INTERACTIVE TEACHING PRACTICES AMONG COLLEGE INSTRUCTORS

IN UNIVERSITY OF THE VISAYAS DALAGUETE-CAMPUS

A Dissertation Thesis

Presented to the

Faculty of the Graduate School of Education

University of the Visayas

Dalaguete Campus

In Fulfillment of the Requirements for the Degree

DOCTOR OF EDUCATION/ MASTER OF ARTS IN EDUCATION

MAJOR IN EDUCATIONAL LEADERSHIP AND MANAGEMENT

AMAZONA, RHEA MAE

JORRILO, JOANNA MARRIE

MIER, ROWENA

TUMANGGAP, JOYCE FRELL

VILLARBA, JOYCE RIA

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ACKNOWLEDGEMENT

We would like to thank first our Almighty God for giving as strength and guiding as in

making this project and also thank you to our research coordinator Mr. Ignatius Deodatus Alonso

whom we can ask for help. Also, whenever we ran into a trouble spot or had a question regarding

our research, he willingly explains it well with giving us effective ideas to make it more

understandable. His guidance throughout of the duration in making this output gives us

encouragement to strive harder in order to have good outcome.

Our heartfelt gratitude to our cooperative respondents who were involved in this validation

survey for this research project without their passionate participation and input, the validation

survey could not have been successfully conducted.

As the leader for this project, I would like to extend my deepest gratitude to my group

mates for their undying cooperation, for their patience and for their big contribution to accomplish

this research.

Lastly, we must express our very profound gratitude to our parents for providing us with

unfailing support, and continuous encouragement throughout our years of study and through the

process of researching and writing this thesis. This research would not have been possible without

them.
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Abstract

Many teaching practices implicitly assume that conceptual knowledge can be abstracted

from the situations in which it is learned and used. This article argues that this assumption

inevitably limits the effectiveness of such practices. Drawing on recent research into cognition as

it is manifest in everyday activity, the authors argue that knowledge is situated, being in part a

product of the activity, context, and culture in which it is developed and used. They discuss how

this view of knowledge affects our understanding of learning, and they note that conventional

schooling too often ignores the influence of school culture on what is learned in school. As an

alternative to conventional practices, they propose cognitive apprenticeship (Collins, Brown,

Newman, in press), which honors the situated nature of knowledge.

The breach between learning and use, which is captured by the folk categories "know what"

and "know how," may well be a product of the structure and practices of our education system.

Many methods of didactic education assume a separation between knowing and doing, treating

knowledge as an integral, self-sufficient substance, theoretically independent of the situations in

which it is learned and used. The primary concern of schools often seems to be the transfer of this

substance, which comprises abstract, decontextualized formal concepts. The activity and context

in which learning takes place are thus regarded as merely ancillary to learning---pedagogically

useful, of course, but fundamentally distinct and even neutral with respect to what is learned.

In this paper, we try to explain in a deliberately speculative way, why activity and situations are

integral to cognition and learning, and how different ideas of what is appropriate learning activity

produce very different results. We suggest that, by ignoring the situated nature of cognition,

education defeats its own goal of providing useable, robust knowledge. And conversely, we argue

that approaches such as cognitive apprenticeship (Collins, Brown, & Newman, in press) that
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embed learning in activity and make deliberate use of the social and physical context are more in

line with the understanding of learning and cognition that is emerging from research.

This study is important to the researchers to discover the effectiveness of the interactive

teaching practices among instructors and help instructors to be more productive about interactive

teaching that they could use in class with the help of this study and that motivates their learner to

learn more effectively. The study aims to promote critical and reflective thinking, research and

evaluation skills that will help college instructors in UVDC to take positive action to protect,

enhance and advocate for their own and students learning.

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TABLE OF CONTENTS

ACKNOWLEDGEMENT
ABSTRACT
Chapter 1: THE PROBLEM AND ITS SCOPE INTRODUCTION……………………...1-12
Conceptual Framework………………………………………………………………………...3-7
Schematic Diagram………………………………………………………………………………8
Statement of Purpose…………………………………………………………………………..8-9
Significance of the Study……………………………………………………………………..9-11
Definition of Terms…………………………………………………………………………11-12
Chapter 2: REVIEW OF RELATED LITERATURE……………………………………13-20
Chapter 3: RESEARCH METHODOLOGY……………………………………………..21-25
Research Method & Design……..……………………………………………………………...21
Research Environment…..…………………………………………………………………..21-22
Respondents…………..………………………………………………………………………...22
Instruments……………..……………………………………………………………………….23
Data Gathering Procedures………….....……………………………………………………….23
Statistical Treatment of Data…………..……………………………………………………23-24
Ethical considerations……………………..………………………………………………...24-25
Chapter 4: PRESENTATION, DATA ANALYSIS AND PROCEDURES……………..26-29
Chapter 5: SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATION……………………………………………………………..30-31
REFERRENCES……………………………………………………………………………32-35
APPENDICES
A. Informed consent
B. Questionnaire
CURRICULUM VITAE
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LIST OF TABLES

Table
1 Demographic Profile of the Respondents…………………………………….26-27
2 Instructors Interactive Teaching Practices and Adaptive Skills In The Hybrid
Modality………………………………………………………………...…………….28-29

LIST OF FIGURES

Figure
1 Conceptual Framework of the Study……………………………………………3-8
2 Location of the study…………………………………………………………21-22
3 The flow of the study…………………………………………………………21-25

LIST OF APPENDICES
A. Informed consent
B. Questionnaire
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Chapter 1

THE PROBLEM

Introduction

Interactive teaching implies learning with action. It is characterized with a high level of

inclusion of the students. Interaction strategy refers to the teacher though the design of vivid and

interesting classroom teaching organization form to attack students into the classroom learning.

