Myla M. Arcinas
Assistant Professor
Behavioral Sciences Department
De La Salle University-Manila, Philippines
In 'Virtually There', a book and DVD pack distributed freely to
schools by the Yorkshire and Humber Grid for Learning
Foundation (YHGfL), Professor Stephen Heppell writes in
the foreword:

"Learning is breaking out of the
narrow boxes that it was trapped in
during the 20th century; teachers'
professionalism, reflection and
ingenuity are leading learning to
places that genuinely excite this new
generation of connected young
school students — and their teachers
too. VLEs are helping to make sure
that their learning is not confined to
a particular building, or restricted to
any single location or moment."
Myla M. Arcinas
Assistant Professor
Behavioral Sciences Department
De La Salle University-Manila, Philippines
Defining Hybrid Teaching, IVLE and its
Features
 Hybrid Teaching with IVLE at DLSU
 Methodology
 Results
 Hybrid Teaching with IVLE - Common
Practices of the Faculty
 Strengths of Hybrid Teaching with IVLE
 Limitations of Using Hybrid Teaching
with IVLE
 Analysis and Major Lessons Learned
 Conclusions

Technological Advancement and
Hybrid Teaching
The daily
environment has
become more
computerized than
ever before.
The advancement in
technology
influences the
growth of education
and its approaches
and methods of
instruction -
HYBRID TEACHING

is a form of instruction which combines
face-to-face and online teaching
approaches (also known as the mixed
or blended teaching)

Its goal is to pair the best features of
face-to-face teaching with the best
options of online learning to promote
quality, active and independent learning
and reduce class seat time.

as a way of making students
experiencing activities outside the
classroom with the help of the
technology supporting students’
learning

Hybrid teaching is an approach in
which a significant portion (30% <50%) of the teaching activities
have been moved online and time
traditionally spent in the classroom
is reduced but not eliminated.
Integrated Virtual
Learning Environment (IVLE)
Regardless of the
design, hybrid
courses may be
expected to deliver
instruction in both
an asynchronous
and synchronous
manner.

is an innovative courseware management
system designed and developed by the
Wizlearn Pte Ltd, to manage and support
teaching, learning and courseware
management over the Internet.

It allows the teachers to use a mixed
teaching style, that is face-to-face
interaction (FTF or F2F) such as in-class
discussions, active group work, and live
lectures with a web-based educational
technologies (IVLE) such as online course
cartridges, assignments, discussion boards,
online assessment and other web-assisted
learning tools.
Integrated Virtual
Learning Environment
(IVLE)
Electronic communication has
reduced the world into a global
village. The speed of
information exchange between
distant locations is in real time.
Most higher learning
institutions worldwide operate
in the online environment to
educate students and
professionals alike.
The IVLE has all the most basic applications needed
for online course delivery. Below are the main
features of IVLE




In collaboration with the
National University of
Singapore, De La Salle
University’s ASIST (formerly
CREM) provides faculty
members the online learning
system IVLE.



Module Website (syllabus) and FAQ
Lesson Plan
Workbin (to post lecture notes, upload
assignments, reading material, etc.)
Discussion Forum and Chat Room Sections
Online assessment
Announcement Board and Email Distribution List
Group Project, Multimedia and Survey
Tool/Template
is a Catholic private
university located in
Taft Avenue in the
district of Malate in
Manila, run by the
Brothers of the
Christian
Schools.
IVLE was initially
shared by DLSU with
the University of the
Philippines Open
University (UPOU) in
2000, but limited only
for the graduate
students. In 2005, the
use of IVLE was
expanded to the
undegraduate level to
support the
nstitutionalization of
hybrid courses (A91)
in the University .
IVLE was initially shared by DLSU with the
University of the Philippines Open University
(UPOU) in 2000, but limited only for the
graduate students. In 2005, the use of IVLE
was expanded to the undegraduate level to
support the institutionalization of hybrid
courses (A91) in the University .
Guidelines on Hybrid Classes
Guidelines on Hybrid Classes
1. The course/section has been designated as hybrid
(eg. A91, C91) during enrollment;
2. The course will be conducted by a CREM-certified
faculty member;
3. At least half of the total number of hours for the
term will be used for classroom sessions;
4. The schedule of on-line class sessions is specified
in the course syllabus and submitted to the
Office of the University Registrar within the
first week of the term;
5. No online sessions will be scheduled and/or
conducted within the first two (2) weeks of the term;

