IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 3, NO. 3, SEPT.

, 2021

THE ROLE OF ENHANCED “FOLLOW-UP” AND SIMPLIFIED VIDEO

TUTORIAL IN BLENDED LEARNING DURING THE PANDEMIC

LEONARD JOHN S. SOLIMAN

https://orcid.org/0000-0002-5331-309X
[email protected]
San Juan National High School, Philippines

ABSTRACT

Nearly everyone involved in the education system is new to blended learning. While teachers have to
navigate around the new environment, they have to ensure that their learners are not left behind. Teachers’
awareness of students’ experiences during the pandemic, be it school-related or personal helps them
adjust their approaches to the teaching-learning process. This study employed the qualitative research,
specifically the multiple case study design. Informal interview transcripts, school documents, call
transcripts, and validation statements were the main source of data for the study. The result of the study
revealed three themes in the pursuit to answer the research questions presented in this research. These
themes were student experiences in the new normal modality of education, factors that affect student
participation rate in blended learning, and school and teacher interventions that learners seek. In this
research, the videos were simplified by the teacher through explaining the lesson in a simpler language
without compromising the substantial content. Students’ consistent response that simplified lesson videos
helped them learn in their own pace must encourage teachers to include such support in planning for their
synchronous and asynchronous classes. Another vital support that teachers and the school can provide
during these challenging times is to look after the well-being of their students. Constant and enhanced
follow-up of learners done in a subtle and encouraging manner will increase learner motivation to continue
their studies despite the challenges and struggles they encounter in their life and in their studies.

Keywords: Blended Learning, Simplified Video Lessons, Student Experiences During the Pandemic,
School and Teacher Interventions

