HYBRID LEARNING MODELS AND STRUCTURES AS PRECURSORS TO THE

MANAGEMENT OF KEY STAGE 3 TEACHING AND LEARNING IN A

The COVID-19 pandemic has presented teachers with new problems as

learning in many school districts has shifted from in-person teaching to distant

learning models that incorporate a blend of in-person instruction and virtual

learning. As a result, teachers must apply new learning models and may be

obliged to implement numerous models at the same time. To satisfy students'

intellectual, physical, social, and emotional requirements, teachers must plan

and implement distance learning with the help of other experts in their school

or district.

One of the examples of that is the Hybrid Flexible or Hyflex learning, it is

a modality of teaching that presents the components of hybrid or blended

learning in a flexible course structure that gives students the option of

attending sessions in the classroom, participating online, or doing both. Its

exciting features is that it was characterized by the flexibility of attendance

modes, it lends itself more to synchronous learning, Students can participate

either face-to-face or online in real-time (synchronous learning), at the time,

place, and pace of the student’s choosing (asynchronous learning), or both, and

technology is used to provide real-time online instruction, recorded instruction,

facilitate learning activities, communicate with students, house resources and

learning materials, and serve as a portal for receiving and returning

assignments.

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 Another example of it was the Blended Learning, it is a modality of

teaching where students learn via electronic and online media as well as

traditional face-to-face teaching. Its features was it combines face-to-face

instruction and online instruction, it lends itself more to asynchronous

learning, students attend a partial schedule of face-to-face classes

(synchronous learning), Technology is used to deliver additional content,

facilitate learning activities, communicate with students, house resources and

learning materials, and serve as a portal for receiving and returning

assignments and the online learning is done at the time, place, and pace of

student’s choosing (asynchronous learning).

Background of the study

Hybrid Learning has been defined as an educational model where some

students attend class in-person, while others join the class virtually from

home. Educators teach remote and in-person students at the same time using

tools like video conferencing hardware and software. Schools have developed

teaching techniques that differ from the traditional classroom setting as a

result of the advancement of educational technology. On a worldwide basis,

distance learning is being employed, and many educational institutions are

beginning to use hybrid learning methods. Hybrid learning, on the other hand,

entails more than just dumping half of your curriculum into a virtual

classroom. Instead, it's a method of integrating the finest aspects of face-to-

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face and online learning to create the ultimate learning experience. Teachers

serve as facilitators by aiding students when needed, as well as educators by

giving additional lessons in accordance with the students' online courses.

Hybrid learning, according to Halverson, Graham, Spring, and Drysdale (2012),

is "a broad and developing field of design and research that blends face-to-face

and online modalities."

In terms of lifelong learning incorporation and/or setting of learning, Qi

and Tian (2011) stated that hybrid learning has four properties, including (1) a

mix of collective and individual learning, (2) a mix of synchronous and

asynchronous learning, (3) a mix of self-paced and group-paced learning, and

(4) a mix of formal and non-formal learning. According to Nguyen (2011),

hybrid learning is a mix of collective and individual learning brought about by

the collective intelligence of multi-agent systems in a collaborative setting that

collaborates with the learner, as well as the method, strategies, and channels

used for processing and communicating the instructions. Hybrid learning uses

a unique time management approach to deliver instructional approaches, such

as (a) synchronous learning, which is similar to an online classroom and can

be taught one-on-one or one-to-many, or (b) asynchronous learning, which is

an ideal platform for distance learning approaches (Wang, Fong, & Zhang,

2009). "Asynchronous online discussion was reportedly useful for encouraging

in-depth, more thoughtful discussion; communicating with temporally diverse

students; holding ongoing discussions where archiving is required; and

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allowing all students to respond to a topic according to Branon and Essex

(2001).

(As cited on Johnson, 2005, p. 46). In terms of learning pace, hybrid

learning allows for self-paced learning through the use of rich media materials

available on the internet, as well as collaborative group learning through

synchronized or face-to-face settings (Stanford-Smith, Chiozza, & Edin, 2002).

Hybrid learning replaces the traditional start-to-finish approach to education

with the concept of lifelong learning, which can be pursued at any time over a

person's life span, but courses must be completed through the learning

system.

Spencer, (2020) also introduced his five ways to structure hybrid

learning. First is the Differentiated Model, in this model, every student takes

class at the same time, simultaneously. You, on the other hand, provide

differentiated activities for kids who are at home and in class. Using both

synchronous and asynchronous communication technologies for students at

home and in person works effectively. Second is the Multi-Track Model, this

second approach considers each group as though it were a separate cohort

inside the broader class. While students may be learning the same topics and

working toward the same goals, they effectively function as distinct classrooms.

Students choose whether to take the virtual track (synchronous remote

learning), the online track (asynchronous remote learning), or the face-to-face

track at the start of the course. The virtual and in-person lessons are run at

the same time by the teacher. In the meanwhile, students can access the

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online lessons whenever they choose. The third one is the Split A.B Model, the

last two models are most effective when half of the pupils must remain at home

at all times. This is true in degree courses with students who live far away, as

well as during the quarantine with families who do not want to send their

children to a real classroom. However, you may have all students opting in to

face-to-face learning in some situations, but you must maintain social

distance. This is where the Split A/B model shines. While the fourth one is the

Virtual Accommodation Model, there are times when the teacher have a small

group of students who need to work remotely while the rest of the class learns

in person. In these circumstances, a virtual accommodation model is the ideal

option. Teachers can deliver the same lesson as usual, but with the addition of

one student volunteering to utilize video chat and a single computer to allow

students to participate. During direct teaching, this individual can sit close the

teacher. You may still make a flipped video that students can see at home. And

the last one is the Independent Project Model, Occasionally, a teacher's in-

person activity may not correspond to what pupils can accomplish at home. It

might be a maker project or a particular lab. Teachers may be required to do

an individual assignment in these rare instances. Students can study the same

standards and focus on the same learning objectives as their classmates, but

they do so in a unique way.

