Ralph Springett, president of the Flexible Learning Association of NZ (FLANZ),

says choosing a flexible programme of study has a range of benefits for

learners.

“It enables them to fit study into busy lives. They can learn on their own terms
in their own environments, learn when geographically isolated, learn at times
that suit them and learn subjects that are not available locally.”

Springett says these benefits mean increased flexibility for learners is likely to
be in the majority of education providers’ strategies, but notes the popularity of
flexible learning is dependent on how well designed the learning and teaching
provision is.

“A well-executed but simple provision of flexibility will be more popular than a

poorly provided, highly flexible experience. The learner needs to feel supported
and part of a community. Recognising prior knowledge and having opportunities
to learn skills, discuss with others and collaborate are examples of good
learning design.”

The most common tool used to enhance flexibility is an online learning

management system (LMS), which includes Moodle, Blackboard and Canvas.

“This allows for information and a range of activities to be accessed anywhere

there is an internet connection,” says Springett. “Most organisations use a
range of platforms to complement their LMS. Systems like social media, data
storage and online whiteboards can be integrated into it.”

The pros of flexible learning

Springett says the Open Polytechnic has developed its own LMS, iQualify, which
provides a particular experience well suited to distance learning, and platforms
such as Google and Microsoft Office provide online services that can
complement an LMS or be a complete solution for learning and teaching.

A major benefit of flexible learning is increased access to learning opportunities,

often for second chances at learning. Students keen to take a subject not
offered at their school can commonly take it online using a blended model of
delivery. The Virtual Learning Network connects students online in a virtual
classroom, and Te Kura enables students to take an NCEA level over summer.
“These are examples of potentially life-changing flexible learning experiences,”
says Springett.

In tertiary study, learners can study when geographically distant. “The

University of Waikato enables people to qualify as teachers while based in
communities. Flexibility means constraints relating to being physically at a place
or present at a particular time are reduced.”

Countering the cons

A high level of flexibility doesn’t suit all students, however. Some learners need
structure and direction, and less experienced learners may struggle with
self-direction and motivation. Springett says the growing digital divide has the
potential to cause inequity through differences in access to the internet and
browsing tools.

“Poor digital literacy can also increase differences in access to education, even
though learning online has been shown to be a great tool for teaching digital
literacy.”

There is also a potential loss of a sense of community, bringing feelings of

isolation, but a
well-designed flexible offer will often see digital provision supporting heightened
engagement when learners get face to face, notes Springett.

As to a future where digital learning completely takes over from classroom or

lecture hall learning, this seems unlikely. Springett says education providers are
wary of the necessary transfer of responsibility to the learner that increased
flexibility often requires.

“When the provider has a financial stake in the learners’ success, the provider
may be reluctant to give more flexibility – and responsibility – to learners who
may not succeed without traditional hands-on delivery and face to face
support.”

He says our education future is likely to be a mix of fully digital distance

provision, structured face-to-face learning, blended delivery and flexible
learning.
“For independent learners, increased flexibility with support and community in
place will work for most. Blended models are already being termed ‘the new
normal’.”

Project Title: Flexible Instructional Environment for Grade 12

_______ Students in National High School
Proponents: Cabusog, Cloyd Mark
Ipanag, Edwin Jr.
Lano, Glaisa
Pareno, Claire
Tropel, Rachel Ann
Tudio, Maribel
Taypa, Maricel
Location: _______________________
Rationale:
The onslaught of Covid-19 has a causes a 360 degree turn –
around in the lives of people globally. The educational institutions
are critically affected. The school year 2020 – 2021 is considered a
trial-and-error for all the individuals involved.
Face-to-face classes are still uncertain due to the fact that
there is a copious upturn of Covid – 19 cases as well as the new
variants coming in depressingly.
The decline in the number of enrollees mainly attributed to
financial factors and access to internet. While those who are
enrolled especially in the public schools, struggles for the resources
in the remote learning.
Flexible learning is an alternative to face-to-face teaching
model.
Objectives: This project aims to support and cater the individual
needs of diverse senior high school learners through traditional and
e-learning environment.