Classroom questioning is one of the most basic ways to achieve interaction. Teachers’ beliefs,

practices and attitudes are important for understanding and improving educational processes. They

are closely linked to teachers’ strategies for coping with challenges in their daily professional life

and to their general well-being, and they shape students’ learning environment and influence

student motivation and achievement.

The Coronavirus disease 2019 (COVID-19) pandemic has dramatically changed the higher

education system in the Philippines with a distinctive shift in online instruction as an effort to limit

further transmission of the virus. This sudden change to online instruction raised concern among

many teachers and students because a large segment of the population have unstable internet access

and limited electronic devices (Pastor, 2020; Mirandilla-Santos, 2016). Since the pandemic started

and presently shows little signs of declining, worries whether internet connection would not suffice

to support online education persist as a challenge. This led to all courses being advised to shift

online until the end of the second term. The sudden shift to full online instruction led faculty

members to adjust their teaching plans, teaching styles and assessment methods. Students also

faced the challenge to quickly adapt to the “new normal” in higher education setting. The shift to

online instruction was a contingency plan to secure the continuation of the courses offered by the

University and enable students to continue with their studies. However, developing countries, like
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the Philippines, have areas that do not have a reliable or existent internet connection which posed

a great and major challenge to the shift to full online instruction.

As the immediate future is uncertain with new outbreaks and looming lockdowns, many

instructors had to consider online instruction, which can be given in one of three pedagogical

approaches: (1) synchronous, (2) asynchronous and (3) blended learning strategy. In synchronous

online lectures (real-time), instructors and students meet online using video conferencing software

during the designated class hours and instructors give lectures on the course. Students participate

in the lectures and are able to ask questions vocally or via live text chat. In asynchronous lectures,

instructors record lecture videos and upload them in Blackboard learning management system

(LMS) or YouTube, so that students can access them in their most convenient time.

The blended online learning strategy is deemed to be the most practical method to adapt as

this combines the advantages of synchronous and asynchronous strategies. The basis of this

approach is the cognitive load theory, on the basis that novice learners are immediately

overwhelmed by a large number of new ideas and terminologies, and resort to surface learning

(Darabi and Jin, 2013; Seery and Donnelly, 2012; Seery, 2013). This type of active learning

pedagogy is called “flipped classroom” approach (Bergmann and Sams, 2012; Olakanmi, 2017).

In this learning approach, traditional lecture and homework are replaced by pre-class activities,

such as viewing short, pre-recorded lecture videos. The class time is devoted to further reinforce

the topics through problem solving examples, interactive activities and detailed discussions

(Pienta, 2016; Rau et al., 2017). However, the synchronous online class sessions (called the

“virtual classroom”) replaced the traditional face-to-face class for engaging the students with

activities and guided problem-solving discussions in the traditional flipped classroom.

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The benefits from flipped classroom were reported by economists (Lage et al., 2000). Lage

and colleagues showed that reducing variability in teaching styles across classroom and

implementing various activities to create an inclusive classroom resulted to an improved student

performance (Lage et al., 2000). Therefore, it is important for this paper to contribute to this current

information gap.

Conceptual Framework

The conceptual framework of this study is the Cognitive Apprenticeship Model by Brown,

Collins, and Newman (1989). This model relies upon practical teaching methods, whereby context

learning is the key. For example, if learners were trying to acquire the basic concepts of

architecture, they would not only take theoretical courses associated with the specific topic, but

they would also seek out real world experiences which would allow them to become fully

immersed in the field. Cognitive Apprenticeship Model is closely linked to the Situated Cognition

Theory.

Situated Cognition Theory (SCT) is an educational psychology theory that shares

principles with various fields of study and theories such as critical theory and anthropology

(Kirshner & Whitson, 1997). SCT is based on the idea that a person’s knowledge comes from the

activity, context, and culture in which it was learned. SCT, often simply referred to as situated

learning, emphasizes that an individual’s knowledge is situated in the activity to which it is bound

and social, cultural, and physical contexts impact the knowledge learned (Brown, Collins, &

Duguid, 1989; Robbins & Aydede, 2009). SCT learning theory is often applied to various aspects

of online learning, because it involves learners in their environment, utilizing the tools available,

and taking an active role in the community (Brown et al., 1989). This research utilizes SCT to

explain how perceived learning can be impacted by the activity, culture, and environment in which
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learning takes place. Specifically, this investigation is focused on Hybrid courses where Flipgrid,

a mobile tool for community building, is utilized. The rationale for focusing on Hybrid delivered

courses is that when a student is offered the option to choose their preferred course delivery method

it reflects how they will be working in real life, thus creating an authentic learning environment,

which is a key aspect of SCT. Furthermore, utilizing technology and tools where students are

interacting as they would in real-life also supports an authentic learning environment.

The Situation Cognition Theory mainly supports, that the acquisition of knowledge cannot

be separated from the context in which this knowledge is collected. Therefore, a learner must grasp

the concepts and skills that are being taught in the context in which they will eventually be utilized.