However, many teachers are afraid of technology and perceive a shift to

hybrid or online learning as a method to replace them as teachers while also

lowering student learning outcomes. It's crucial to remember that technology is

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simply a tool for learning, not the process itself. When this happens, kids

become dissatisfied and perceive everything as "busy" labor rather than

educationally helpful. Furthermore, teachers may become overwhelmed as a

result of having too many student replies to read and not knowing what to do

with them or how to incorporate them into the learning process. As a result,

technology-assisted tasks or activities tend to "sit outside" of the actual course,

leaving the course with the regular classroom time, assignments, and

evaluation activities, as well as additional and time-consuming online

activities. The primary issue is that the instructional design has remained

unchanged due to a lack of understanding of the actual online technique. More

time should be spent on technique training than on technology training in

teacher professional development. In most cases, the opposite is true:

instructors may understand how technology works but are unsure of the

benefits to education or why the change is necessary in the first place

(Reynard, 2007). Having said that, this research aims to unfold the Hybrid

Learning Models and Structures utilizes by the schools in the School Division

of Laguna Province and how effective it is with regards to delivery of quality

education to the students.

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Objectives

This research is geared towards the attainment of the following

objectives:

1. Analyze the Hybrid Learning Models and Structures utilized in Key

Stage 3 teaching and learning.

2. Determine the learning events given focused and defocused in the

employed Hybrid Learning Models and Structures.

3. Derive implications of the use of Hybrid Learning Models and

Structures to the management of teaching and learning.

4. Identify the strengths, weaknesses, opportunities, and threats in

the use of Hybrid Learning Models and Structures.

5. Craft a Training Development Plan on the use of Hybrid Learning

Models and Structures in Key Stage 3 teaching and learning

management.

6. Propose a new model based on the analysis

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Significance of the study.

This research aims to unfold the hybrid learning models and structures

as precursors to the management of key stage 3 teaching and learning; it could

be beneficial to the following;

Division of Quezon Administrators. The administrators could utilize

the findings of this study as concrete evidence in adopting and or creating

policies that will promote and encourage to utilize a Hybrid Learning Models

and Structures for management of key stage 3 learning and teaching.

School Heads. Through the results of this study, the school heads will

be given a bigger and clearer picture of the events given focused and defocused

in the employed Hybrid Learning Models and Structures.

Teachers. With the results of this study, the teachers will be given a

bigger and clearer picture of implications of the use of Hybrid Learning Models

and Structures to the management of teaching and learning of the students.

Students. With the help of this study, the students will indirectly be

affected because it will identify the strengths, weaknesses, opportunities, and

threats in the use of Hybrid Learning Models and Structures for their learning.

Other Stakeholders. Although indirectly, this research study will be

utilized to craft a Training Development Plan on the use of Hybrid Learning

Models and Structures in Key Stage 3 teaching and learning management

which is very beneficial to the community and of school stakeholders.

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Scope and Delimitation

This research aims to determine the level of management in 21st century

pedagogy towards promoting public elementary school teachers’ digital

citizenship. This research is limited to appraising the participation of the

School Heads, Master Teachers and Teachers in the Schools Divisions of

Quezon in order to craft a Training Development Plan on the use of Hybrid

Learning Models and Structures in Key Stage 3 teaching and learning

management.

This study will make use of Qualitative-Descriptive Research Design.

Qualitative research design is also known for being insightful or exploratory

and is likewise used to dissect an issue top to bottom and foster speculations

or theories. It is additionally used to comprehend hidden causes, conclusions,

inspirations driving something and to find patterns in suppositions and

contemplations. This is viewed as an abstract methodology since this contains

perceptions and portrayals rather than absolutely measurable information

(Hasa, 2017). Meanwhile, a descriptive study attempts to systematically

describe a situation, problem, phenomenon, service or program, or provides

information about, say, the living conditions of a community, or describes

attitudes towards an issue (Kumar, 2011).

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Definition of Terms

Hybrid Learning – It refers to an educational model where some

students attend class in-person, while others join the class virtually from

home.

Educational Models – Refers to theoretical models which propose

methods of learning or teaching as a basis or adjunct to changes in attitude or

behavior.

Structures – It refers to the educational system in which it is divided

into; pre-primary, primary, secondary and tertiary education system.

Precursors – It refers to an educational model or system that comes

before another regardless if it comes of the same kind.

Management – It refers to a process of leading the school towards

development through not only the optimum use of the human resources,

physical sources, principles and concepts that help in achieving all the

objectives of the school but also the proper coordination and adjustment

among all of them

Key Stage 3 – It refers to the period beginning at the same as the school

year in which the majority of pupils in his class attain the age of twelve and

ending at the same time as the school year in which the majority of pupils in

class attain a certain age.

Teaching – It refers to the occupation, profession or work of a teacher.

Learning – it refers to the acquisition of knowledge or skills through

experience, study, or by being taught.

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