Proposed Model Design:

Students with Internet Students with no internet
connection and appropriate connection and with no
gadgets appropriate gadgets
* Google classroom * modules
* Googlemeet * provision of materials like
* Zoom meeting construction papers, pictures to
* Online Educational platforms: be used for brochure and
A. edmudu postcard-making
B. Quizziz * printed assessment test
C. edugate papers
D. udemy
E. schoology

Students that fall in both categories with be given interventions in

case of failure or delay to accomplish the requirements or got low
score due to valid reasons.

Resources needed: Excellent internet connection

Access to friendly educational websites/platforms
Methodology:
1. The students must be categorized according to the
availability of technological resources.
2. Online class is 30 minutes a day per subject. Reporting by
the students is encouraged.
 3. For those students who will have the module have the
same objectives and reporting is impossible so they have to make
reflection paper.
4. Both categories will be required a portfolio.

5. Grading system:
Category A Category B

Expected outputs:
Category A Category B

Budgetary requirement:

NEW NORMAL AMID

COVID-19: GOOGLE
CLASSROOM AS A
BLENDED
LEARNING PLATFORM FOR
SENIOR HIGH SCHOOL
STUDENTS
ANNABELLE G. BUGHAO-
Master Teacher 1
RENATO L. BEROSIL JR.-
Teacher 3
AMYR C. PEREZ-Teacher 2
09178883005/annabelle.bughao
@deped.gov.ph
Context and Rationale
“The only way to make sense
out of changes is to plunge into
it, move with
it, and join the dance.” Alan W.
Watts
The quotation above by
Watts emphasizes the attitude of
one person
towards change. It is related to
the changes in education system
wherein
teachers and students must
apply that attitude towards new
normal.
The Covid-19 pandemic is
first and foremost a health crisis
in the country
wherein most classes stopped
and most schools, universities
and colleges
were closed. (Simon &
Sievertsen 2020).
According to Sevilla (2020)
the coming school year will be
full of disruptions
related to Covid-19 but still
DepEd continues to prepare for
various scenarios
to ensure the learning of
students will continue. She also
said that the
education may become the new
normal amid the Covid-19
situation
wherein the small percentage of
learners before who subscribe to
online
learning compared to formal
schooling but with the current
situation, this may
be reversed. Changes are
inevitable.
The statement of Sevilla shows
that the Department of
Education is very
determined to ensure the
stakeholders that amid Covid-
19 the education will
continue still.

In the study Ikhwan and

Widodo (2019). Blended
learning is interest variety
of technologies that combined
from face to face learning
and E-learning
NEW NORMAL AMID
COVID-19: GOOGLE
CLASSROOM AS A
BLENDED
LEARNING PLATFORM FOR
SENIOR HIGH SCHOOL
STUDENTS
ANNABELLE G. BUGHAO-
Master Teacher 1
RENATO L. BEROSIL JR.-
Teacher 3
AMYR C. PEREZ-Teacher 2
09178883005/annabelle.bughao
@deped.gov.ph
Context and Rationale
“The only way to make sense
out of changes is to plunge into
it, move with
it, and join the dance.” Alan W.
Watts
 The quotation above by
Watts emphasizes the attitude of
one person
towards change. It is related to
the changes in education system
wherein
teachers and students must
apply that attitude towards new
normal.
The Covid-19 pandemic is
first and foremost a health crisis
in the country
wherein most classes stopped
and most schools, universities
and colleges
were closed. (Simon &
Sievertsen 2020).
 According to Sevilla (2020)
the coming school year will be
full of disruptions
related to Covid-19 but still
DepEd continues to prepare for
various scenarios
to ensure the learning of
students will continue. She also
said that the
education may become the new
normal amid the Covid-19
situation
wherein the small percentage of
learners before who subscribe to
online
learning compared to formal
schooling but with the current
situation, this may
be reversed. Changes are
inevitable.
The statement of Sevilla shows
that the Department of
Education is very
determined to ensure the
stakeholders that amid Covid-
19 the education will
continue still.

In the study Ikhwan and

Widodo (2019). Blended
learning is interest variety
of technologies that combined
from face to face learning
and E-learning