INTRODUCTION In fact, it is not only in the Philippines, but

all countries affected by the lockdowns brought
The school is not only an institution of about by the CoVid-19 pandemic that schools have
learning. The school is a social structure where to stop altogether the face-to-face modality. There
learners seek more than cognitive support but was no other way but to transition to blended
emotional and moral guidance as well. This learning modality to ensure the continuity of
research validates this claim especially during education even during the closing of the physical
educational disruptions such as the CoVid-19 school (Aras Bozkurt and Ramesh Sharma, 2020;
pandemic. The school plays a vital role in Purwanto et al., 2020) Thus, the Department of
establishing normalcy in the lives of learners even Education took all measures to ensure that the
if the school set-up is far from the modality they are school year will open and that education must
used to. continue at all cost (DepEd, 2020)
The School Year 2020-2021 is a historical In education, teachers play the most vital
event in the educational system of the Philippines. role in the teaching-learning process (Yao et al.,
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SOLIMAN, L.J.C., The Role of Enhanced “Follow – Up” and Simplified Video Tutorial in Blended Learning During the
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2020). While teachers were also making This study looked into interventions
adjustments to the new education modality, they that the teacher, especially the class adviser can
have the critical responsibility of making their do to motivate and encourage learners to pursue
students ready, if not well-versed with blended their education in the blended learning modality-
learning (Ferdig et al., 2020). Teachers indeed that is in asynchronous and synchronous learning.
carry the burden of not only assisting in the In addition, there might be a need to extend their
academic needs of their learners during these role, and change their perspectives about the usual
difficult times. They might even need to extend a way to approach the teaching and learning
little of their time to look after the mental and process. Specifically, the interventions that will be
emotional welfare of the learners entrusted them. provided to the respondents were simplified video
Research found out that enhanced lessons and constant ad enhanced follow-up to
attention, feedback and communication of the them.
teacher with the students can significantly increase The results of the study might inform
the participation rate of the learners (Yao et al., practices and policies that can be crafted to equip
2020). The usual interventions in the face-to-face teachers of the new roles they assumed in the new
modality to motivate and encourage students to normal modality of education, necessary
work on their education might not be enough during interventions for student motivation and academic
the pandemic (Karalis, 2020). It is important now assistance, and trainings to capacitate
for teachers to understand the underlying factors parents/guardians, and the community as a whole
why a significant number of students intended to about the new and possibly extended roles they
enroll but eventually lose interest in learning with play in the synchronous and asynchronous
the new education modality, as evident with their learning of school children.
low attendance rate and high percentage of failing
students during the first grading period. OBJECTIVES OF THE STUDY
Education research during the pandemic
needs to seek the authentic response of learners The study aimed to determine the
about their experiences in the new modality of interventions that can be employed to increase the
education. While it is understandable that participation rate of students who might be having
everyone is adjusting to this “new normal,” the difficulty in the new modality of education during
learners, being young and vulnerable might not the closed-down of schools due to the CoVid-19
easily understand and process what is happening pandemic. Specifically, the study sought to attain
and might not have full grasp of the uncertainties the following objectives:
of the times. Consequently, it can have a great 1. To identify students’ educational and related
impact on the way they see things, which includes experiences, challenges, and coping
their manner of learning in terms of their education. mechanisms in blended learning during the
There may be no substantial solution that is pandemic.
available to address such concerns, yet it is vital to 2. To determine how closed follow-up affects
have a deeper and wider perspective on the part of students’ participation rate in blended learning
the educators about the challenges of learners in 3. To determine how the asynchronous tutorial
their new normal modality of education. In this way, using simplified lesson videos help in the
they will know how to approach their teaching and academic performance of student participants
their students. Educators are now facing the 4. To document the needs that students seek to be
challenge to deliver quality education in difficult provided by the school and their teachers in
times such as the pandemic that caused major navigating their education in the new normal
disruptions in the system (Tria, 2020). The
educational outcomes refer not only to how METHODOLOGY
teachers deliver the content but how they also
provided emotional support to their learners in the This study employed the qualitative
process. research, specifically the multiple case study
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SOLIMAN, L.J.C., The Role of Enhanced “Follow – Up” and Simplified Video Tutorial in Blended Learning During the
Pandemic, pp.215 - 222
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design. Qualitative research is a process of The result of the study revealed three
research that involves data analysis from an themes in the pursuit to answer the research
inductive perspective of specific to general themes, questions presented in this research. Because it is
and the researcher is the inquirer that generates qualitative research, all themes that emerged were
