Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.

7197920, ISSN 2822-4353

Research Article

Navigating Teachers’ Labyrinth in Adapting Blended Learning

Modality Amidst Pandemic

Darish Jane B. Cambalon*,

Genciano Cambalon, Edward F. Dizon
For affiliations and correspondence, see the last page.

Abstract
The purpose of this study was to determine the lived experiences of teachers in Don Marcelino,
Davao Occidental adapting blended learning. The study employed phenomenological approach to 12
teacher participants using in-depth and focus group discussion. Results revealed that most of the
participants shared positive and negative experiences in adapting blended learning modality. New
learning opportunities and flexible learning pathway were the themes under positive experiences
while teacher’s technological hitches and digital divide were under negative experiences. Coping
mechanism of the participants includes intervention plan, maintaining positive attitude at work and
self-innovation. Despite the labyrinth, they account to share key insights such as empathetic response,
excessive optimism and personal and professional growth. Based from the result of the current study,
it is recommended that the school, specifically the school head, must develop a long-term
intervention program aimed at aiding instructors in dealing with technology gaps, particularly among
seasoned teachers. Thus, as teachers, it is imperative that in the new normal we should possess the
two important mindsets: adaptability and innovation.

Keywords: Lived Experiences, Blended Learning Modality, Challenges, Coping Mechanisms

Introduction teachers due to these reasons: insufficient experience

The world is currently battling the coronavirus disease
(COVID-19) that has been declared as a global
pandemic (Llego, 2020). This pandemic has disruptive
effect on normal life, difficult as it is in most countries.
However, most of the governments around the world
decided to innovate the delivery of learning.
Accordingly, Almaiah (2008), stated that the fast
growing of information technology development has
brought a lot of positive impact to the education
institution as an aid to facilitate learning. As a matter
of fact, modular print modality will be more effective
with the combination information technology. With
this, the integration of face-to-face and online
instruction also known as blended learning is
encouraged. This learning modality is known to be
essential in the current situation (Rathore, 2020).
Internationally, students reported positive feedback on
the effectiveness of blended learning during the
pandemic. In A meta-analysis study conducted by
Yildiz (2020) about recent trends in educational
technology during 2015-2020, study paid attention that
using educational technology in teaching and learning
was appropriate. As blended learning features the
teacher facilitating learning and engaging learners’
active participation using various with the combination
of printed materials, expectedly it can facilitate
teaching-learning effectively. However, in some cases,
this circumstance has been a great struggle to some
in supervising technology, lower motivation, and
weakened contact with technology (Graham, 2013).
Nevertheless, In the Philippines, Vice President Leni
Robredo noting that many areas in the country have no
internet access yet the DepEd Secretary Briones
asserted that the Department of Education is actually
planning of intervention about it (DepEd, 2020)
Locally, in the of Division of Davao Occidental, there
were 30 thousand registered learners and 50% of them
were having difficulties of stable connection
(Department of Education Davao Occidental, 2021).
Thusly, the idea of having online learning in the
division reveals a digital divide among students
(DepEd, Davao Occidental, 2020). Congruently, the
current situation translates to barriers in online
learning. As a matter of fact, many of the students
have difficulties adjusting to new learning styles and
do not have reliable internet access, respectively. For
some, it may present difficulty to purchase a
facilitative learning device to easily tune in to online
classes and immediately turn in assignments in the
online system.
In Lawa National High School, with the desire to
nurture promising futures to students, educators have
to adapt to the new modality. With this, like any other
academic institution that adheres to the welfare of its
teachers and students, Lawa National High School has
made determined efforts to suddenly address its needs.