Used a descriptive-qualitative research design

Interview method; interview guide was developed
for the purpose of the study (combination of
structure items and open-ended questions);
descriptive statistics (frequency and percentages)
and content analysis were used to analyze the data

50 faculty members were selected via purposive
sampling technique
COMMON PRACTICES ON THE
USE OF HYBRID TEACHING
WITH IVLE
To provide collaborative, teaching and learning
tools and resources , the IVLE

Needs to create and prepare the module before
the term starts. The majority of the faculty
expressed that hybrid teaching requires more
time and effort, both for the preparation and
management of the module, most of them
recognized that once set, it is very convenient,
practical, and a more systematic way of
managing one’s course/subject.
College
Features
CBE
CED
CCS
COE
Total
CLA
Rank
COS
1
Workbin
149
345
22
134
172
120
942
2
Assessment
Discussion
Forum
116
108
33
50
236
127
670
3
99
276
32
18
171
49
645
4
Chat Room
100
136
13
19
126
28
422
5
Lesson Plan
25
38
11
4
31
6
115
6
Module FAQ
9
9
3
5
11
5
42
7
Multimedia
3
16
3
1
13
5
41
8
Survey
2
4
2
0
24
2
34
9
GradeBook
4
5
1
3
13
7
33
10
Project
5
4
2
1
1
3
16
To provide collaborative, teaching and learning
tools and resources , the IVLE

Serves as an archive/repository of lectures
notes, readings, activities, submission, etc
(workbin #1)

Makes the design, administration and
checking of exams easy, but limits them to
give objective exams , following the IVLE
format (assessment tool #2)
To provide collaborative, teaching and learning
tools and resources , the IVLE

Provides tools very useful to teaching and
learning processes, which enriches and
broadens the students' learning experience
with the DF and Chat room (#3 and #4);
most of them use it in an asynchronous
format.

Needs to come to class prepared, following
the topic and activities posted in the
calendar of activities, posted online
To provide collaborative, teaching and
learning tools and resources , the IVLE

Serves as a communication tool and
correspondence tool with students, thus
less reminders and instruction done in the
classroom (lesson plan, module and
announcement tool #5)

Allows easy monitoring of student’s
performance, less effort to check
attendance and submissions are posted
online (log-in system, gradebook, #9)
To provide collaborative, teaching and learning
tools and resources , the faculty

Needs to come to class prepared, following
the topic and activities posted in the
calendar of activities, posted online

Sets a good blend/mix of FTF/F2F
instruction and use of online/web teaching
STRENGTHS
STRENGTHS: Better organization of
course materials on the web
Facilitates the
organization of
course materials on
the web
(syllabus, lesson plan,
workbin with separate
folder for lecture
notes, assignments,
reading materials etc,
repositories of
responses for
discussion forums,
online chat, auto
marked quizzes)

Faculty expressed full appreciation of
its use as its efficiently organize the
teaching of the course (93%).

Also, faculty articulated that the IVLE
proved to be successful in terms of
serving its purpose of making their
academic activities more systematized
(96%), and also for the students (94%).

With IVLE (in hybrid
teaching), courses published
online - with its discussion
forums, chat rooms, quiz
management, assignment
repositories, subscription
services, and e-mail
distribution lists, the teachers
experience a powerful
teaching-learning environment
for supplementing classroom
teaching-learning thus
reducing classtime (91%).
1000
500
Module
0
CBE CED CCS COE CLA COS
TOTA
L
Module 115 263 24 75 110 102 689

Moving away from
the pure transmissive
–lecture type of
teaching where the
teacher and the
students have to be
both physically
present in the
classroom

Hybrid teaching with
IVLE is a creative way of
using the mixed or
blended teaching. 96%
of the faculty appreciated
the approach. In this era
where students are
techno savvy, teachers
have to learn to reach the
world of its learners.

