Blended learning has posed unique challenges for both teachers and students in public schools. The shift to online distance learning, initially adopted to continue education during the pandemic, has proven to be a complicated adjustment for many. A major issue facing teachers is the inadequate internet data available to students. Many learners start their lessons but midway through, run out of data and drop out of classes. This connectivity struggle is further exacerbated by poor signal quality. Students often claim poor signal quality as the reason for not participating in recitations or for dropouts during online classes. These technical issues pose a barrier to effective learning and meaningful interaction.
Moreover, the flexibility of online learning can also discourage students. Some learners are tempted to miss classes, using poor internet connection as an excuse, while others get distracted by the comforts of their own home. A home environment filled with potential distractions hinders the focus required for academic work. This situation is further exacerbated by the temptation to attend to other personal matters during class time, further disengaging them from the learning process.
The struggles of online connectivity are even more pronounced in many schools across the country. Many public schools were asked to offer high school programs despite not having the necessary facilities. Lacking sufficient classrooms and resources, these schools turned to blended learning as a solution. However, the lack of infrastructure makes it difficult to deliver quality education in this mode. As one learner put it, “I feel like I'm not learning as much as students in face-to-face schools. It's frustrating because I feel like I'm missing out on a lot even though I want to do well.”
As a teacher, I can personally say that this method of learning is not effective and is no substitute for face-to-face interaction. The face-to-face classroom experience is crucial for learners to engage with the material and develop a deeper understanding. There is no substitute for the dynamic interactions and immediate feedback that take place in a physical classroom, where students are more focused and less distracted. Investments in classrooms and physical infrastructure are essential to ensure that teaching is effective and that students can learn in an environment that is conducive to their academic and personal growth.
This drive for connection highlights the challenges teachers face in keeping students involved and engaged in blended learning environments. Lack of in-person supervision and too many distractions at home make it difficult for students to stay focused on their studies, posing major obstacles to the success of blended learning in public schools.
The role of teachers is not just to deliver educational content, but to find innovative ways to keep students engaged and accountable in a learning environment that is much less structured than a traditional classroom. Investing in classroom infrastructure and returning to in-person learning is a step toward ensuring students receive the best education possible. Technology has a role to play, but it should complement, not replace, the traditional classroom experience and remain critical to student success.
Maria Teresa B. Macasinag, Rizal National High School, Baguio City