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Research Article
Therefore, this research was conducted to gain
knowledge on the experiences of the teachers in
Blended learning education, how the teachers cope
with the challenges posed in blended learning
modality and the student’s insights with regards to
blended learning modality.
Research Questions
This study sought to examine and understand the
experiences of teachers in adapting the blended
learning approach amidst the COVID 19 pandemic in
Lawa National High School. This study aimed to
answer the following questions:
1. What are the experiences of the teachers in adapting
blended learning modality?
2. How do the teachers cope with the challenges posed
in adapting blended learning modality?
3. What are the participants’ key takeaways that they
may share with their colleagues and the academe in
general?
4. What intervention program can be proposed to
ensure high performance of teachers adapting blended
learning approach?
Literature Review
This section presents the review of related literature of
teachers’ experiences in the adapting blended learning
modality, teachers’ way to cope with the challenges in
the blended learning modality, and the teachers’ key
takeaways that they may share with their colleagues
and the academe in general. The different concepts are
arrange thematically in order to provide better
comprehension on the challenges of the teachers in
adapting blended learning approach.
Teachers’ Experiences in Adapting Blended
Learning Modality
As the COVID-19 pandemic has resulted drastic effect
in the Philippine educational system (De Villa, 2019),
the Educational System has eyeing the adaptation of
another learning modality. This includes Blended
Learning approach which refers to a learning delivery
that combines face-to-face with any or a mix of online
distance learning, modular distance learning, and
TV/Radio-based Instruction. It enables the schools to
limit face-to-face learning, ensure social distancing,
and decrease the volume of people outside the home at
any given time (Davis, 2020).
Additionally, (Rannastu-Avalos, 2013), disclosed that
Blended learning is associated with several meanings
Cambalon et al.
from previous researchers. As Siiaman (2019), stated
that blended learning is an instruction delivered on a
digital device such as a computer or mobile device that
is intended to support learning with the blend of
modular approach. An almost similar statement
delivered by Rasheed (2017), stated that BL is
a flexible approach to teaching and learning that uses a
combination of either online or handwritten personal
study or face to face classes. This was supported by
another argument which states that the implementation
of blended learning is expected to improve the quality
of education. In order to compete, universities must be
able to adapt and adopt blended learning modality.
Expectedly, BL also offers flexible time frames that
can be personalized to each person, offering them the
ability to learn at their own pace. Teaching is less
expensive to deliver, more affordable, and saves time.
Blended learning offers flexibility in terms of
availability.
Along with this, many researchers describe the
benefits of adapting this modality. Thus, in the
phenomenological study of Shand (2020), entitled
“The Art of Blending: Benefits of a Blended Course
for Preservice Teachers”, using in-depth interview,
several benefits of blended learning have been
reported in the literature, with the most common
benefit being flexibility (Gedik, Kiran, & Ozden,
2012). Other benefits include opportunities for
students to work at their own pace and with
personalized curriculum (Shand & Glassett Farrelly,
2017), reinforcement of learning, and added
engagement with peers (Gedik et al., 2012).
Additionally, the key benefit to the blended experience
was the opportunity to meet face-to-face, as they
believe their social presence and content expertise had
a greater impact during in-person classes. Furthermore,
many claimed the benefit of the online portion of a
blended course was the continuous access and
availability of the course learning management system
(LMS), which served as a repository of content
resources and grades and enabled fast and frequent
communication. Thus, this modality is expected to
engage students in the teaching-learning process.
Similarly, this was supported by the study of Karani
(2018), entitled “Utilization of Blended Approach in
Teaching and Learning in Kenya”. The study utilized
mixed method approach. It revealed that 74% of
participants are motivated to adopt and use blended
mode of learning while 26% of students did not have
confidence in the utilization of blended approach.
Moreover, 62% of students agreed with the appropriate
time and place for use of blended learning and 75 %
agreed that information uploaded on Moodle platform
was credible. However, 22% of the students stated that
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they had experience problems with use of learning
platform. Therefore, therefore lecturers need to offer
continuous support to students as a good gesture role
model. More so, it creates a learning experience
whereby the learner interacts with other students, with
the instructor, and with e-contents through thoughtful
integration of online commonly known as eLearning
environments at their own pace. Thus, for the students
possessing varying learning styles, this blended
learning is appropriate.
Despite the benefit the blended learning offers of the
educational system, it also suggests significant
challenges which include the expense of technology,
inadequate training, technological issues, the need to
adapt content for blended learning, decreased
motivation, and weakened relationships between
students and teachers.
With this, in the study of Gilmour (2018), entitled
“Challenges of Blended Learning in Adult Education”,
the most frequent problems in blended learning
identified by instructors is the insufficient basic
computer/digital skills including being able to navigate
different platforms and devices, keyboarding, using a
password, etc. Other frequently cited challenges were
getting distracted and low independence/self-
directedness and motivation, fear of and discomfort
with technology, and language and comprehension
barriers. The challenges that respondents assumed for
learners engaging in blended learning outside the
classroom overlapped with challenges observed inside
the classroom, most especially with regard to lack of
basic digital knowledge and skills, but they also
reported affective issues and distractions. However, by
far the most popular responses were lack of or poor
internet service and lack of or outdated hardware.
Other challenges unique to doing blended learning
activities at home are poor motivation/self-
directedness, and lack of time and/or time management
skills.
Congruently, another significant issues with blended
learning have been identified in the current literature.
One challenge noted by Lopez-Perez, Perez-Lopez,
and Rodriquez-Ariza (2011) is sustaining student
engagement in the online component of the course
when students see more value in the face-to-face
sessions. This was echoed by Ariza et. Al; (2014), who
reported similar findings with teachers. They found
many teachers harbored the belief that there was more
value in the face-to-face portion of a blended course
and therefore favored it more than the online portion.
A recent study on the problems of implementing
blended learning among university instructors
Cambalon et al.
(Mozelius & Rydell, 2017) revealed that the most
common challenges were the extended time to learn
new technology tools, a lack of support for learning
critical functions of the LMS, and discomfort with
understanding and implementing effective online
pedagogy. Gedik (2012) specified additional barriers
to blended learning, such as the complexity of the
work, where students are expected to engage in and
complete tasks in two environments; staying
disciplined and on track in the online activities; and
struggling with technology issues.
With these findings, it is still imperative that whatever
the modalities, teachers should always do the
assessment and performance monitoring to evaluate
whether the modality best suits to the learner’s pacing
level. It is also necessary to consider the different