As a result, instructors who are trying to apply this theory in their classes are encouraged to create

an environment of full immersion, wherein students must be able to learn skills, as well as new

ideas and behaviors that are taught in the context in which they will be used at a later time.

Applied to eLearning course design, it is obvious that the Situated Cognition Theory is directly

related to the way that eLearning content is presented to the audience. This implies that all type of

new information learners is exposed to, should be given within context. In practice, from an

instructional designer’s point of view, this can be translated to the incorporation of case studies

and interactive branching scenarios and simulations of real-life settings in which the particular

piece of knowledge would apply. By all means, all eLearning activities should make explicit to

the learners the connection of what is actually presented as part of the eLearning content with its

practical application in real life.

As the name implies, in the case of the Cognitive Apprenticeship Model, learners are

encouraged to acquire the necessary skills by working alongside a master that serves as the subject

matter expert in the field, next to whom they are expected to develop their cognitive and
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metacognitive skills. Some of the key teaching strategies for applying the Cognitive

Apprenticeship Model, as well as its possible application in eLearning course design, are presented

below:

1. Modeling.

Modeling involves an expert demonstrating a concept or task so that learners are able to

gain in depth understanding of how it is done. This builds upon their previous

experience and allows them to build a mental conceptual model of the specific process.

Tutorials can serve as models in eLearning course design. Learners, before performing a

specific eLearning activity, are able to watch tutorials, either in the form of videos, in which

a subject matter expert explains the concept or process, or as screen recording

demonstrations, that give step-by-step guidance on what learners are expected to achieve

themselves in order to meet the learning objectives of the online course. In practice, the

latter is widely used in the instructional design of online software training courses.

2. Coaching.

Coaching occurs when a subject matter expert allows learners to perform the task in

question and then offers them feedback on their performance. This enables learners to

understand what they may want to do differently to improve upon their skills and how they

may advance to the next level in their field. Applied to eLearning, the integration of social

media elements, such as chats and discussion boards, in which learners can get feedback

not only from the online facilitator, but also from their peers, works towards this direction.

The same is applicable for any type of synchronous eLearning via virtual learning sessions.

3. Scaffolding.

Scaffolding refers to the act of implementing strategies and methods that serve to enhance
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learners’ educational experience. This can be in the form of activities, group tasks and

games. During the activity, instructors observe learners and assess their skills and

knowledge acquired. Any type of social interaction in eLearning, through online group

projects and joint activities, may be considered as application of the scaffolding strategy,

with the online instructor serving as a facilitator during the learning process. Gamification

is another possible application of scaffolding in eLearning, as learning objectives can be

mastered through learners’ interaction with the eLearning content in an amusing way and

their comparative results with peers in leaderboards may motivate them to try harder.

4. Articulation.

Articulation occurs when the instructor encourages learners to articulate what they know

about the eLearning content or concepts, as well as what they did during the problem-

solving process. The more frequently used types of articulation are: inquiry learning,

critical thinking and thinking out loud. In synchronous eLearning settings, articulation may

occur in exactly the same way, as the online presence of the instructor makes no particular

difference to the application of the strategy. Online facilitators are still able to ask learners

to express their way of thinking in order to solve problems presented in the eLearning

course. They are also able to provide feedback and guide learners towards the correct

direction by giving them tips on how to proceed. In asynchronous eLearning, however,

although articulation is difficult to be applied in terms of “thinking aloud”, the aim is for

learners to rationalize upon the answers they have selected during problem-solving oriented

eLearning activities and give reasons why they have selected a particular answer or

approach. Their reasoning should be of equal importance for the online course facilitators

as the answer itself. On the other hand, an instructional design for eLearning based on
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Discover Learning is an obvious application of the Inquiry Learning approach, based on

which, eLearning tasks and activities should provide learners with opportunities to go

through a series of questions that need to be answered, in order for them to be able to

formulate an explicit conceptional model for the situation under study. Such an approach

could be applicable both to synchronous and asynchronous eLearning.

5. Reflection.

Reflection enables learners to compare their problem-solving skills to those of an expert or

peer. One way to do this is for the instructor to analyze how a student solved a problem,

followed by an explanation of how the expert solved the same problem, then noting what

was done differently or the same. In eLearning, again this may happen via tutorials that can

be accesses by learners as many times as they like, in order for them to compare their actual

performance with the one proposed by the subject matter expert.

6. Exploration.

Last, but not least, exploration takes place when learners are encouraged to solve problems

on their own, as well as instructing them on new strategies that they can use to explore the

problem. This enables learners to contextualize problems and then work to solve these

problems in real world settings. Discovery learning designs in eLearning also work towards

this direction. Learners are presented with challenging online tasks with the potential use

of a pedagogical agent serving as online help, giving them tips on how to proceed, when

needed. The pedagogical agent can adapt the frequency of its appearance depending on

learners’ progress on the task.

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Schematic Diagram of The Framework

Cognitive Apprenticeship Model

(Brown, Collins, and Newman 1989)

Interactive Teaching Practices among college instructors

Modeling Coaching Scaffolding Articulation Reflection Exploration

Intervention Plan

Statement of Purpose

The purpose of this study is to determine the interactive teaching practices in the hybrid

learning modality of college instructors during the new normal learning at UVDC for the A.Y.

