BLENDED LEARNING: PROMISE OR REALITY

August 10, 2024 Educator's Corner

Maria Teresa B. Macasinag

The government’s adoption of blended learning as a response to the ongoing issue of classroom shortages in the Philippines has led to discussions about its implications. While blended learning—combining traditional face-to-face instruction with online education—has been promoted as a flexible and inclusive solution, there are ongoing questions about its effectiveness and whether it fully addresses the underlying problems in the educational system.

Blended learning is often praised for its potential to offer personalized educational experiences and expand access to online resources. The Department of Education (DepEd) highlights its ability to accommodate diverse learning paces and styles, which can potentially boost student engagement. For instance, a 2021 report by the Philippine Institute for Development Studies (PIDS) noted that schools adopting blended learning showed increased student participation and engagement in some contexts.

However, these benefits may not be universally experienced. A 2023 report by the Philippine Business for Social Progress (PBSP) found that while blended learning can enhance educational access, its effectiveness varies significantly. The report highlighted challenges such as inconsistent implementation and varying outcomes across different regions and socio-economic backgrounds in the Philippines. This suggests that the success of blended learning may be heavily influenced by local conditions and available resources.

A critical question arises: Has the government rigorously assessed the effectiveness of blended learning to justify its continued use? The answer is mixed. While pilot programs and anecdotal evidence suggest some positive impacts, comprehensive, long-term evaluations are lacking. For example, a 2023 report by the Commission on Audit (COA) on the use of digital platforms in education highlighted significant gaps in evaluating effectiveness.

The report noted that a substantial number of schools had not undergone formal assessments, raising concerns
about the adequacy of data supporting blended learning as a universally effective solution. This gap in evaluation underscores the need for more rigorous and systematic assessments to validate the efficacy of blended learning initiatives. Moreover, the core issue of classroom shortages remains largely unaddressed by the blended learning model. Constructing additional classrooms would directly alleviate overcrowding and offer students the benefits of traditional, face-to-face instruction.

The Philippines has long struggled with insufficient classroom infrastructure, a situation worsened by rapid population growth and urban migration. A 2021 report from the Philippine Institute for Development Studies (PIDS) estimated that the country needs to build approximately 50,000 additional classrooms to meet current demands. Critics argue that blended learning might serve as a temporary fix rather than a long-term solution. For example, schools in rural areas with limited internet connectivity illustrate how blended learning can exacerbate educational inequalities rather than mitigate them.

The financial and logistical implications of building new classrooms are often cited as barriers. However, the Philippine government allocates substantial resources for various educational initiatives. Redirecting a portion of these funds toward infrastructure development could offer a more permanent solution to classroom shortages. In contrast, blended learning requires ongoing investment in technology, training, and maintenance, which may not always lead to equitable educational improvements.

In light of these considerations, it is crucial to question whether the government’s emphasis on blended learning represents a well-founded strategy or an expedient measure that falls short of addressing the root causes of the educational crisis. While blended learning has potential, it should not overshadow the need for substantial investments in classroom infrastructure. Without a balanced approach that tackles both the immediate and systemic issues, the promise of blended learning risks being overshadowed by the realities of educational inequality and infrastructure deficits.