factors why such modality in not applicable to a
particular student. However, as teachers it as always
our task to cope with what is the best in the teaching-
learning process for the benefit of our learners.
Teacher’s Coping Mechanisms to the Challenges of
Adapting Blended Learning
Nowadays, teacher’s professional lives is full of tough
moments, new and uncertain situations. Globally, the
traditional higher education delivery system which has
a classroom setting with students and lecturer
interactions has been challenged by innovations in
educational delivery mechanisms (Soliman, 2014).
Innovations in information technology has enabled
other methods of education delivery such as blended
learning (BL) gained prominence in higher education
delivery.
Despite the benefits that blended learning provides, it
also presents a number of problems. It's important for
teachers to recognize that we're considering coping
techniques to deal with the obstacles. Making proper
intervention strategies is one method to deal with the
issues given by the current circumstance.
Thus, in the study of Machera (2013), entitled
“Teaching Intervention Strategies that will enhance
teaching in Higher Education" using questionnaires
revealed a main findings that intervention plans are
appropriate material in recognizing the gaps and
finding for possible solutions out of the gaps .Further,
results have shown that there would be improvements
in several areas if the proper intervention plan will be
implemented. It was revealed that intervention plans
provide effective and prompt feedback, which
invariably impacted positively to the quality of the
teaching delivery. In addition, it enhance learning in
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higher education hence the need to implement teaching
intervention strategies in the pandemic face should be
evident in the schools.
Apart from that, maintaining positive attitude at work
is one of the coping up mechanisms in the covid face.
It’s easy to let negative thoughts and feelings creep in
during the COVID-19 pandemic. The coronavirus is
spreading. Nations are under quarantine. People are
out of work (Warren, 2020). Schools remain closed,
indefinitely. If you’re feeling afraid, and you’re not
alone. “That’s a natural response. There is a lot going
on, and there are incredible changes. That kind of fear
is what most of us feel. Despite all of this, keeping a
positive mindset can go a long way in managing
through the difficult time. Having an attitude that
looks for the positive and tries to be optimistic can
help you to filter out some of the constant barrage of
bad or discouraging news the figures of the disease
and how it’s growing. Additionally, holding onto that
positive attitude can help you center on things that
provide you with what you need to make it through
this day. It’s really important these days (Wilcox,
2020). Thus, it’s always inspiring that the pandemic
didn’t hinder them the desire to teach to help the
students learned.
More so, it was supported by the study entitled
“Innovating Education and Educating for Innovation:
The power of Digital and Technological Skills” by
Fullan (2019). The study revealed that an innovation
will be essential to bring about qualitative changes in
education, as opposed to the quantitative expansion
seen so far. These changes are needed to increase
efficiency and improve the quality and equity of
learning opportunities amidst pandemic. Although
education is not a change-averse sector, with
improvements already taking place in classrooms, it
has not managed to harness technology to raise
productivity, improve efficiency, increase quality and
foster equity in the way other public sectors have
(Gallagher, 2019). At the same time education can also
foster innovation in society at large by developing the
right skills to nurture it (Kaufman, 2018). These skills,
including critical thinking, creativity and imagination,
can be fostered through appropriate teaching, and
practices such as entrepreneurship education.
Governments should develop smart innovation
strategies for education with the right policy mix to
give meaning and purpose to innovation, including
creating an innovation-friendly culture (Johnson,
2018).
Furthermore, in the current situation, it is a
must that a schools need a physical and digital
Cambalon et al.
infrastructure through which improved teaching and
learning products. However, using technology does not
automatically improve learning – it is not an
innovation like fire, where one gets a benefit just by
standing near it. Instead, technology is a catalyst that
can empower deeper content, more active learning,
more authentic assessment, and links between
classrooms and the real world. These are innovations
we know improve learning. In addition, schools need
to adapt learning to similar modes of living. The
biggest difference between an industrial educational
system and a 21st century educational system is
extending learning life-wide, using technology to
make any place, anytime a rich opportunity for
learning and enlisting the help of parents, community
members, and informal educators as students’ coaches,
mentors, and tutors outside of school.
As teachers, with the challenges that we are
experiencing right now, it is foremost that we must
think for the most practical way to adapt and innovate
the ways of teaching. By doing so, we are not only
assisting our students in becoming better learners, but
we are also assisting ourselves in reaching our own
potential.
Teachers’ Insights with regards to Blended
Learning Modality
The global outbreak of the COVID-19 pandemic has
spread worldwide, affecting almost all countries and
territories. With the situation, there is a pressing need
to innovate and implement alternative educational and
assessment strategies. The COVID-19 pandemic has
provided us with an opportunity to pave the way for
introducing various learning modalities (Dhawan,
2020).
In the Philippines, the educators, students, and the
school are still coping and adjusting to the blended
learning education. As a matter of fact, Lapada’s
(2020) study explored the teacher’s perspective on the
blended learning using quantitative approach. The
results of this study indicated that teachers understand
the context of blended learning, but in implementation
there are various problems found, including 1)
availability of facilities, 2) network and internet usage,
3) planning, implementation, and evaluation of
learning, and 4) collaboration with parents. These
challenges resulted to the following insights, that as
teachers we should possess empathy and excessive
optimism.
Mortola (2020) also added that even in the midst of the
pandemic, a teacher must know how to respond to the
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changes and that, despite the many uncertainties, he or
she must transform learning into possibilities in order
to achieve "excellent education. By upskilling,
reskilling, and innovating mechanisms in the teaching
learning, the teacher is also concerned in his/her
personal and professional growth. Furthermore, there
is a need for transformative innovation in order
to develop new relationships and ways of working, to
update approaches, and to harness the collective social
capital and skills of school communities to deliver
better learning and teaching.
In conclusion, teachers’ key takeaways on blended
learning includes seeing it as an opportunity to the
emergence of a new education system. Its
effectiveness may not be recognized directly, but with
proper intervention and design, it will present
possibilities that has never been discovered before. In
addition, the blended modality is student-centered
approach which means, as it methods will only depend
to student’s flexibility and learning pace. Thus, as
teachers, it is only right and just to uphold this new
modality since its one of the manifestations that every
day is a learning opportunity to both teachers and
students.
As a conclusion, it's worth noting that the adaptation
of blended modality elicits both good and negative
responses. However, as educators, we are inventing
strategies to deal with its drawbacks. As a result,
teachers' typical mindsets for overcoming obstacles in
adapting blended modality are flexibility and
innovation in the present educational trend.
Methodology
Sampling