2021-2022.
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Specifically, this study seeks to answer the ff. questions:

1. What is the demographic profile of the respondents in terms of:

1.1. Age

1.2. Gender

1.3. Program

1.4. Length of service

1.5. Course taught

2. What are the interactive teaching practices are employed by the respondents during the:

2.1. Modeling

2.2. Coaching

2.3. Scaffolding

2.4. Articulation

2.5. Reflection

2.6. Exploration

3. What intervention plan can be proposed based on the findings of the study?

Significance of the Study

Teachers are mainly responsible in facilitating learning and developing competencies

among students. Better instructional approach will be established by the teacher thus increasing

the knowledge on how to improve the teaching and learning situations.

This study will help, to improve the teaching strategies in teaching subject to the learners.

As a result, this study will be beneficial to the following stakeholders:

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The Students may increase their interest and responsibility over the assigned task and on

their own learning. It may provide opportunities for the learners to develop knowledge, skills, and

attributes necessary to express their ideas, understandings and feelings through projects.

Furthermore, students may be given a chance to show their skills and talents that they can use for

future activities or solve real world problems. Through the study’s recommendation, the student’s

learning will be able to improve. They will be more attractive and cooperate in the class. They will

be able to have a good working relationship with their instructor.

The Instructors may benefit from this study on how to provide learning activities that will

involve students to be critical thinkers and lifelong learners. Teachers may realize the uniqueness

of each student to motivate them to work hard and to improve the quality of life. Moreover, this

can be a significant change in teachers’ approaches to teaching and students’ approaches to

learning which may result in a more effective learning environment and highly developed skilled

individuals. Through the study’s recommendation, they will be able to enhance their teaching

capabilities and will be able to incorporate new teaching strategies upon discussing a subject

matter.

The School Administrators will be able to implement new memorandum in relation to the

quality of teaching through utilization of traditional and modern teaching strategies. This study

may encourage then administrations to guide their teachers to be flexible and be more responsible

in student learning.

The Researchers will also benefit in this study for they are the future students -teachers

and they are going to venture their first step in the education world as to make an interactive

teaching practice. To be able to know what are the proper ways that we could apply on how to
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handle the students and how to teach them interactively. Thus, they are going to select a classroom

management that is suitable for diverse learners which will end up into learning.

The Future Researchers will benefit in this study for they will be guided if they will

administer of further administer a study regarding with the interactive teaching practices that can

make educative process a success.

Definition of Terms

The following terms are conceptually defined based on how it is utilized in the study.

Interactive teaching practices will improve student’s interest in the learning process and,

make them active participants in the lessons.

College instructors will address the specifics of instructional planning-choices about

teaching methods, sequence of lessons, and resource materials-after identifying the desired results

and assessments. Having a clear goal helps instructors to focus on planning and guide purposeful

action toward the intended results.

Synchronous instructors and students meet online using video conferencing software

during the designated class hours and instructors give lectures on the course. Students participate

in the lectures and are able to ask questions vocally or via live text chat.

Asynchronous instructors record lecture videos and upload them in Blackboard learning

management system (LMS) or YouTube, so that students can access them in their most convenient

time.

Blended online learning strategy is deemed to be the most practical method to adapt as

this combines the advantages of synchronous and asynchronous strategies.

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Planning is the process of setting objectives and determining the means to achieving the

desired outcomes. It entails deciding in advance what to be taught, how to teach, when to teach,

who is be taught, and the evaluation of recipient.

Instruction refers to the teaching methods and learning activities that teachers could use

to deliver the curriculum in the classroom. Instructional strategies are techniques teachers use to

help students become independent and strategic learners.

Assessment is a critical aspect of teaching and learning process. It is important for

instructors to strategically evaluate the effectiveness of their teaching by measuring the extent to

which students in the classroom are learning the course material. Assessment enables instructors

to measure the effectiveness of their teaching by linking student performance to specific learning

objectives.

Intervention plan is a blueprint for helping instructors of what must be taken with a

specific end goal to accomplish a particular objective. It is a statement of what you need to

accomplish over a given timeframe. The purpose for an intervention plan is to clear up what

resources are required to come to a goal, formulate a course of events for when particular

undertakings should be finished and figured out what resources are required.
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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

To have clearer understanding about the study, the researchers considered diverse related

literature that foretells about the interactive teaching practices in the hybrid modality among

college instructors. The related literature mount writing came from studies on the internet

resources.

Interactive teaching is a means of instructing whereby the teachers actively involve the

students in their learning process by way of regular teacher-student interaction, student-student

interaction, use of audio-visuals, hands-on demonstrations. The students are constantly encouraged

to be active participants.

The purpose of interactive teaching strategies is to improve students’ interest in the learning

process and make them active participants in the lessons. Interactive activities offer broader

benefits than simply achieving educational goals. In fact, teachers can easily incorporate this type

of exercise into the virtual classroom lessons to help improve students’ communication skills and

teamwork abilities, as well as to develop their creativity, critical thinking, problem-solving, and

decision-making skills.

In addition, interactive activities teach students patience, tolerance, and understanding

towards others and encourage them to think outside the box.

Interactive classrooms also perform better on measures of student learning. One meta-

analysis found that in STEM classrooms with “active learning,” broadly defined, student exam

scores improved by about six percent (Freeman et al., 2014).

The instructor often assumes a less overtly authoritative role in an interactive classroom.

