Reserts Proposal

Magpantay, Lea Dorothy P.
Psych 1-A
“The comparison of Student Participation and Learning Outcomes in Blended vs. Fully
Online Classes.”
Introduction.
The outbreak of Corona Virus Disease also known as COVID-19 affects the world in
almost all the different sectors in relation to health, economy, and especially to education
system. When the said virus was officially declared to be a pandemic by the World Health
Organization (WHO) in March 2020, each nation got alarmed and was forced to implement
certain health protocols for the control over of the rapid spread of the COVID-19. The latest
report of UNESCO is more than 1.5 billion students in all over 165 countries have been affected
by the lockdown of schools and campuses. In response with the lockdown, educational leaders
were forced to shift the learning in some form of remote learning whether by printed materials,
or online learning with a global union forming to continue in reopening of classes despite the
world condition to adapt the new normal in education. According to medical research, a global
consensus between infectious disease specialists and public health officials is observed about
limiting the face-to-face classes.
Lecturers are informed that using computers for education is convenient (Barro et al.
2006). Teaching strategies based Only master classes are no longer sufficient for the next
generation of digital natives. On the other hand, blended Learning is a combination of traditional
face-to-face (F2F) sessions and computer-based instruction (Graham, 2005) appears to have
numerous benefits (Singh, 2003; Ranganathan et al. 2007; Carman, 2005). However, after
almost a decade of practice, experts feel that e-learning can effectively achieve some
educational goals, but it cannot replace the traditional classroom instruction, which paved the
way for the proposal and popularity of Blended Learning. In response to the disadvantages of
the single mode, mixed learning, which mixes face-to-face teaching with online learning, has
grown tremendously around the world.
The blended learning initially referred to the mixing of several learning approaches. He Kekang
(2004) pointed that, with the rise of the Internet and the development of e-learning in the twenty-
first century, blended learning has taken on a new meaning based on its original connotation.
Blending Learning aims to mix the benefits of traditional learning methods with those of e-
Learning (digital or networked learning). Teachers should not only take a leading role in guiding,
encouraging, and monitoring the educational process, but also completely stimulate students'
initiative, excitement, and inventiveness. On the surface, it appears to be a hybrid of two
different teaching styles. On a deeper level, it is a mixture of teaching modalities based on
various teaching theories, a mixture of teachers' leading activities and students' participation, a
mixture of classroom teaching and online learning environments, a mixture of Various teaching
media are used, as well as a combination of classroom instruction and virtual classroom or
virtual communities. Blended learning optimizes and integrates diverse course resources by
integrating face-to-face and computer-based education, achieving tailored learning, and
improving students' thinking capacity.
Fully online classes represent a major change in educational delivery, as they use digital
platforms to conduct instruction exclusively over the internet. These programs provide
exceptional flexibility, allowing students to access course materials, participate in conversations,
and complete assignments from anywhere with internet access. This method of instruction has
proven very useful for non-traditional pupils, such as working professionals and those with
geographical constraints. However, totally online classrooms face several problems, including
the requirement for strong self-discipline, the possibility of limited social interaction, and the
reliance on effective technology infrastructure. Despite these obstacles, advances in
educational technology and pedagogical practices are improving the effectiveness of entirely
online learning.
Background of the Study

For courses, relatively little research has been done to directly compare students in the
traditional face-to-face delivery mode to students in the online delivery mode. After completing
this, it frequently doesn't compare certain courses while maintaining parity with other elements
(e.g., same professor, same semester, same assignments). Also, not much study has examined
the differences between students who select one modality over the other when both are
provided by the same professor at the respective school, removing a potentially contradictory
variable. This gap served as the impetus for the current study, which compared pupils in an
online version to pupils enrolled in a face-to-face.
It is important to put this information in context by pointing out that the university's entrance to
the region of two related circumstances have served as the driving forces behind online
education. Space limitations were the primary driver behind the expansion of online degree
programs and course offerings. In other words, the expansion of the institution made it
necessary to investigate alternatives for delivering courses outside of "brick and mortar"
classrooms. An equally significant factor that spurred expansion into online education arena
was the university's aim to broaden access to higher education to better serve the state's
diverse constituencies, particularly those living in the public university's comparatively large,
designated catchment area.
The comprehensive analysis of relevant research about mixed and online learning confirmed
the value of regarding each learning delivery format's efficacy in terms of student learning and
satisfaction results. The differences between the learners in each delivery style with respect to
learning, instructional satisfaction, learning involvement, and motivation, however, has not been
empirically evaluated in many studies. Furthermore, not much research has been done to
determine how learners apply different learning strategies in blended and online learning
environments. In this context, "application of learning" refers to the extent to which students
apply their newly acquired knowledge and abilities to their ongoing coursework or tasks at work.
Given the urgent requirement to find proof of learning effectiveness in both evaluating learning
application outcomes becomes a crucial concern for companies in both the public and private
sectors for investigators within the field of education.
Statement of the Problem.
This research aims to determine if there are a comparison of student participation when
it come in blended vs. fully online classes. This study ought to answer the following questions:
1. What is the profile of the respondents in terms of:
- Age
- Gender
- Gadgets that they have
2. is there a need to understand the impact of different instructional modalities on student
participation and learning outcomes in higher education?
3. is there a gap in understanding the specific factors that contribute to variations in student
success between blended and fully online learning formats?
4. What are the best practices that associated with each modality that can development
and make more effective instructional designs and support mechanisms for students?
This research has the following for its objectives:
To know if there is a comparison on Student Participation and Learning Outcomes in
Blended vs. Fully Online Classes engagement, this study intends to look if there is a change in
students’ participation in blended learning vs fully online classes
This research specifically aimed to respond to the following questions:
1. Find out the extent to use of the digital devices for non-classroom learning during class
hours by the respondents.
2. Describe how the students cooperate if they are in the fully online classes.
3. Evaluate how many students agree or did not agree about having the online classes.
4. Evaluate the extent if learning distraction caused using digital devices for non-classroom
activities.
REFERENCES:
Barro, S., Burillo, P., Fernandez, A., Fernandez, S., Rodeiro, D., Ruzo, E., Canay, R., Franco, J.
(2006). Catalogo de Objectivos e indicadores TIC del Sistema Universitario Espanol, Madrid:
CRUE
Graham, C.R. (2005). Blended Learning Systems: Definition, Current Trends, and Future
Directions. In Handbook of Blended Learning: Global Perspectives, local designs, (pp. 3-21),
Pfeiffer Publishing.
Ranganathan, S., Negash, S., & Wilcox, M.V. (2007). Hybrid Learning: Balancing Face-to-Face
and On-line class sessions. In Proceedings of the 2007 Southern Association for Information
Systems Conference Singh, H. (2003). Building effective Blended Learning programs,
Educational Technology Magazine, Educational Technology Publications, 43(6), 51-54.
Carman, J.M. (2005). Blended Learning Design: Five Key Ingredients. Learning Technical
Report. Agilant
Africa, Agusto C., PhD, Purposive Communication in the now.
Helms, Jeffrey L., Comparing Student Performance in Online and Face-to-face Delivery
Modalities. https://files.eric.ed.gov/fulltext/EJ1030563.pdf
Lim, Doo Hun., Morris, Michael L., Kupritz, Virginia W., ONLINE VS. BLENDED LEARNING:
DIFFERENCES IN INSTRUCTIONAL OUTCOMES AND LEARNER SATISFACTION
https://files.eric.ed.gov/fulltext/EJ842695.pdf
World Health Organization, Advice for the public: Coronavirus disease (COVID-19), March 19,
2023

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