Impact on teaching performance (TPE for
hybrid classes – 4.76)
 More flexible course format (67%)
▪ Opens new possibilities
 More activities could be performed and
more learning centered (78%)
▪ more activities
 More interaction and discussion (89%)
▪ Greater engagement of the teachers- students


Posting of queries,
ideas and
comments on a
topic discussed or
to be discussed
made easy
(Discussion Forum
Tool )
Given limited time in the
classroom, with 40-45
students, the Discussion
Forum and the Chat Sections
- allow opportunities for
the students to post their
views/opinions/position
about an issue (92%).
Students and teachers can
actively post what they have
in mind thus not limiting
learning within the class
time

IVLE permits quality use of
time inside the classroom
(89%) (processing of outputs
and integration ideas are done
in the classroom) , as
assignments, group work
activities, discussion forum
questions and insights are
posted online and maybe
accomplished outside the
classroom

From the faculty
members’ point of
view, the big
motivator (for
using IVLE is easy
access (94%)
anywhere and
anytime

"Since the DLSU campus provides
internet access ports in classrooms,
labs, and common areas, the faculty
and students can get to IVLE from
anywhere and at any time. "This means
they can work from home, tend to
spend less time on campus.“

"Being able to get to IVLE from home,
over the Internet, is great, because I get
a lo t of work done at home.“ (Era)

"With IVLE , faculty can access almost
all manner of course material from
literally anywhere in the world."


IVLE is a time-saver in
many ways. By providing a
quick and easy way to
download lecture notes
and reading materials,
read lesson plan,
announcements and exam
schedules, and other
materials.
Majority of the faculty
expressed that the IVLE is
convenient and practical.

Faculty saves time to
explain instructions or
to answer questions
coming from the
students (86%) .

Also, the faculty allows
the students have more
time to read the material
before the class (84%) ."


They found its
use to be very
easy and simple
(87%). Trainings
and a tutorial
session on its use
are available
online.
e.g. Designing one’s module is
easy. They also expressed
appreciation of ease of uploading
& downloading teacher’s lecture
notes; reading materials as well
as downloading assignments of
the students
"It's very simple to upload and download
materials online. With the use of IVLE,
Reyes reports "I didn't need to learn
anything special, and in a minute I can
easily upload the lecture notes ,
readings as well as structures learning
activities.
Click the Workbin
link of the course.
Click the download icon or the name
of the file that you want to download.
Choose “Open the file from its
current location” and click OK.
Ponder: If the File Download
window re-appear, just follow the
instructions above.
When the file opens completely, click
on “File” then select “Save As…”
Choosing “Save As” will allow you to save
the file in the computer’s hard disk.

the
communication
benefits of IVLE
are plentiful.

(88% ) Posting
reminders, guidelines
for assignments,
feedback for an
assignment or a
probject submitted,
easy correspondence

The Announcement Board,
Class Management & Email
Distribution List, and Active
Messaging - allow
opportunities for the teacher to
communicate with the
students even outside the
classroom (be it individual,
target group, or the entire
class)

78% of the teachers
expressed that they
use the nnouncement
board

It's available for any and all
students to see, so I don't
need to go to talk to each
and every students or
verbally announce to the
class.”

81% found the
discussion forum is a
vehicle for
encouraging some
forms of creative
expression.

The DF tool contribute to
better for academic
exchange and discourse,
posting in the discussion
forum is good.

Hybrid teaching facilitates a
process that allows an
effective combination of
different modes of delivery,
models of teaching and styles
of learning, and founded on
transparent communication
amongst all parties involved
with a course. (Heinze and
Procter, 2006)

Compared to traditional (paper and pen)
exams/tests, the e-assessment or online exam
simplifies the process of designing,
administering and checking an exam (90%).
faculty expressed that - “… result is
immediately posted online (95%) (with score
and ranking).”

The IVLE also serves as repository of exam
results (& assignments, projects, activity
outputs), thus allows easy tracking of student’s
academic performance (92%)

Faculty members in DLSU-Manila,
are not just teaching faculty but
research faculty by definition. This
means that teaching via hybrid
approach allows one to have time
to do other things aside from
teaching in the classroom (as seen
in the traditional approach).