A purposive sampling was utilized in the study during
the selection of respondents. Palys (2008) stated that
one who will engage in purposive sampling signifies
that one sees sampling as a series of strategic choices
about with whom, where and how one does one’s
research. This statement implied that the way
researcher’s sample must be tied to their objectives
and the best sampling would depend on the context in
which researchers are working and the nature of their
research objectives.
Data Collection
To ensure quality analysis and interpretation of the
data being gathered, the researchers followed vital
steps in data gathering. Upon approval of the outline of
Cambalon et al.
the paper by the panel, the researcher wrote a letter to
the Schools Division Superintendent of Davao
Occidental division asking for approval for the
conduct of the study among the teachers who are
adapting the blended modality to facilitate the
teaching-learning process. When the approval was
granted, another written letter was submitted to the
appropriate school principal to ask permission to invite
the teachers who adapted the blended modality to
personal interviews and to a focus group discussion.
After the approval of the school principal, the
researcher followed an interview protocol that guides
them in the conduct of the interviews. This was to
ensure consistency between interviews, and thus
increase the reliability of the findings. The researcher
wrote to the participants to seek informed consent.
They re-explained to them the purpose of my
interview, the inclusion criteria, the time frame for the
interview, the confidentiality of the information, and
the intent to use a note taker and/or recording gadget.
An interview was proceeded after the consent from the
participants was granted. The individual interview was
conducted in a place and time at the participant’s
expediency. The researcher conducted the in-depth
interviews for thirty to forty-five minutes for each
participant according to the date and time they
stipulated in the informed consent.
The focus group discussion for the next six
participants which lasted for an hour was conducted
after individual interviews. Transcription of the
proceedings followed. After that, the researcher
summarized key data immediately following the
interview and verify information given in interviews as
necessary (Boyce & Neale, 2006).
In order for the research results to be valid, the
researcher made use of multiple methods in gathering
the data. The researcher utilized In-depth Interview
(IDI) and Focus Group Discussion (FGD) in order to
come with rich source of data needed for the analysis
and interpretation. Also, the researcher presented the
IDI and FGD transcripts to the informants and
participants asking them for the confirmation of data
that was generated during the interviews. The
informants and participants reviewed the transcripts
and informed that they can make necessary changes if
there was a need to. Through the use of these sources
of data, the researcher ensured all research results were
true and valid. Hence, through those methods,
triangulation was attained.
Triangulation technique is the combination of two
or more data sources, investigators, methodologic
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approaches, theoretical perspectives within the same Each participant was required to provide a signed
study. Additionally, the goal in research is to use two personal acknowledgment, consent, and an indication
or more methods of research to strengthen the design of a willingness to participate in the study release. The
and to increase the ability to interpret the findings purpose of the informed consent letter was to introduce
(Denzin, 1970). This method ensured the validity of the research effort, provide contact information,
the results of the study particularly the themes that wer articulate the intent of the study, request voluntary
extracted from the conducted in-depth interview and participation by the recipients, and identify the
focus group discussion. Hence, making this research anticipated information that participants will be
employing qualitative form of data analysis more expected to provide. Personal assurances of committed
credible. Figure below shows the triangulated design participation, prompt scheduling of the interviews and
for data gathering procedure. personal contact was ensured adequate participation to
achieve thematic saturation.
Ethical Issues
The informant’s consent letter was articulated the
Mc Leod (2009) postulated the seven key principles of procedural steps to maintain privacy, confidentiality,
ethical research, which comprised the following: and the non-attribution of the individual responses.
informed and voluntary consent, respect rights of The consent letter declared that the participants’
privacy and confidentiality, minimization of risk, background information would remain confidential
truthfulness, social and cultural responsibility, research and would not be released without prior expressed
personal approval. Restricted access based upon a need
adequacy, and avoidance of conflict of interest. In the
to know protects and secures participant information to
conduct and practice of this study the Treaty of
maintain confidentiality, anonymity, and to ensure that
Participation was embedded. The invitation to
all the responses were secured from inappropriate
participate was completely voluntary in nature, and
disclosure to enhance reliability of provided data. All
based on an understanding of adequate information.
participants were required to sign and return the letter
Another dominant concern is the Treaty Principle of of consent to the researcher before participating in the
Protection, as reflected in the respect for the rights and research. All the informants’ responses were secured
privacy and confidentiality, and the minimization of in a locked repository.
risk to participants. The possibility of a degree of risk
Data Analysis
inherent to being an informant was minimized by
taking all reasonable steps to guarantee participant
Qualitative research data analysis intends to uncover
confidentiality. Each of the participant was informed
or understand and describe the phenomenon, by using
his/her right to withdraw his/her information at any the data, and its meaning (Fink, 2000; Hancock, 2002;
time up to the completion of the data collection Ritchie & Lewis, 2003). Data analysis is a systematic
process. They were requested to verify his/her search for meaning. It is a way to process qualitative
individual transcript after the interview is carried out. data so that what has been learned can be
This provided the participants the opportunity to communicated to others. Analysis means organizing
amend, remove, any information which they felt might and interrogating data in ways that allow researchers to
identify them or they may be uncomfortable with. see patterns, identify themes, discover relationships,
develop explanations, make interpretations, mount
All the transcripts underwent a validation and
critiques, or generate theories. It often involves
verification. The researcher reserved the right to
synthesis, evaluation, interpretation, categorization,
employ the use of pseudonyms and changing names
hypothesizing, comparison, and pattern finding (Leech
and/or non-significant dates in the interest of the & Onwegbuzie, 2007).
protection of the identity of the participant in all
subsequent data analysis and reporting. With regard to As researcher, considered strategies of inquiry were
the protection of participants, it was noted that this applied which were practical to the procedures of
study would never use or involve the use of deceit in analysis and interpretation of the data. In this research,
any stage of its implementation. Gaining the trust and the researcher made sense out of data recorded in text,
support of research participants was critical in an audio and video formats while employing valuable
ethical academic inquiry (Walker, 2007). All steps. The researcher organized and prepared the data
participants were given an informed consent form for analysis after the conduct of the interview. To get
before scheduling the interviews and participating in to the big picture of the information and reflect on the
the phenomenological research process. overall meaning, the researcher were the ones to read