Some proponents have described this as moving from “sage on the stage” to “guide on the side.”
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This may be overly simplistic, however. Just as “higher order” thinking builds upon mastery of

“lower order” thinking, interactive learning must be supported by clear academic authority.

Likewise, while the collaborative nature of many interactive methods can increase student

motivation, too much student autonomy can produce uncertainty that can be demotivating.

Practically, this may mean giving “just-in-time” mini-lectures when students are struggling with

basic terminology or concepts. The instructor should also establish early in a course that he or she

welcomes and can appropriately answer pressing questions unless the instructor has valid

pedagogical reasons for not providing an answer, in which case the instructor should make the

rationale explicit to students. In short, an instructor using interactive methods must balance

autonomy with support and be flexible and competent in a range of teaching methods (Wijnia et

al., 2011).

The world of education has been varied by the fast and rapid revolution in computer and

the Internet technologies which according to Sethy (2008) “new findings are generated and become

established at breathtaking speed”. This has revolutionized teaching and learning particularly

distance education. The arrival of World Wide Web (WWW) has increased the demand for

distance education and concepts like online learning or e- learning has emerged, as a result. The

system of online learning has been largely used in higher education, and a lot of studies have been

done to discover both its strengths and weaknesses (Wang, 2010).

Since e-learning environments present some disadvantages such as inhibiting the

socialization process of individuals resulting in lack of face-to-face communication; a new

environment has surfaced. This new environment combines the e-learning and the classical

learning environments. It has been termed as blended learning, hybrid or mixed learning. The

foremost goal of blended instruction was to overwhelm drawbacks of pure online instruction. Since
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either pure e-learning or traditional learning hold some weaknesses and strengths, it is better to

mix the strengths of both learning environments to develop a new method of delivery called

blended learning (Azizan, 2010). In view of that, the application of blended instruction has quickly

increased because instructors believe that varied delivery methods can increase students’

satisfaction from the learning experience as well as their learning outcomes (Lim, & Morris, 2009).

The following review of literature will facilitate a discussion on hybrid, blended learning

environments.

According to Goodyear, Jones, Asensio, Hodgson, and Steeples (2001), “a learning

environment is 1) the physical setting in which a learner or community of learners carry out their

work, including all the tools, documents and other artifacts to be found in that setting; 2) the

physical setting but also the social/cultural setting for such work”.

Defining online learning has been both difficult and controversial (Moore, Dickson-Deane,

& Galyen, 2011). The terms blended and hybrid have become somewhat buzzwords in corporate

America and higher education settings, and yet there is still quite a bit of ambiguity about the

details of each term (Graham, 2006). McGee and Reis (2012) state, “The distinction between

‘hybrid’ and ‘blended’ courses is not clearly articulated in the best practices of information

transition (Margulieux et al., 2014). Blended suggests that there is no perceivable notification

when the delivery method shifts and the transition between online and in-person transition is

seamless and minimal (McGee & Reis, 2012). Furthermore, the information transmission from

instructor to student is a mix, or blend. For example, a blended 8-week course would incorporate

part faceto-face and part online learning, similar to the previous example, but instead of being

lecture based the transmission of information is both practice and hybrid.

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HyFlex course delivery method is a blending of online and face-to-face delivery (hybrid)

in a single course where students choose when and how (flexible) they attend the course

(Abdelmalak & Parra, 2016). HyFlex is gaining popularity as a teaching modality term in the

current COVID-19 planning environments and many institutions of higher education are putting

their own spin on the term based on their university’s mascot, such as “HawkFlex” (MSU, 2020).

Unique “spinoffs” of the HyFlex course delivery term show the infancy of the modality, lack of

universal higher education best practices, and the need for a definition within the literature for

future research.

Higher education is dedicated to the dissemination of knowledge which often occurs

through various delivery methods including online, face-to-face, and HyFlex delivery. One of the

main focuses of higher education is effective course delivery through various courses where

Flipgrid, a mobile tool for community building, is utilized. The rationale for focusing on HyFlex

delivered courses is that when a student is offered the option to choose their preferred course

delivery method it reflects how they will be working in real life, thus creating an authentic learning

environment, which is a key aspect of SCT. Furthermore, utilizing technology and tools where

students are interacting as they would in real-life also supports an authentic learning environment.

The body of literature on blended learning proves that there is no unity on the definition of

blended learning. Driscoll (2002) defined blended learning as a combination of instructional

methods. On the contrary, Delialioglu and Yildirim (2007) claimed that systematic and strategic

combination of ICT tools into academic courses introduces a new way to approach instructional

goals. This instructional method has been given many names: blended learning, mediated learning,

hybrid instruction, web-assisted instruction or web-enhanced instruction. Delialioglu and Yildirim

(2007) and Gülbahar and Madran (2009) believed that blended learning is the same as hybrid
 17

instruction, which combines the potentials of web-based training with those of classroom

techniques. Likewise, through their study on the transformational potential of blended learning,

Garrison and Kanuka (2004) found that blended learning environments seize the values of

traditional classes, which improve the effectiveness of meaningful learning experiences.

Harrington (2010) coined the combination of traditional classes with online ones as ‘hybrid

classroom’ and stressed that educators are increasingly engage in hybrid classes as they have

become aware of the benefits. Moreover, she emphasized that most EFL/ESL students enroll in

hybrid classes too. Usta, and Özdemir (2007) studied students’ opinions about blended learning

environment and their findings proved that students have generally positive opinions about

blended learning environment. The results of the study also proved that high interaction between

students and instructor exist in this type of environment. This result supported the findings of

Akkoyunlu and Soylu (2006) which indicated high demands for face-to-face interaction in on line

learning.

