What Is Blended Learning?

M iriam College High School (MCHS) is a premier college preparatory institution which has proven to accomplish its educational mission to reach and sustain high standards of academic excellence and competence. Aligned with the significant curricular change brought about by the K to 12 curriculum agenda, the Department of Business and Trades, one of the academic departments of MCHS, designed a curricular program and adapted teaching-learning methodologies, technologies and assessments that emanate from the major feature of the K to 12 curriculum which is outcome-based, standards-based and competency-based and inspired by its overarching goal for learners to be functionally literate and holistically developed. The promotion of the educational

Blended learning has been widely used in the academic setting and is defined to integrate e-learning with a variety of other approaches to create an integrated learning experience. Bersin (2004) further defines blended learning as the combination of different training “media” (technologies, activities, and types of events) to create an optimum training program for a specific audience. The term “blended” means that traditional instructor-led training is being supplemented with other electronic formats. Singh and Reed (2001) also describe the dimensions of blending at the simplest level, which is a blended learning experience combines offline and online forms of learning where the on-line learning usually means “over the internet or intranet,” and offline learning happens in a more traditional classroom setting. We assume that even the offline learning offerings are managed through an online learning system. An example of this type of blending may include a learning program that provides study materials and research resources over the Web while providing instructor-led, classroom training sessions as the main medium of

More specifically, the cognitive learning competencies expected to be developed by students will be identified, examined, evaluated, and compared to serve as basis for improvement of classroom teaching and learning; the curricular program will be reviewed, in particular the content and performance standards, instructional strategies, and learning resources towards a more contemporary, challenging, and engaging learning environment; classroom observations will be conducted to assess the performance of teachers and students and determine the effectiveness of the instructional strategies vis-à-vis the learning engagement; and opportunities for professional development will be reviewed to scaffold teaching methodologies in facilitating learning using the blended teaching approach. Thus, the data and information would serve as bases for innovations in teaching and learning to be able to enhance and discover contemporary teaching technologies, methodologies and practices towards quality teaching and to effectively meet the needs of the students and to support their improvement in the progressive paradigm of