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through all the data. The next step was to encode or
organize related segments of data into categories.
These categories were used to generate a description of
the participants and identify themes from the coding.
Themes was scrutinized to determine connections.
After presenting the data, the researchers made an
interpretation of the whole meaning of the data
(Creswell, 2009, Polit & Beck, 2010).
In this study, thematic analysis was used to gain
insight and knowledge from data that were gathered.
The method involved distilling data and determining
broad patterns to conduct more granular research and
analysis. The researcher coded every two or three lines
of text to identify key words or concepts. To avoid
misinterpretation and biases, the data were reviewed
with the help of a qualitative research expert. That was
to read and re-read the data, double-check the codes to
make it more consistent and valid. Emergent themes
were identified when the codebook was prepared. The
researcher used the codebook to identify themes and
sub- themes that emerged from patterns like
conversation topics and vocabulary. These themes
were defined sufficiently. The name of each theme
was finalized with description and illustration of
quotations from the original text (Attride-Stirling,
2001; Braun & Clarke, 2006).
Results and Discussion
Presented in this section are the experiences of the
study participants, how they cope with the challenges,
their insights with regard to adapting various
modalities in facilitating the teaching-learning, as well
as the constructs which emerged from the information
gleaned through in-depth interview and focus group
discussion.
This section is divided into four parts: Part 1 tackles
the participants’ information from which the
qualitative data were collected. Part 2 covers the data
analysis procedures and the steps in the categorization
of the emergent themes from the result of the in-depth
and focused group discussion. Part 3 deals with the
responses to the interview and focused group
discussion questions under each research problem and
part 4 the summary of the responses.
Participants
The participants in this study were composed of 12
public secondary school teachers who adapted various
modalities in facilitating the teaching-learning in the
pandemic face. It comprised of 12 participants for in-
Cambalon et al.
depth interview and focus group discussion. Their
teaching experiences range from 4- 40 years. They
were chosen on the basis of their experiences in
adapting various modalities in facilitating the teaching-
learning. The ideas expressed by these individuals
were used to sort out issues, insights and perceptions
related to adapting various modalities in facilitating
the teaching-learning.
Focus group discussion was conducted to 6
participants, three (3) women and three (3) men with
teaching experiences ranging from 4-40 years. The in-
depth interview was conducted to 6 participants with
teaching experience ranging from 6 to 12 years. All of
them were from the same locale adapting various
modalities in facilitating the teaching-learning in the
pandemic face. The discussion was conducted to gain
added insights and concepts of teachers adapting
various modalities in facilitating the teaching-learning
and to strengthen and verify the findings.
Teachers’ Experiences in Adapting Blended
Learning Modality
From the data collected on the experiences of the study
participants, four main themes were generated as
presented. These themes were both positive and
negative insights. They helped me determine which
core ideas to report. Themes for positive insight were
learning opportunities, flexible learning pathway while
for negative insight were teacher’s technological
hitches and digital divide.
New Learning Opportunities
One of the experiences of the teachers in adapting
blended modality revealed a theme new learning
opportunities because it enable them to discover new
things about them. The teachers turned to be flexible
and to be innovative while facilitating the teaching-
learning process. This includes: Using their creativity
in creating video lessons to augment or supplement
learning along with the printed material. Moreover,
they managed to come up with various strategies and
initiatives which includes crafting their own
educational video lessons and supplemental activities.
Thus, some of the teachers were gladdened by the
situation because it tested how versatile and flexible
they are to adapt different situations.
The same is true for the focus group participants where
a good number of them had encountered the same
experience.
Informant Anne Cortez is undoubted in admitting her
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experiences on adapting blended learning modality in
the teaching-learning process when she said:
“I feel positive by the situation because it tested how
versatile and flexible I am to adapt new ways of
teaching in the pandemic face. I am even okay with it
as it is the only viable solution we have given in the
current situation. I love the new experience and it
ignites more my passion as a teacher especially in the
teaching learning-process. (FGD#1)
It was supported by the notion of Kathreen Bernado
saying:
Yes it’s true, “The current situation opens a lot of
avenues for as me teacher. It opens my creativity
which is reflected in my educational video lessons. I
was able to act as the artist, the editor, the content
developer of my own supplemental video lessons. I am
enjoying every opportunity nga akong gibuhat ug gi
try. (FGDP#6)
The experiences shared by the participant’s revealed
that adapting the current trend in teaching offers
favorable outcomes in intensifying the urgency of
bridging the gaps to facilitate the teaching-learning in
the COVID 19 pandemic.
Thus, (Ferlazzo, 2020) cited that with schools all over
the world redesigning because of COVID-19, blended
learning is becoming a new normal. It offers new
learning opportunities as it strive to provide students
the best of both face-to-face and online learning
experiences. Blended classrooms include face-to-face
instruction techniques such as direct instruction or
lecture, group discussions, and small-group work
while also using technology to provide in-class online
learning that students can do at home provided they
have access to necessary technology.
Teachers’ Experiences in Adapting Blended
Learning Modality
Flexible learning pathway
The second major theme that emerged is flexible
learning pathway. This theme came out because for
them, the current situation is convenient because the
materials and activities in the content of the lesson will
just be downloaded in the google classroom. With this,
the various modalities give self-paced learning
opportunities for the students and better time
management to both teacher and student. Congruently,
the teachers were given the chance to communicate
Cambalon et al.
their students personally through google meet.
On idea of convenience Pamela Veranda shared her
experience.
“I am pleased that despite the situation I could still
have the chance to meet up my students frequently and
discussed them the content of our lesson using
technology aided instruction anytime.” (FGDP#2)
This was supported by Kuya Kim when he said:
Various Modalities specifically the online and blended
classes gives better time management to both teacher
and students. (IP#10)
Accordingly, the flexible learning allows the student to
decipher when and how they will learn by tailoring
their course to their own capabilities. The flexibility of
online learning allows students to slowly grasp
concepts and ensure full comprehension before
moving forward. Expectedly, this leads to achieving
better grades and better learning outcomes.
Therefore, any learning content can be personalized
for the needs of the learners. What’s more important is
that the learning experience allows students to have the
flexibility to engage with the materials they need,
when they need them. Students learn in different ways
and to truly personalize the learning experience, there
must be multiple opportunities for students to progress
towards content mastery through flexible learning
pathways at different paces (Schrantz, 2019).
Teacher’s technological hitches
Nevertheless, teacher’s technological hitches emerged
to be the third major theme under the experiences of
teacher’s blended learning modality. This theme
elucidates from core ideas which came from an excerpt
during an in-depth interview. The core ideas under this
theme were: dismayed in the current situation due to
the technicalities of technology aided instructions, the
situation is a trouble due to the fact that the technology
aided instructions are not viable especially to seasoned
teachers. Some of them were upset in terms to the
technicalities of the new platform e.g., google meet
and google classroom.
On saying that adaptation of new learning modality is
a trouble for me as seasoned teacher, the participants
mentioned:
“In my Forty years (40) of teaching, this situation is
really a challenged for me knowing that I was not
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exposed to this kind of teaching strategy since in my
