DIVINE WORD COLLEGE OF LAOAG

GRADUATE SCHOOL

CE 211 Reflections for

W LANDSCAPE OF EARLY CHILDHOOD EDUCATION

Class Session: Cluster B

Name of Faculty: Bryan P. Acasio, PhD
Credit: 3 Units
Name of Student: Angelito B. Corpuz

Write about your thoughts about Hyflex/Hybrid and Face to Face Classes in
Education and your perceptions towards Institutional Readiness as well as
Problems to be Encountered and Solutions.

Face-to-face classes and hybrid/flexible classes are two educational delivery

methods that have become more common recently. While face-to-face programs feature
typical in-person education, hybrid and flex classes incorporate both digital and in-person
training.

Both of these instructional methods, in my opinion, have advantages and

drawbacks. Hyflex/hybrid programs offer ease and flexibility since they let students
choose whether to attend in person or online based on their schedules. More people can
now participate in education because it is now possible for students who previously
couldn't attend classes in person to do so online. Face-to-face instruction, on the other
hand, promotes more interaction as well as cooperation between learners and educators,
which can enhance the learning process.

Yet, the effectiveness of both delivery methods depends on the institution being
prepared. Educational institutions must have the equipment and resources, such as
dependable internet access and video conferencing software, to support Hyflex/hybrid
classes. Additionally, they must have qualified educators and staff who can instruct and
assist students both face-to-face and virtually. Institutions must have the tools and
resources needed to facilitate in-person instruction for face-to-face classes, including
classrooms, labs, and libraries.

Ensuring certain that all learners have equal opportunities for learning is one issue
that schools could run into. While hybrid and flex classes may give some students more
access to education, others might not have the required technology or internet access to
participate online. Institutions will need to make sure that all students, whatever their
situation, have equal access to education.

Another issue that may arise is the difficulty in keeping students engaged in both
Hyflex/hybrid and face-to-face classes. Students may become disengaged or distracted
in online classes, whereas they may struggle to stay focused for long periods of time in
face-to-face classes. In both modes of instruction, institutions will need to find ways to
keep students engaged and motivated.

Solutions to these problems include providing students with the necessary

technology and resources to participate in Hyflex/hybrid classes, such as loaner laptops
and internet hotspots. Institutions can also offer additional support services for students,
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GRADUATE SCHOOL

such as tutoring and counseling, to help them stay engaged and motivated. For face-to-

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face classes, institutions can incorporate interactive and engaging teaching methods to
keep students focused and interested.

In conclusion, Hyflex/hybrid and face-to-face classes both have their advantages

and disadvantages, and institutions need to be ready to support both modes of instruction.
Ensuring equal access to education for all students and maintaining student engagement
and motivation are key challenges that institutions need to address in order to
successfully implement these modes of instruction.

Based from experiences and from the reading about the Challenges of Expanded
Limited Face-to-Face Classes in the New Normal, what are your five major
suggestions and recommendations?

The COVID-19 pandemic has caused significant disturbance to education systems

worldwide, leading in the breakdown of educational institutions and the transition to online
learning. As some countries reopen their schools, many are implementing a hybrid
learning model that combines online and face-to-face classes. However, expanding
limited face-to-face classes in the new normal presents several challenges that must be
addressed to ensure the safety and continuity of learning. The most difficult challenge of
expanding limited face-to-face classes is ensuring the safety of students, teachers, and
staff. With the ongoing threat of COVID-19, schools must follow strict health and safety
protocols to minimize the risk of transmission. This includes measures such as physical
distancing, wearing of face masks, and regular disinfection of classrooms. Another
challenges is the transition to online learning has highlighted the digital divide, with
students from low-income households or remote areas having limited access to
technology and the internet. As schools expand their limited face-to-face classes, they
must ensure that all students have access to equitable learning opportunities, regardless
of their socioeconomic status or geographic location. Following that, the pandemic's
disruption has resulted in significant learning loss, with many students falling behind in
their studies. Expanding limited face-to-face classes necessitates a concerted effort to
close the learning gap, including remedial classes and additional academic support.
Another issue is that the pandemic has had an impact on students' emotional well-being,
with many suffering from stress, anxiety, and social isolation. Schools must prioritize their
students' mental health and well-being by offering emotional and psychological support
through counseling, peer support groups, and other interventions. Teachers who are
unfamiliar with digital platforms may find it difficult to adapt to new teaching methods and
technology tools as a result of the shift to online learning. Schools must provide
professional development opportunities for teachers to improve their skills in delivering
online and blended learning as they expand their limited face-to-face classes.

In order to address all the difficulties that was mentioned above, I would suggest
that: first, we implement strict health and safety protocols to deal with the problems of
increased limited face-to-face classes in the new normal. To guarantee the security of
students, teachers, and staff, educational institutions must comply with regulations set by
the local government and the World Health Organization. This includes sanitizing
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GRADUATE SCHOOL

classrooms on a regular basis, wearing face masks, physical separation, and providing

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hand sanitizers. Second, ensure that everyone has equal access to education. Schools
must ensure that all students, regardless of socioeconomic status or geographic location,
have even access to learning opportunities. This can be done through the use of
digitalization, such as virtual classrooms or online educational platforms, as well as by
providing support for learners who do not have electronic devices. Third, create a positive
learning environment. Educators must be educated to provide children's psychosocial
assistance to their students, particularly those who are having problems with the struggles
of online learning. Schools can also set up peer support networks or psychological
services that help learners deal with the situation and problems created by the pandemic.
Fourth, provide ways to grow professionally. Professional development opportunities for
teachers and staff are aimed to enhance their abilities in providing online and blended
learning, effectively using technology tools, and helping students with varying learning
needs. This can be accomplished via digital workshops or webinars. Finally, communicate
on a regular and transparent basis. Schools must keep open lines of communication with
students, family members, and the community in order offer latest update on the
institution's plans, safety procedures, and any modifications in the educational
environment. Conversation can also aid in the resolution of issues and the development
of trust among stakeholders.

In conclusion, the struggles of expanded limited face-to-face sessions in the new

normal are intense and necessarily require a collaborative effort from all stakeholders.
Schools must prioritize student and personnel safety and well-being, resolve the digital
gap, provide psychological and academic support, and provide educators with the
knowledge and tools they need to carry out effective hybrid learning.