meaning from the data (Creswell, 2014). Case included in the results and discussion because it
studies are a ‘design of inquiry found in many provided a rich data about learners’ experiences
fields, especially evaluation, in which the and expectations to the school and to teachers in
researcher develops an in-depth analysis of a the blended learning modality. These themes were
case, often a program, event, activity, process, or student experiences in the new normal modality of
one or more individuals’ (Creswell, 2014 p43). A education, factors that affect student participation
multiple case study is that which involves two or rate in blended learning, and school and teacher
more cases of individuals involved in the study, in interventions that learners seek.
order to have a collective and wider perspective
about a topic of interest. 1.2. Student Experiences in the New Normal
The study involved 29 Grade 10 students Modality of Education
who have four or more failing grades in the first
grading period of S.Y. 2020-2021. Thus, the study Students described their experiences in the
employed purposive sampling technique in the online and modular learning, the things that they do
selection of the participants. The students were to be able to adjust to their new learning
made aware that their responses about the environment, and their motivation to continue
questions they answered will be documented for despite the difficulties of their condition. Students
research purposes. They were also briefed that encountered challenges in blended learning
their identity will be strictly guarded and that their because they were not used to the study-at home
honest response will not have an effect to their set up, especially at the beginning of the school
academic standing, particularly in their grades. year. They also agreed that the difficult part of
Informal interview transcripts, school online learning was the slow and unstable internet
documents, call transcripts, and validation connection. Some of them do not have gadgets
statements were the main source of data for the that were needed to attend synchronous online
study. For the first quarter, the researcher made an class and to work on asynchronous class
observation of students’ attitude, attendance and requirements. Most of the time, they had to juggle
level of participation during synchronous sessions, between household chores and school tasks.
engagement in asynchronous requirements and Thus, they must employ good time management
general overall behavior. During the second skills. Student respondents stated how they
quarter, monitoring by enhanced follow-up with managed their schedule:
participants were conducted and documented. For
the third quarter, a comparative analysis of I do household chores first before doing
student-participants’ general behavior and overall school requirements, and do it immediately so that
class standing from the previous first and second they will not pile up. (Student 14)
quarter grading period were conducted. I limit my time in social media and adjust the
time in playing online games. (Student 6).
RESULTS AND DISCUSSION
Others noted that they intentionally set
1. Students’ educational and related aside enough time to finish school tasks and find
experiences, challenges, and coping the need to even distance themselves from other
mechanisms in blended learning during the family members to get focused on the tasks. Part
pandemic of the routines of time management was to make a
to-do list and urgent school tasks that need to be
1.1. A focus on Learners during the Pandemic completed. Being organized, physically and
mentally needs to be practiced to be able to adjust
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Pandemic, pp.215 - 222
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both in asynchronous and synchronous modes of unpleasant noise and intermittent internet
learning. They took note of their online schedules, connection. One student plainly said that:
online links, group chat updates and relevant
communication means to be reminded of deadlines Not all students learn fast just like me so the
of tasks. simplified video lesson can be of great help
As time passes, students somehow because it is easier to understand when viewed
acquired the routines and rigors of the online class. again and again. (Student 1).
Student responded to the way they have adjusted
themselves: The video lesson also has a disadvantage
because learners might not listen intently to the
I just go with the flow and do the usual study teacher during class discussion knowing that they
habits that I do before. (Student 21). can review the lesson anytime. Students recounted
Simply accept the new reality (Student 3) that:
The simplified video lesson only works if
Students, being part of the generation of you listen carefully to the teachers’ explanation.
digital natives, find the online lessons easy (Student 8)
because they can access any content which were Teacher explanation is still effective in
already in the internet. They searched video explaining the lesson (Student 2).
lessons to have a better understanding of the
previous lessons. Some of them approached their In the same way, enhanced follow-up to the
teachers directly for queries and clarifications. learners has advantages and disadvantages. It
Students faced difficulties in their studies was helpful in making updates and reminders to
during the pandemic but despite such challenges, learners. Some students’ opinions were:
they expressed the motivation to continue because
of their loved ones, their personal goals and their It helps a lot because most students forget
current economic condition. Students said that: their requirements because there are so many
things to do. (Student 9)
I still want to finish my studies because I It helps a lot especially in motivating us to
see my parents are having so much difficulty during study even if the situation is difficult. (Student 22)
the pandemic (student 10)
Online class itself is not motivating but I However, some students thought that
don’t want to waste the time this school year sometimes, constant reminders gave them more
because my goal is to become a chef someday pressure to do their tasks and it becomes
(student) annoying.