According to Owston et al. (2006, as cited in Bdawi, 2009) there are three rationales for

supporting blended learning: fulfilling the learner's needs and motivating critical thinking skills

the flexibility of blended learning since the learning occurs online and face-to-face and its cost

effectiveness.

Teachers and students communicate virtually via e-learning and this is the predominant

feature of such a learning process, different from traditional classes in which instructors and

learners engage in face-to-face interaction (Tayebinik, 2009). Generally, all the terms which

describe distance education via computer technology have a unique significance that is learning

takes place while teacher and learner are separated. It is assumed that engagement in e-learning

and virtual classes hinders e-learners from community interaction. By adding the human
 18

interaction to online learning, the educators have considered the human need for socialization

which in turn will help the process of learning (Sethy, 2008).

Rovai and Jordan (2004) studied a causal-comparative design to investigate the relationship

of sense of community between fully online, traditional classrooms, and blended higher education

learning environments. They found that blended courses create a stronger sense of community

among learners than either traditional or fully online courses. Evidently, online or web-based

learning environment offers the effectiveness and the flexibility that cannot be guaranteed in a

classroom environment while face-to-face classes provide the social communication that students

need for learning. So, the integration of these two environments into blended format reserves the

advantages of both learning platforms (Akkoyunlu & Soylu, 2006). Hence, it can be concluded

that one of the principal benefits of blended learning is providing a sense of community amongst

learners (Garrison & Kanuka, 2004).

Proponents of sole e-learning instruction like Lu and Chiou (2010) believe on some

benefits of such educational environments like immediate communication, processing learning

based on each individual pace, using web technology facilitators (email, chat, video conferencing),

etc. Studying through online mode, however, revealed that the feeling of isolation is real and that

this negative element is removed through blended learning. The blended learning environment

motivates students to participate in online classes more eagerly as they have the opportunity to

meet and discuss virtually with their classmates. Perera (2010) concluded that compared to the

virtual learning environment, blended learning offers a more successful learning experience since

it contains some aspects of traditional classes. Moreover, mere virtual learning still consists of

many problems in the area of education. Based on Hameed, Badii and Cullen (2008), sole e-

learning courses is more demanding for instructors and more time commitment is expected of the
 19

teacher. Lack of interaction, according to Tinto (1975 as cited in Rovai & Jordan, 2004) will cause

frustration and a sense of isolation which leads students to drop out. Tinto (1975 as cited in Rovai

& Jordan, 2004) also argued that drop outs are due to inadequate interactions of higher education

students with peers and instructors. So, mere online instruction has been denied by many

researchers and blended environment has been suggested because of its comprehensible

advantages to the educational institutions. Lim, Morris, and Kupritz (2006) concluded that

instructions in a blended learning environment seem to be more transparent than using only online

delivery format.

Delialioglu and Yildirim (2007) claimed that there are many problems for purely online

instruction like limited hardware, software, time, money as well as pedagogical problems. This

has led to a new idea of mixing the benefits of face-to-face courses with the benefits of online

courses, known as blended learning. They believed that instructors can support their courses by

online exercises, instant online feedback, and creating more valuable learning environments

through hypermedia and multimedia.

Akkoyunlu and Soylu (2006) examined students’ view on blended learning environment

and discovered that students enjoyed participating in a blended learning environment through

which face-to-face classes supplemented with online classes. Moreover, they emphasized on the

significance of communication and interaction for successful learning in online education. In

another perspective, Rovai (2004), one of the theorists of BL emphasized that designing courses

in blended learning is a flexible approach. It provides some conveniences of fully online courses

without leaving the face-to-face contact. It can be concluded that the benefits of face-to-face

interaction is undeniable and its presence can promote the quality of pure online or traditional

classes.
 20

In a blended learning course i.e. the combination of face-to-face instruction with online

platforms, students and teachers engage in using technology for active learning. Furthermore, they

are allowed to share their experiences through such a brand environment (Figure 1). In addition,

“blended learning provides more productive engagement among students in the online

environment and in course content as well” (Ziegler, Paulus, & Woodside, 2006, as cited in Bdawi,

2009).

Therefore, designing a blended learning environment to reach a harmonious learning

equilibrium between face-to- face interaction and online access is essential (Osguthorpe &

Graham, 2003, as cited in Bdawi, 2009). Keeping this view in mind, blended environment provides

an encouraging situation for both the traditional classrooms and the online settings. In other words,

it is a range of delivery methods to meet the course objectives.

 21

Chapter 3

RESEARCH METHODOLOGY

This chapter shows how the research will be conducted and the method to be used. It talks

about the environment that is subjected to the study, the quantity of the respondents, the

instruments to be used, and the processes in conducting the study and how the data will be

interpreted. This chapter generally speaks the flow of the study and the interpretation of the data

gathered to adjudicate the purpose of the study.

Design

The researchers utilized descriptive survey research design to gather the data and evaluate

the respondents' perception on the interactive teaching practices in the hybrid modality. In a

descriptive study, as defined by Siedlecki (2020), this design will be used in the study to determine

interactive teaching practices in the hybrid modality as this design blends quantitative and

qualitative data to provide you with relevant and accurate information. A time-efficient research

method, descriptive survey design engages the people at the center of the research objective.

