Blended Learning vs. Pure-printed Modules: Assessing its Effectiveness and Students’ Perceptions
The pandemic has brought an enormous shift within the face of education, especially with the implementation of remote learning through learning delivery modality. These distance learning modalities are selected to support the circumstances of students and teachers to continue schooling. A descriptive survey was conducted among the Bachelor of Secondary Education (BSE) students in a Professional Education course at Quirino State University to assess the effectiveness and overall satisfaction of blended learning and pure printed modules delivery of instruction. One group of students was provided with pure-printed modules and another group with a blended-learning approach which included a combination of online and offline delivery of instruction. Overall perceptions of the course, instructor, and learning outcomes were positive for both groups. Students also felt strongly that they might use the fabric in their careers. The majority of the scholars within the blended learning section indicated that they might take another professional education course using this approach if it were offered. However, some interesting differences were noted. Specifically, students in the pure printed modules setting were more satisfied with the clarity of instruction and felt more strongly that they gained an appreciation of the concepts in the field. On the other hand, blended-learning students felt more strongly that their analytical skills improved as a result of the course. The results suggest that the two delivery methods were similar in terms of ultimate learning outcomes, but that both could also be improved by incorporating aspects of the opposite.
Keywords: New Normal, Blended Learning, Pure Printed Modules, Effectiveness, Perception