younger years. I am not even techy with the technology
aided materials. As a matter of fact, the technology
aided instruction is one of my weaknesses.
Consequently, I considered the situation as a little bit
harder. (IP#8)
On being upset in adapting new modalities,
participants mentioned that;
“To facilitate the teaching-learning using online
modality requires enough time for me. Honestly, I am
really upset of learning and memorizing the steps to
facilitate the new platforms especially with google
classroom. One example is, I just thought that my
assessment downloaded to the google classroom runs
smoothly however during the summative day, the
choices are not functioning at all, the current name of
the student who joined the exam will be the one who is
registering, and I think I need to master the set-up of
the google classroom. These things made me
disappointed about it. (FGD#5)
Hughes (2019), stated that blended learning is often a
bottom-up approach. Teachers or other staff often have
to take the initiative with blended learning. As such,
there is a need for formal instruction and professional
development to support their blended learning
practice. The infrastructure may not exist. It can be
difficult to set up the internal structure needed to
implement blended learning. The resources and budget
may not be available. Time constraints. Moving
towards a blended learning environment can take time.
As well as the necessary setup and logistics, training
and material preparation is often needed. It can be
difficult to manage this time alongside current
teaching requirements. All of these are the limitations
of BL.
With the terrible experiences encountered in the midst
of the pandemic, as teachers it is significant that we
must serve as the frontlines of accepting the challenge
by being the advocates of innovations in facilitating
the teaching-learning.
Digital divide
Another identical response to the negativity of
adapting various modalities in the teaching-learning is
digital divide. Daniel Padilla once commented:
“Whether, we like it or not, the online class is not
applicable at all times because of the poor internet
connection.” (FGD#1)
Cambalon et al.
This was supported by Liza Soberano, when she
said;
“ With the desire of teachers to provide other
teaching-learning modalities to augment learning
experience due to the decreasing proficiency level of
the students, sadly, the online teaching in our place is
somehow a problem because only few of the students
acquired android phones and the poor internet
connection is still our number 1 problem”.(FGD#4)
When pressed to explain about the challenges he
encountered in adapting blended learning to facilitate
the teaching-learning, Catriona Gray commented:
“Student’s sustainability in joining the online class due
to financial constraints is also a challenge. We can’t
deny the fact that some of the students are determined
however due to finances in terms of the load, it hinders
their desires to join the online class”. (FGB#4)
Nevertheless, most of the study participants echoed
positive response on adapting various modalities
however it is also coined by negativities. As it is said,
education must continue despite the circumstances. As
teachers, accommodating whatever the flaws and
trying to devise and apply for solutions until the result
will be tolerable must be practiced. Teaching is
possible and challenges as well in the new normal.
Despite the situation, let us always remember our
division tagline which stated “Kay Edukasyon Posible
the Davao Occidental”, PADAYON”.
Coping with the Challenges Posed in Adapting
Various Learning Modalities
From the data collected, there were three major themes
which emerged from the responses as shown on Figure
2 (see appendix). These are intervention plan;
maintaining enthusiasm at work and positive attitude;
and self-innovation.
Intervention Plan
Intervention Plan emerged as the first major theme
under coping strategies of teachers in adapting various
modalities. The following core ideas are: creating
strategies that would best address to the problems in
the current situation; identifying the problems and
looking for possible solutions; carefully planning of
different strategies; scaling up plans to address the
gaps in the current situation.
Here are some responses of the participants in relation
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to intervention plan as their form of coping mechanism
towards challenges and difficulties encountered.
“I believe that it is also important to recognize that,
even in these trying times, students, families,
educators, staff, administrators will work hard of
building back to ensure equal educational
opportunity for all students. This could be realized by
looking for possible intervention that would best cater
to the gaps experienced in the current situation”.
(FGD#5)
When asked to share how he identify the problems and
created solutions, he said:
“As one of the subject coordinators, I together with my
colleagues converge in one of the convocation
activities in the school. In the said convocation, we
thoroughly identified the gaps and problems in
adapting various modalities. It also ends up
identifying the possible solutions to the problem.
(IP#6)
Coping Mechanisms of Teachers in Adapting
Blended Learning Modality
An intervention plan will help you solve a specific
problem, and is designed to enable management and
improve organizational functioning. It identifies the
gaps as well as the ways in addressing the gaps.
Apparently, the general responses of the informants
indicated how the intervention plan cope up the
challenges posed in the current situation. Thus, in
order to address the learning disabilities in the new
normal hindering the student’s academic progress, all
these strategies should be implemented on time
(Daley, 2014).
As a result, a teacher must establish clear techniques
for teaching and learning, as well as directly identify
gaps and design solutions in the new normal and it
could be done through an appropriate planning.
Maintaining positive attitude at work
Maintaining positive attitude at work revealed to be
the second major theme under coping strategies of the
teachers adapting to various modalities. It interprets
different core ideas which include: thinking the
brighter side in every situation; being open to new
ideas of teaching, doing the job with a heart; being
passionate in everything you do.
On considering the positive attitude at work by
Cambalon et al.
thinking the bright side of the situation, Rosanna
Roces said;
“To teach and to help my students learn despite the
challenges brought by the pandemic is somehow
challenging however one of my inspirations of doing
so is to always look back the reason why I choose this
profession; that is to fill empty minds and to change
one’s life. So whatever the circumstance, education
must continue. (IP#8)
When asked to share her experience on being adaptive
to the new ideas in teaching, she said:
“Change is inevitable in life. Though emotionally
disturbing, arming ourselves with lots of adaptabilities
will go a long way in handling change. People who
adapt easily are flexible set of people who you find
excelling in a team. Being adaptive also is my arm in
succeeding the current situation. (IP#9)
This was supported by Janella Salvador and Kathreen
Bernardo when they said;
Though adaptability may not be an inherent ability in
us, it is something anybody can learn with time.
Adjusting our expectations will go a long way in
helping flow with the winds of change, by making us
more adaptable. (IP#10&11)
Winch (2018), once cited that there is so much we
stand to benefit when we possess positive attitude at
work. One of the most prominent ones is more
happiness in life. “We will always be confronted with
psychological challenges in life. Some after waves of
hopelessness take a bow; some courageously take on
these setbacks, learn whatever lesson life gives them,
and then move on with life. One fact we can’t deny is
that our happiness, satisfaction and ability to build a
quality relationship; is largely dependent on our
adaptability skill.” Consequently, by maintaining
positivity will help us to stand strong in seeming
hopeless situation. Once you assure yourself that you
have all it takes to begin the change process right
within you, you will have unlocked more happiness for
yourself.
Self-Innovation
Self-Innovation came as the third major theme under
coping strategies of teachers adapting to various
modalities to facilitate the teaching-learning. It
explains different core ideas which include:
benchmarking from an expert colleague, upskilling
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one’s self through attending DepEd seminars and
trainings, browsing contemporary ways in the internet,
thinking outside of the box.
Rosanna Roces, Kuya Kim and Pamela Veranda were
on the same line when they said:
Teachers articulated their individual realizations in
which empathetic response appeared to be the first
theme which covers the following core ideas: be
compassionate, a teacher should be considerate, in the
current situation-one must be sympathetic, a teacher
must instill the learners the love of learning.