Environment

The study administered at University of the Visayas- Dalaguete Campus located along

Pedro Calungsod St., Brgy. Poblacion, Dalaguete, Cebu.

The University of the Visayas was found by late Don Vicente Gullas in 1990 as the Visayan

Institute in Cebu City. Moving from one location to another, it was not until 1935 that Visayan

Institute moved to its present site in Colon Street. In 1948, the visayan institute was conferred

University status by the Bureau of Private Schools, the first to become university in Cebu. It was

renamed as the University of the Visayas. Now, it remains firm in its mission, through to its noble
 22

philosophy of Amor, Servetuim, Humanitas. Being a laboratory school, it collaborates with the

faculty of the college education in mentoring prospective teachers.

UV Dalaguete currently provides programs for college students. The college department

offers bachelor’s degree courses in Teacher Education, Criminology, Business Administration,

Hotel and Restaurant Management, and Information Technology. The campus, as part of the UV

system, is duly acknowledged by the Commission on Higher Education (CHED) and the

Department of Education ( DepEd ).

The university vision is an internationally recognized private non-sectarian university

committed to academic excellence, transformational and innovative education while the mission

is to develop the talents and potentials of the students towards the practice of professions to be

responsive to the changing local and global industry requirements.

Respondents

The respondents of the study were the college instructors in UVDC. All instructors in

college will be the subject for this research to have a reliable outcome. Instructor in different

program may have different interactive teaching strategies. There are 17 college instructors in

University of the Visayas –Dalaguete Campus as of Academic Year 2021-2022. Universal

sampling will be utilized since all the instructors in UVDC will be the respondents for this study.

According to (Richard & Margaret, 1990) Universal sampling refers to the selection of sample

where not all the people in the population have the same profitability of being included in the

sample and each one of them, the probability of being selected is unknown. Inclusion criteria are

defined as the key features of the target population that the investigators will use to answer their

research question. Typical inclusion criteria include demographic, clinical, and geographic

characteristics.
 23

Instrument

The researchers used questionnaires as an instrument in collecting data. The questionnaire

will lead to know the effective interactive teaching practices they used to determine the desired

outcomes. Their participation will voluntarily and written consent from the school administrator.

Data Gathering Procedures

The researchers undergone the following procedures in gathering all the compulsory

information required in the study. The researchers presented a letter to the administrator of the

Education Department of the University of the Visayas –Dalaguete to conduct a research in the

campus. After the request being granted, the researchers then proceeded in gathering data on the

respondents needed in the study. The researchers had also elucidated the purpose, goal and the

importance of the study to gain the trust of the respondents, the researchers then handed over the

survey questionnaires. The data collected were analyzed and interpreted as the researchers

gathered all the necessary information needed. Lastly, it has been interpreted based on the

appropriateness of the study.

Data Analysis

The researchers used the frequency as a statistical tool to provide accurate information on

the results of the survey.

Frequency statistics simply count the number of times that each variable occurs, such as

the number of respondents. Measures of central tendency give one number that represents the

entire set of scores, such as the mean. Frequency and percentage statistics should be used to

represent most personal information variables. However, if participants reported their exact age,

then the mean and standard deviation should be calculated for the age variable. Frequency statistics
 24

should be reported whenever the data is discrete, meaning that there are separate categories that

the participant can tick.

Ethical Consideration

Confidentiality of the Data

On this gathering, the researchers asked the respondents to answer the given

questionnaires. The researcher gave assurance that the names, identify and personal background

of the said respondents will be grip with confidentiality. The researchers also guaranteed their

respondents that the personal information gathered will stay between the researchers and the

instructors who are the respondent. The questionnaire will be kept inside the cabinet with lock for

a year and the researches will do everything just to protect the data being gathered. After one year,

the questionnaires will be burned.

Informed Consent

The respondents understood that the researcher will not identify them by name in any

reports using the information obtained from the study and that the confidentiality as a participant

in this study will have to remain anonymous. Subsequent uses of records and data will be subjected

to standard data use policies that protect anonymity of the individual and institution.

In addition, the study has been explained to the respondents and that they have understood

the consent form and all of their queries were answered. Thus, they agreed, participated and will

be given a copy of the signed consent form.

General Safety of the Participants

The researchers guaranteed the security and protection of the member and kept the

information accumulated. The gathering processes were carefully kept to safeguard the

respondent’s confidentiality and to minimize the risks this study may bring respondents
 25

authorization to access their identity are discuss, as their security is more concerned. Even

individuals have agreed to participate. However, they were still given right time to pull out any

time.
 26

Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the results of the findings, analysis, and interpretation of data
gathered from the selected school. It also answers the problem raised in the study. The findings
presented through table.

This section describes the general characteristics of the respondents such as age, gender, program,
course taught, and length of service.