2. Factors that Affect Student Participation 3. School and Teacher Interventions

Rate in Blended Learning
Students identified four needs that the
The specific intervention that the school and the teachers can provide them to be
researcher employed in the research was the able to navigate in the new modality of their
simplified video lesson sent to learners and the education. These were in terms of their teaching
intentional and constant enhanced follow-up to approaches, school requirements, emotional
them. Simplified video lessons have advantages support, and technology provisions.
and disadvantages. Because it is recorded, In the online synchronous class, students
students can review it anytime. It is especially expressed those teachers can help encourage
beneficial to those who were absent and to those participation by putting more energy and
who were not able to understand the lesson enthusiasm into the lesson, explain the lesson
because of distractions in the online class like thoroughly, be more specific in giving instructions
before assigning tasks, and discuss the lesson in a
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Pandemic, pp.215 - 222
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slower pace. They also sought practical advice their own words, they address teachers when
about studying in the new normal and prompted they said:
reply to their queries. In modular learning, students Please don’t give up on students (Student
thought that teachers should visit students’ homes 7)
to distribute the modules and personally see their Don’t give students failing grades,
living condition. They observed that different especially when they are trying their best. (Student
subject areas gave difficult tasks and set almost 19)
the same schedule for the submission. Thus, they Just continue to give the help you are
suggested that subject areas should give out the providing to students (Student 22)
modules early and set different deadlines for its
submission to lighten student loads. One student Finally, students expect the school to give
specifically recommended a time frame: provisions such as gadgets, learning material for
online class and load allowance or free wi-fi if
Teachers must give enough time, about two possible. They even thought of projects like fund-
weeks for students to complete answering the raising program for poor students. They expressed
modules. (Student 29) concern not only about their welfare but their
classmates as well.
Students said that teachers can help them
with their module by explaining the lesson well first Nearly everyone involved in the education
before letting them answer the module and if system is new to blended learning. While teachers
possible, include less tasks required in the module. have to navigate around the new environment, they
Students do not only seek academic guide have to ensure that their learners are not left
from their teachers, but emotional support as well. behind. Teachers must be made aware of students’
They look forward to the advice and deep life overall experiences in blended learning because it
thoughts that they integrate in the lesson. When affects how they learn (Nambiar, 2020). Teachers
their interest gets low, students feel motivated during these uncertain times play a vital role in the
when teachers remind them about their personal continuity of education and more importantly in
goals. Modelling happiness in the way they teach making sure that their learners cope with them. All
also sparked interest in attending their class. They plans in the transition from face-to-face to blended
felt more comfortable with teachers who were more learning must take into consideration the welfare of
caring, patient, considerate, and understanding. the learners.
For them, it was important that teachers establish Teachers need to be in the frontline of the
rapport and good relationship with students. One adaptation and transition to the new learning
student said that: modality of education. Their role is even more
highlighted in the current context of CoVid-19
Teachers must sincerely ask students how pandemic, more importantly in countries that has
they are doing and what they are feeling because no readily available infrastructures and where
some students do not know how to express their teachers have no sufficient pedagogical and
feelings. (Student 26) technical skills to integrate digital tools into learning
(Schleicher, 2020). Now that educators are also
Surprisingly, students expected more from navigating the new modality of education, as there
their teachers and although some may be way too was an essential shift in teacher-learner
demanding, these responses somehow gave interaction, and teaching approaches. Their role
teachers a deeper perspective about students’ extends beyond the academic dimension of
personal struggles during these difficult times. education because they also provide emotional
Some students expressed in a straightforward support to their students during the pandemic. This
manner that teachers must not set too high study validated the role of teachers in providing
expectations on students during the pandemic. In scaffolding as a guide to students learning
practices both in the synchronous and
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SOLIMAN, L.J.C., The Role of Enhanced “Follow – Up” and Simplified Video Tutorial in Blended Learning During the
Pandemic, pp.215 - 222
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asynchronous class. To reiterate, this support is be given the “enhanced follow-up”, the teacher
not only in terms of academic but moral and must employ strategic approaches that sound
emotional support as well. more encouraging than putting pressure on them.
In the synchronous online lessons, learners In addition, the constant follow-up to the learners
compete their attention with the surrounding noise creates the connection between the learners and
and other distractions at home. Video lessons that the teacher in the asynchronous classes. In a way,
were simplified can be provided to learners so that focusing on these specific interventions for the
they can access and study anytime, in any place blended learning during the pandemic closes the
and at their own pace. Consistent with the result gap of distance and connectivity between the
of this study, Ou et al., (2019) strongly claimed that learners and the teachers.
video lessons are a tool to achieve success in an Technology became the bridge in blended
online class. In this research, the videos were learning. Because the digital divide becomes the
simplified by the teacher through explaining the major barrier to education, authorities must
lesson in a simpler language without compromising conduct rapid assessment of students and create
the substantial content. Students’ consistent task force to highlight gaps and coordinate support.
response that video lessons helped them learn in Evaluations must be conducted to objectively
their own pace must encourage teachers to include gauge the efficacy of online teaching towards the
such support in planning for their synchronous and aim of developing standards for online or distance
asynchronous classes. Video lessons can be a teaching (Wyman, 2020). Technology
cognitive scaffolding that was useful especially to infrastructures then must not only be a stop gap
learners who were not able to understand the solution but a permanent option as to the available
lesson fully while attending in the online delivery of education now and even in the future.
synchronous class. Learners encountered As such, teachers must be equipped not only in
inevitable distractions like environmental noise or handling the technological aspect of blended
signal lags in online class. The teacher must review learning but more importantly in the proper
the lesson and make sure that its content is age management of the teaching-learning process and
and ability appropriate, and just enough length to the learners themselves.
maximize engagement and attention, It is also The pandemic is a call to renew the
important that the teacher gives two to three guide commitment to provide quality education and help
questions and require learners to answer it briefly the youth succeed at school and develop
according to how they have understood the knowledge, skills, attitudes and values that will
content. In this way, the students will be guided and allow them to contribute to society at the heart of
know which part of the lesson is most important to the global agenda and education’s promise to the
learn and focus on. Also, students are expecting future society. (Schleicher, 2020). There is no other
more interactive learning opportunities when way to approach the new learning delivery but to
attending online classes. In the online class, address the gaps, solve the prevailing problems,
simplified video lessons had become the extension and plan for a better response. It is important to
of the teachers academic support to the learners. listen to the most important clients- the students,
Another vital support that teachers and the and prepare for their front liners in the delivery of
school can provide during these challenging times educational products-the teachers.
is to look after the well-being of their students
through guidance and counseling. Home visitation CONCLUSIONS
is impossible and risky during these times, yet
there are other strategic ways that can be done to Age and ability-appropriate simplified video
connect with the learners. In following-up with lessons with proper guide questions provide
students’ school tasks, it must be made on a more cognitive scaffold to learners. Teachers must
subtle manner so as not to create undue pressure include them in planning for their synchronous
or decrease their motivation to learn. While the lessons. Accordingly, teachers must be trained in
common response to the interview question is to making simplified videos and in video editing. It is
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also important that teachers must undergo 4. Benchmark of best practices in blended
professional development and see best practices learning may be conducted for best
of online classes that manifest enthusiastic, practices.
energetic and engaging teaching practices. 5. Short-term and medium-term response to the
Modules must also be revised to make them in a current situation may be given a thought to
sense more self-learning. As learners need address concerns.
simplified video lessons, so there is also a need for 6. Long-term plan of action to address
more simplified modules. educational disruptions now and in
Constant and enhanced follow-up of anticipation of similar or even worse case
learners done in a subtle and encouraging manner scenarios in the future may be conducted.
will increase learner motivation to continue their
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AUTHOR'S PROFILE

Leonard John Soliman has been

teaching science subjects in the
public school for 20 years now. He
holds a teacher III position at San
Juan National High School in the
Division of San Juan City. He graduated with the
Bachelors degree of Premed (General Science) in
Ago Foundation College and took the Certification
in Teaching Program (CTP) at the Philippine
Normal University-Manila. He obtained the
complete academic requirements in Master of Arts
in Science Teaching at Marikina Polytechnic
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Pandemic, pp.215 - 222
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