a negative way, whether online
learning affects students' productivity levels and to evaluate and suggest ways of
improving effective online communication between instructors and students.
Results revealed that the vast majority agree with the questions of the study.
Students still prefer classroom classes over online classes due to many problems
they face when taking online classes, such as lack of motivation, understanding of
the material, decrease in communication levels between the students and their
instructors and their feeling of isolation caused by online classes.
(Jena, 2020) Evaluated some measures taken by Govt. of India to provide
seamless education in the country. Both the positive and negative impacts of
COVID-19 on education are discussed and some fruitful suggestions are also
pointed to carry out educational activities during the pandemic situation. Around
32 crore learners stopped to move schools/colleges and all educational activities
halted in India. The outbreak of COVID-19 has taught us that change is inevitable.
It has worked as a catalyst for the educational institutions to grow and opt for
platforms with technologies, which have not been used before. The education
sector has been fighting to survive the crises with a different approach and
digitising the challenges to wash away the threat of the pandemic.
( Mustafa 2020)revealed the opinions of teachers and students about the distance
education applications carried out in the COVID-19 pandemic, which was
identified in Wuhan, China in December 2019 and has spread around the globe in
no time. The population of the research consists of 16 teachers and 20 students.
The data were analyzed by content analysis technique and divided into themes,
sub-themes and codes. It was concluded that students and teachers have positive
and negative opinions about distance education activities. The fact that education
can be carried out in a planned and scheduled manner even under extraordinary
conditions is frequently expressed in positive opinions. Issues such as restricted
interaction, infrastructure problems and lack of equipment are among the
remarkable negative opinions regarding distance education activities. In addition,
opinions have been put forward that distance education will be used more
effectively in the future along with necessary improvement and in-service training.