“The goal of benchmarking from an expert colleague Catriona Gray was passionate about telling us his story
is to make continuous improvements and implement compassion to learners. He narrated this insight;
changes. It a one of the best practices where you can
learn from others while improving the capacity of “With the unfavorable circumstances in the new
what you can do. By benchmarking, your creativity as normal, a teacher today should be compassionate.
a teacher will also be enhanced. (FGD#2,3,4) This could be done by listening to the student’s
concerns specifically when it is relative to the
Kuya Kim and Pamela Veranda also narrated their teaching-learning process”. Ma’am dili sako
feelings towards upskilling and reskilling one’s self, makapasa ug module karon kay niuban ko sa akong
with sincere expression of themselves, they share these papa nanagat kay wala mi makaon”. This is one of the
statements:
common sentiments of the students in the SHS in
“In accelerating my ways of teaching in the COVID current situation. Thus, as a second parent, it is
face, I made sure of opening opportunities to new imperative that we will give positive reinforcement and
roles. Perhaps the biggest benefit of upskilling and few words of encouragement to our learners because
reskilling is that they each create opportunities for as it said, a simple act of kindness will create
valued existing employees to take on new roles and difference to someone’s life”. (IP#6)
functions. As a teacher, I certainly believed that
Participants’ Insights in Adapting Blended
everything is a work in progress and that my
Learning Modality
willingness to learn will uplift my capacities”.
(FGD#3&4) Truly, as a teacher, practicing empathy especially
during a global pandemic means something. This
As (Ryshke, 2012) asserted, self-innovation creates mindset helps you to connect with others, being
fun, creative, diverse, collaborative, and intuitive empathetic also helps you regulate your emotions in
learning environment. Taking small steps to times of stress. You can build empathy by engaging
accomplish this goal is the way to go, but there needs meaningfully with others, being aware of other
to be support and encouragement. Taking risks and
people's needs, and being kind to others and yourself.
sometimes even looking at failure as “fuel for
(Knowles, 2020).
innovation” can help promote this process. If
something does not work, we can learn from it, and Even faced with challenges, the teacher participants
then modify and try again. and key informants during FGD and IDI shared
common responses about excessive optimism. I
To sum up, self-innovation as coping strategy is the
remember Pamela Veranda saying “Despite the current
willingness of the teacher to to do more than what is
situation, we must remain an optimist since an optimist
required for them. It is a manifestation that the
understands that life can be a bumpy road, but at least
teachers are really persistent on making ways to
it is leading to somewhere. This pandemic will be
improve the teaching-learning process (Mayer, 2014).
over.
Shared Insights of Teachers in adapting blended
Moreover, in the idea that teacher’s should be
learning modality empathetic in the current situation, Kuya Kim added:

