Chapter II

Review of Related Literature and Studies

This chapter presents the review of literature and studies that the researcher

considered in strengthening the importance of the present study. It includes information

from previous studies on how blended learning affects students and their perceptions

during the Covid-19 pandemic. It also presents the synthesis of the art to fully

understand the research for better comprehension study.

Blended learning is a learning strategy that mixes traditional face-to-face training

with internet resources. Addressing the widespread misconception that this is a novel

strategy, Department Secretary Leonor Briones clarified that the government has been

using distance learning for decades. As part of their curriculum, several colleges have

given their students online courses and assessments. Despite this assertion, obstacles

associated with online learning continue to exist today. That being said, with adequate

education and government backing, we will be able to have a good semester.

Blended learning (BL) has become one of the most popular pedagogical

approaches. Ideas in higher education and EFL contexts at the start of the year 2000

(Halverson et al, 2014). Blended learning is expected to become the "new traditional

model" or "new normal" in course delivery, according to academics (Graham,

Woodfield, & Harrison, 2011). Researchers have attempted to define "blended learning"

in various ways. For example, Oliver and Trigwell (2005) defined three types of blended

learning: a mix of face-to-face and online learning, a combination of face-to-face and

online learning, and a combination of face-to-face and online learning.

Due to the covid-19 pandemic, blended learning was used to secure and

preserve the safety of kids and teachers. To avoid being infected by the virus, DepEd

mandated that online learning and modular learning be introduced. Blended learning is

joined by the two to make it easier for kids to perform schoolwork and work at their own

pace.

Students appreciated the blended learning experience, which helped them

enhance their health and knowledge.

In the Philippines, the Center for blended learning in Cubao Quezon City was

founded in 2007 using an active classroom setting approach and homeschooling.

Parents soon after noticed that their children enjoyed the approach more than regular

school. The center expands to connect with international mentors—the benefits of

homeschooling and learnings from peers and teachers affect in comparison with no

intervention. It seems to be more effective than or at least as effective as nonblended

instruction for knowledge acquisition in health professions. Moreover, pre-post test

study design, exercises, and objective outcome assessment in blended courses could

improve healthcare learners' knowledge acquisition. Due to the significant

heterogeneity, the conclusion is treated with caution. (Tupas, 2020).

 This demonstrates that blended learning is beneficial to kids who choose to

complete their schoolwork at home, as it enhances their health and knowledge.

Students in the Philippines like and have more fun with blended learning since it allows

them to exercise and manage their time.

Students choose blended learning because it allows them to have more free time,

be at peace, and be adaptable. It also has problems such as network issues, defective

technology, and the inability to fully comprehend what is being taught.

A growing number of research have been conducted in recent years to investigate

the perceptions of mixed learning for the learning environment among teachers and

students. Some studies (for example, BakarNordina & Alias, 2013; Friatin, Rachmawati,

& Ratnawati, 2017; Ja'ashan, 2015; Kosar, 2016; Mohsen & Shafeeq C. P, 2014:

Pitaloka, Anggraini, Kurniawan, Erlina, & Jaya, 2020) conclude that blended learning

has some advantages such as usefulness, convenience, flexibility, Nonetheless, other

studies have discovered certain downsides of blended learning, such as a lack of

abilities in using technology. Technology, network issues, and time waste (Aldosemani,

Shepherd, and Bolliger (2019); Rombe (2014); Sari and Wahyudin (2019).

This demonstrates that blended learning has both advantages and

disadvantages. According to the source, blended learning is effective, convenient, and

adaptable, but it has drawbacks such as a lack of technological skills and network

concerns. This demonstrates that blended learning requires a solid internet connection

and proficiency with technology.

 Blended learning is beneficial and successful not just for students and teachers,

but also for workers who wish to develop their skills.

Blended learning is one of the most modern methods of learning, contributing to

the solution of the knowledge explosion problem, the growing demand for education,

and the problem of overcrowded lectures if used in distance learning, expanding

acceptance opportunities in education, being able to train, educate, and rehabilitate

workers without leaving their jobs, and teaching housewives, all of which contribute to

raising literacy. Blended learning increases learning effectiveness to a large extent,

reduces the time environment required for training, reduces training costs, allows the

learner to study at his or her preferred time and location, allows for live interviews and

discussions on the network, and provides up-to-date information. Simulations,

animations, practical events and exercises, and practical applications are provided to

meet the needs of learners. (Al- Shunnaq and Bani Domi, 2010).

This demonstrates that blended learning is extremely beneficial to students and

adults who have a lot of work to accomplish and must stay at home. According to the

source, it has benefited people by allowing workers to be trained, educated, and

rehabilitated without having to leave their jobs. The same is true for students who were

required to stay at home due to unexpected circumstances.

Teachers and students benefit from blended learning in that they can save

money.
 Blended learning saves both the educator’s and student’s money. Although you

would have to spend on internet bills unless it is subsidized, blended learning reduces

the cost of course preparations by repurposing lesson contents. On students’ end, travel

and food expenses will also be reduced if there will be days when they only stay at

home while remote learning. (Noelle, April 20,2022)

In the statement of Noelle on April 20, 2022, it was proven that in blended learning,

students can save more money not only for students but also educators or what we

commonly called teachers. In blended learning students and teachers can save more

money because there are days that students and teachers don't need to travel and buy

their food or what we called food expenses before going to school because of the help

of modular or online learning.

Blended learning helps students to manage their time according to their priorities

other than education because some students juggle work and school at the same time.

Blended learning lets students’ progress at their own pace. Students can refer to

course concepts and materials as needed and can advance when they feel ready. A

LMS makes it easy for students to look back on earlier materials and to move through

coursework at their own pace. (Chase Banger, May 9, 2022)

In the statement of Chase Banger on May 9,2022 blended learning really helps

students to manage their time specially to those students who continue their studies and

have a work at the same time. Blended learning helps them to manage their time and

work their school papers at their own pace. A Learning Management System (LMS)
helps students to look back on their missed activities or lessons, most likely in online

learning we commonly used messenger and Google meet for online classes.

Blended learning is not popular among all students for a variety of reasons.

In terms of the problems associated with the usage of blended learning (Albiladi &

Alshareef, 2019; Bataineh & Mayyas, 2017; Crawford & Jenkins, 2017; Medina, 2018;

Shand & Farrelly, 2018), research has revealed that not all faculty and students are

open to using blended learning (Benson et al., 2011). Some people still thought that

using ICT was "time-consuming" (Benson et al., 2011, p.148). For example, it was

discovered that designing and developing lecture or teaching materials on a web-based

platform takes more time than face-to-face engagement. Some argue that using a

hybrid method is more rigorous in terms of teaching and learning preparations. This

explains the concept offered by Ma'arop and Embi (2016), who classified integrated

learning as a physical and cognitive load.

This demonstrates that not all students prefer blended learning for a variety of

reasons. According to the source, some people find it time-consuming to use ICT.

Creating lecture materials on an internet-based platform takes longer than face-to-face

engagement, which is why some people and students dislike blended learning.