Table 1: Demographic Profile of the Respondents

Variable Frequency Percentage %

Age 27-35 4 80
36-43 1 20
TOTAL 5 100%

Gender Male 2 40
Female 3 60
TOTAL 5 100%

Program BEED 5 100

BSED 0 0
TOTAL 5 100%

Course taught ED 111 1 20

G-history 1 20
Sciences 1 20
Math 1 20
Pract. 2 1 20
TOTAL 5 100%

Length of 11 years 1 31
service
8 years 1 25
6 years 1 17
5 years 1 14
5 years 1 14
TOTAL 5 100%
 27

AGE:

Based on the findings in the table 1, most of the respondents belong to the age bracket 27-

35 years old with 80% of respondents followed by 36-43 years old with 20% of respondents. The

data showed that 27-35 years old had the greatest numbers of respondents showing it is the standard

age for the college instructors to practice interactive teaching strategies in the hybrid modality.

GENDER:

The variable of gender shows that most of the female instructors responded the survey with

percentage of sixty (60%) while the percentage of the male respondents is forty (40%) lower than

the female respondents.

PROGRAM:

Only the BEED\BSED instructors responded the survey with the percentage of one

hundred (100%).

COURSE TAUGHT:

Each of the instructors who responded the survey has each course taught with the

percentage of twenty (20%).

LENGTH OF SERVICE:

There are instructors with eleven (11) years of service in teaching with the percentage of

thirty-one (31%) which is the longest years of service in teaching among the respondents followed

by eight (8) years and six (6) years of length service in teaching with the percentage of twenty-five

(25%) and seventeen (17%). While the shortest years of teaching is five (5) years with the

percentage of fourteen (14%) who responded the survey.

 28

Table 2: Instructors Interactive Teaching Practices and Adaptive Skills In The Hybrid
Modality

Weighted
Indicators Descriptive equivalence
Mean
1. Participate in accessing information in an
effective manner which is related to the 4.2 Often
learners learning.
2. Find resources such as databases,
documentary films and websites to be 4.4 Often
utilized in class as sources of information
3. Help the learners appreciate literature and
4.3 Often
other creative expressions of information.
4. Encourage collaborative learning in order
to participate effectively and generate 4.4 Often
valuable information.
5. Evaluate the resources and the available
4.6 Always
information.
6. Provide opportunities for learners to gather
4.3 Often
information online.
7. Offer a variety of ways for learners to
repackage information and authentic media 4.3 Often
learning experience.
8. Use of ICT in creating materials for
4.2 Often
teacher and learners’ use.
9. Incorporate and integrate different forms
4.4 Often
of media into my instruction.
10. Help learners recognize the false
4.2 Often
information in all forms of media.
11. Access internet resources for planning
4.4 Often
instruction or collecting ideas.
12. Make internet as a tool for giving learners
4.3 Often
assessments and assignment.
13. Submit computer-generated reports. 4.4 Often
14. Use interactive technology for learning
such as school purchased instructional 4.3 Often
software.
15. Communicate to colleagues and students
4.4 Often
by the means of social media.
TOTAL 4.3 Often

Legend: N= 5; WM (Weighted Mean): Descriptive Equivalent is 1- (Never) = 1.00-1.79, 2 (Rarely)

= 1.80-2.59, 3- (Sometimes) = 2.60-3.39, 4 (Often) = 3.40-4.19, 5 (Always) = 4.25- 5.00

 29

Based on the findings on Table 2.1, majority of the instructors use interactive teaching

practices most of the time. The overall mean shows that most of the instructors are adapting and

uses teaching practices by all means in the hybrid modality to make their learners understand what

is taught to them.
 30

Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, conclusions and recommendations regarding the

interactive teaching practices in the hybrid learning modality among college instructors at the

University of the Visayas Dalaguete Campus S.Y. 2021-2022.

Summary of Findings

The objectives of the study were to:

1. Determine the Demographic profile of the instructors in terms of;

1.1 Age

1.2 Gender

1.3 Program

1.4 Course taught

1.5 Length of service

2. Determine the extent of the following;

2.1 Instructors interactive teaching practices in the hybrid learning modality

2.2 Information, media and technology skills

2.3 Life and career skills

3. Determine what interactive teaching strategies can be proposed based on the findings of the

study.

Discussion in Demographic Profile

The findings have provided answers to the key questions of this study which the researchers

sought to find:
 31

1. Some of the instructors in UVDC are female with the age of 27 to 42 years old and served from

5-11 years of teaching with each course taught in education department or program.

2. Some of the instructors in UVDC use interactive teaching practices most of the time.

3. Some of the instructors in UVDC use often media information and technology skills to find

resources such as database and website to be utilized in class as source of information.

4. Some of instructors ensure that learners’ differences are accepted and the needs of individual

learners are addressed to the best extent possible regardless of other backgrounds.

CONCLUSION AND RECOMMENDATION

The purpose of this paper is to determine the effectiveness of the interactive teaching

practice in the hybrid learning modality. Overall, the results of the above questions suggest that

instructors often use interactive teaching practices and often incorporate and integrate different

forms of media in using instruction. This conclusion is based on the high average score from the

questionnaire that identified that the instructors often use interactive teaching practices most of the

time.

It is well understood that the advancement and growth of online course delivery in higher

education has been very attractive to students as it provides a higher degree of flexibility, access

and convenience than traditional face-to-face delivery (Croxton, 2014). One of the key aspects of

online learning that remains a constant for all methods of course delivery is interaction (Tello,

2008). Flipgrid is a tool that can be utilized to increase interaction in any course delivery method.

Interaction and the level of satisfaction students experience is critical to student retention, just as

quality interaction and the relevancy of the program to student goals is equally important for

retention (Yang, Baldwin, & Snelson, 2017).

 32

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