The responses of the informants and participants of the

study are presented in Table 3. It generated three
themes, namely: empathetic response; excessive
optimism and Personal and Professional Growth.
Empathetic response
“The current situation improves and changes my
perspective. I’ve learned how to put myself in other’s
shoes. It’s good to always follow the standard but
sometimes, we need to close our eyes to see the light”.
Aron mas masabtan nato ang sitwasyon sa atong mga

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learners, mas mayo nga to silang ilhon atong mahibal-
an kung unsay ilang mga gipang-agihan sa panahon
sa krisis.” (FGD#7)
She narrated the following insights:
“Emotions like pain, worry, heartbreak, and fear are
normal and genuine aspects of being a human yet to
survive in this trying times, I would recommend
excessive positivity. (IP#12)
“As it said, positive action yields positive result. Kung
ma down paka sa nahitabo karong panahona ug di pa
nimo madawat ang sitwasyon, something wrong is
happening in you. Thus, you need to redirect your
focus and engage to the things that could make you a
better individual. (IP#12)
“As a teacher we need to be flexible in the arena of
adapting something new since teachers are
multifaceted individuals” (IP#12))
Daley (2020), suggested that when you are an
optimists, you are more resilient to adversity. As a
matter of fact, you more capable of overcoming the
emotional tortures. A wealth of evidence reveals that
optimistic people exhibit higher life satisfaction,
better health, live longer, and have lower stress and
blood pressure. As a result, they engage in less risky
behaviors they sleep more and smoke less, and, when
they are affected by a health shock such as cancer,
they recover earlier and spend more time
understanding treatment alternatives. Finally, given
that optimism breed optimism, optimists tend to
develop stronger social ties and support networks,
which are helpful in times of pandemics.
With this, as teachers, we have the privilege of always
having the spirit of positivity within us, regardless of
the circumstances.
Personal and Professional Growth
Personal and Professional Growth emerged as the third
major theme under shared insights of the teachers who
adapted blended modality. It explains different core
ideas during focused group discussion and in-depth
interview, which includes the following: assisting you
in your personal and professional development;
providing a basis for professional advancement;
improving teacher abilities.
Here are their insights.
Cambalon et al.
"Adapting to the new teaching trend is a difficult effort
for me, but I am pleased to see myself stepping beyond
of my comfort zone and discovering that, like others, I
can!" (FGD#1)
When asked to share her insights about the current
modality is a foundation to improve your profession,
Anne Cortez said:
"What's nice about the current scenario is that it's
actually a privilege for all of us because it shows us
that teaching isn't only limited to the four walls of the
classroom; if you're just adaptable, numerous
opportunities await you." (FGD#2)
To be adaptive in the current trend of teaching entails
huge responsibility, but if you are already used to it,
you will be amazed of every opportunity that would
come along the way. This was echoed by our FGD
participants, as they said:
“It has helped me develop and understand the beauty
of teaching as the finest vocation; it has also given me
the urge to allow learners to enjoy studying as well.”
The shared insights of the participants go with the
saying it is good to learn from the current situation's
lessons and to devise new mechanisms to assist others
in dealing with it.
As Sivan (2019), stated, research has shown that
innovating strategies to cope with gaps are the most
important factors in raising student achievement. For
teachers and school and district leaders to be as
effective as possible, they must continually expand
their knowledge and skills to implement the best
educational practices to enhance professional growth
and development.
The Final Framework of the of the Perception of
the Teachers in Adapting Blended Learning
The conceptual framework presented above
synthesizes the experiences of the teachers , the coping
mechanisms of the teachers in the challenges and the
teacher’s insights in adapting blended learning
modality. The teachers’ experiences revealed both
positive and negative insights; new learning
opportunities and flexible learning pathway fall under
positive side while teacher’s technological hitches and
digital divide are for negative side. Coping
mechanisms include intervention plan, maintaining
positive attitude at work and self-innovation.
Moreover, for the insights gained it include empathetic
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response, excessive optimism and personal and
professional growth.
Synthesis
The study's findings support the perspectives that
highlight the positive and negative experiences that the
teacher had while transitioning to the blended learning
paradigm. The adaptability of the teachers influences
these encounters. In this context, seasoned teachers are
weakened by technology-assisted materials and are in
desperate need of assistance, whereas young teachers
are relishing the situation because they are digital
natives. Despite the challenges, some of teachers are
eager to cope with change realizing that everything
could be learned. As a result of the study, it is
recommended that the school, specifically the
principal, must develop a long-term intervention
program aimed at aiding instructors in dealing with
technology gaps, particularly among seasoned
teachers.
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Affiliations and Corresponding Information
Darish Jane B. Cambalon
Lawa National High School
Philippines
Genciano Cambalon
Lawa National High School
Philippines
Edward F. Dizon
Palamid Elementary School
Philippines
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Figure 1: Teachers’ Experiences in Adapting Blended Learning Modality Flexible learning pathway

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Figure2: Coping Mechanisms of Teachers in Adapting Blended Learning Modality

Coping
mechanism
s of the
teachers in
adapting
blended
learning
modality

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Figure 3: Participants’ Insights in Adapting Blended Learning Modality

Insights of
the
teachers in
adapting
blended
learning
modality

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Figure 4: The Final Framework of the of the Perception of the Teachers in Adapting Blended Learning

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