Blended Learning Pedagogy to Support Student-Centered Classrooms

Abstract

Blended learning has become a mainstream educational activity that gives teachers the ability to flip classrooms, improve instruction, and empower student independent learning. However, flipping the class is not enough to support students’ learning but through the design and implementation that accounts for a sufficient understanding of technology, content, and pedagogy. This study investigated 5 blended learning courses and 50 faculty assessed the school's support using quantitative and qualitative data and correlational methods of analysis. 126 students were asked about their satisfaction and quality of BL implementation. Majority of the implementers do not have a model to anchor in the BL implementation. Students evaluated BL courses somehow partially meet student satisfaction in terms of engagement, tools and information needed during the actual implementation compared to the expected practices students prefer. Thus, the result is a groundwork in designing the blended learning model to address blended learning gaps. The developed BL model includes the elements of college policy support and faculty support in the planning stage, student and faculty support in implementation stage, and student support and policy support in monitoring and evaluation stage. Researchers believe an overarching collaboration of the said elements will ensure quality student-centered blended learning implementation.