Effective planning of the module
(scheduling activities ) is
imperative in the process.

In terms of interaction, most (97%) of the faculty
seemed to find lessons in the IVLE more appealing
and seen to give them “fun” experience as a
teachers.
“IVLE appeals to the faculty and gives them a “fun”
experience , because it is interactive in nature.”
Era

but the interviews also showed that this does not
necessarily mean that they were more interested
in those lessons when they are taught through
IVLE rather than the traditional face-to-face
interaction.
LIMITATIONS

The teacher’s role in
designing the hybrid
course, defining the
content to be covered
and activities, as well
in putting into action
the hybrid teaching
remains crucial to its
success.

Majority (88%) felt that the
effective use of IVLE in the
hybrid teaching approach still
depends on the teacher
“The teacher remains to be the
main actor that controls what
features of IVLE will be used and
how it will make the lessons and
discussions interesting.”
Manlagnit
Teachers’ must continue to receive
trainings to learn to manage their
hybrid classes and teach online
▪ Facilitating online learning
community
▪ Anticipating issues and problems
▪ Overcoming apprehensions


Faculty member’ ‘
familiarity on the
use, functions and
features of IVLE is
a must for hybrid
teaching to be
effective
Non-familiarity
hinders optimum
use of IVLE

Most (87%) felt the
need to make them
have a more active role
in the learning process
of the students, in this
internet era

Student problems
 Inadequate time management





skills
Difficulty accepting responsibility
for learning
Difficulty with more
sophisticated technologies
Break down and phase in longer
assignments
Time management tips
Prepare technology help sheets

One of the goals of
hybrid instruction is to
lessen time for
classroom meeting,
thus less direct
physical person-toperson interaction

Majority (73%)
expressed that direct
physical person-toperson interaction
(teacher-student) is still
important in effective
learning process.

64% expressed that
access to "Integrated
Virtual Learning
Environment" (IVLE),
at times, is difficult
outside the campus
hardware, software and
technology requirements
 bandwidth/browser
limitations may restrict
instructional methodologies
 limited bandwidth means
slower performance for
sound, video, and intense
graphics

Course-Module Design

As course-module designers, the teachers creativity define
the ways to use the features of IVLE and to make it more
appealing to its primary users, the students. The teachers role
to design a hybrid course to be effective and interesting is a
big challenge. Combining or converging the best of 2
worlds, traditional-classroom and web-internet settings,
requires monetary support from the DLSU administration to
continuously train/motivate the faculty.

Time and motivation/commitment on the part of the faculty
to design a quality module that will improve student’s
learning are critical in the process.
Delivery and Teaching Performance

The use of IVLE is seen to be highly functional,
practical, time saver, and user friendly.

Quality of classroom meetings improved; Teaching
performance also improved

Teacher-Students engagement and interaction
improved; Hybrid teaching allows teaching as a
fun/happy experience.
Teaching Performance

In the effective and efficient delivery of a hybrid
course, the faculty’s role is crucial. A faculty who
may be effective in traditional classroom-based
setting may not automatically be effective in
handling a hybrid course without the appropriate
training (Levenburg & Major, 2000). Under a
hybrid mode of instruction, a faculty is not just to
teach or impart knowledge thru lectures but
should also act as a facilitator .
Technical Concerns




Updating the IVLE courseware may also be done to make it
more relevant to the changing times
Examples :
Bigger capacity to upload files beyond 15Mb (for projects,
videos )
There are features of the IVLE that are nolonger functional
given adjustments in the Registrar’s records and filing (from
student number to fullname as username)
Replacing the old computers in the E-classsrooms for faster
& easy access

“Teaching is performance, teaching
is theater, teaching is a medium
focused on students. Classrooms per
se must be active learning places and
technology can be fun, interactive
and user-friendly. ”
Mike Rapatan, Ph.D
Education, Columbia University.
Professor & Director , Center for Educational
Multimedia (CREM) -DLSU
THANK YOU!