[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-592893-105":3,"doc-detail-592893-en":81,"detail-sidebar-cat-0-en-105":99},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","learning-from-the-problems-and-challenges-in-blended-learning-basis-for-faculty-development-and-program-enhancement","Learning from the problems and challenges in blended learning - Basis for faculty development and program enhancement","","Blended learning in the Philippines is still viewed as young, despite rapidly growing demand that brings notable problems and challenges to investigate. This qualitative case study examines the experiences of five purposively selected NSTP facilitators in Manila, using semi-structured interviews and thematic analysis. Five roadblocks emerge: technological issues, instructional concerns, class size constraints, technical support gaps, and collaboration difficulties. Results are discussed alongside literature and culminate in an overarching proposal to inform continuous faculty training and improvements to NSTP delivery.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/learning-from-the-problems-and-challenges-in-blended-learning-basis-for-faculty-development-and-program-enhancement/592893/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/learning-from-the-problems-and-challenges-in-blended-learning-basis-for-faculty-development-and-program-enhancement/592893.png","ImageObject",300,407,{"name":42,"@type":43},"Marglet","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What problem does the study address about blended learning?","Question",{"text":63,"@type":64},"It investigates the problems and challenges that hinder effective and efficient delivery of blended learning, especially in emerging higher education institutions.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the research conducted and analyzed?",{"text":68,"@type":64},"A qualitative case study method interviewed five purposively selected facilitators, with data gathered through a semi-structured interview questionnaire and analyzed thematically.",{"name":70,"@type":61,"acceptedAnswer":71},"What roadblocks were identified in delivering blended learning activities?",{"text":72,"@type":64},"The study reports five themes: technological, instructional, class size, technical support, and collaboration.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},592893,1792209969,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":4,"category_id":86,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":87,"file_id":88,"file_url":89,"file_type":90,"file_size":91,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":92,"language":93,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":94,"faqs":95,"seo_title":96,"seo_description":12,"update_tm":97,"read_time":98,"preview_page_count":4},2336477982702,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc",8,"Learning from the problems and challenges in blended learning: Basis for faculty development and program enhancement  \nAbel V. Alvarez, Jr.  \nAbstract: Blended learning in the Philippines is still considered new and young. However, this growing demand for blended learning possesses problems and challenges that are noteworthy to investigate, specifically in emerging higher education institutions, which hinder effective and efficient delivery of teaching and learning. This paper reflects different lenses of experiences encountered by five purposively selected facilitators teaching National Service Training Program (NSTP) in a certain university in Manila, Philippines. A qualitative case study research method was employed to interview the participants. The data were collected using a semi-structured interview questionnaire, and analyze thematically. There were five themes or “roadblocks” reported in this study: technological, instructional, class size, technical support, and collaboration. Findings were also discussed in the lenses of various literatures, particularly in terms of design and development, implementation, and assessment and evaluation of blended learning. An overarching proposal, which is aligned to the results of this research study, was presented. Nevertheless, it aims to add to the pool of teachers’ voices who are experiencing problems and challenges in the delivery of blended learning. The results of this study can serve as a basis for continuous faculty training and development, as well as for the improvement of the NSTP course, in general.  \nKeywords: Blended learning, Facilitator, National Service Training Program  \nIntroduction  \nCollege graduates in the Philippines are required to undergo National Service Training Program (NSTP) regardless of their program of choice, as mandated by the Republic Act 9163 of 2001. NSTP is described as either a form of military services or non-military trainings, such as Literacy Training Services or Civic Welfare Training Services (Balmeo, Falinchao, Biay, Ebes, Eclarino, & Lao-ang, 2015) . Teaching NSTP is usually undertaken in a traditional learning environment where interaction is solely face-to-face. However, in recent years, blended learning has experienced significant development due to its flexibility in delivering instruction. The rapid adoption of information and communication technologies (ICTs) in education is an indication that new forms or approaches of teaching and learning are possible (Jeffrey, Milne, Suddaby , & Higgins, 2014) . Higher Education Institutions (HEIs) are now envisioning into the role of ICTs in teaching and learning environment. At the university level, Kuo, Belland, Schroder, and Walker (2014) emphasize the idea that blended learning has become one of the most popular teaching approaches.  \nIn the Philippine context, the internet usage rose from 9% of the population in 1998 to 35% in 2014 (Labucay, 2014) . Towards the end of the decade, with a population of about 106 million Filipinos in 2018, findings have revealed that a rise to 62-63% or about 67 million Filipinos have access to internet and thought of as internet users ( Estella & Löffelholz, 2019; Khalid & Lavilles , 2019) . This shows that ICT in the Philippine education context serves as a milestone which opens wide range of teaching and learning opportunities (Lorenzo, 2016) . Studies have reported how blended-based approach slowly gain its importance in the field of education (Ma'arop & Embi, 2016 ; Matheos & Cleveland-Innes, 2018 ; Olelewe & Agomuo, 2016); hence, the adoption of blended learning is on rise, particularly in tertiary  \neducation (Forbes, 2016; Porter, Graham, Spring & Welch, 2014 ; Minty-Walker, Wilson, Ramjan, & Glew, 2017) .  \nMeanwhile, the HEIs in the Philippines are considered to be products of conventional teaching and learning environment (de la Pena-Bandalaria, 2007), which can infer that blended learning is still young and new to tertiary education teachers. O","cbCailW4puYydqoZ","https://ap.wps.com/l/cbCailW4puYydqoZ","pdf",351949,21,"English","# Introduction\n## National Service Training Program (NSTP) and teaching context\n## Growth of ICT and blended learning adoption\n## Faculty perceptions and constructivism framework\n# Literature\n## Teachers’ perceptions on blended learning\n# Abstract and Study Overview\n## Research aims, method, themes, and proposed enhancement","[{\"question\":\"What problem does the study address about blended learning?\",\"answer\":\"It investigates the problems and challenges that hinder effective and efficient delivery of blended learning, especially in emerging higher education institutions.\"},{\"question\":\"How was the research conducted and analyzed?\",\"answer\":\"A qualitative case study method interviewed five purposively selected facilitators, with data gathered through a semi-structured interview questionnaire and analyzed thematically.\"},{\"question\":\"What roadblocks were identified in delivering blended learning activities?\",\"answer\":\"The study reports five themes: technological, instructional, class size, technical support, and collaboration.\"}]","Learning from the problems and challenges in blended learning - Basis for faculty development and program enhancement | PDF",1792076132,53,{"code":4,"msg":82,"data":100},[101,105,109,113,118,123,127,130,135,138,142],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},"Exam",70,"exam",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},5,"Comic",60,"comic",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":125,"slug":126},"Healthcare",40,"healthcare",{"id":86,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":128,"slug":129},30,"research-report",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":133,"slug":134},9,"Religion & Spirituality",20,"religion-spirituality",{"id":133,"doc_module":4,"doc_module_name":25,"category_name":136,"show_sort_weight":133,"slug":137},"World Cup","world-cup",{"id":139,"doc_module":4,"doc_module_name":25,"category_name":140,"show_sort_weight":139,"slug":141},10,"Lifestyle","lifestyle",{"id":143,"doc_module":4,"doc_module_name":25,"category_name":144,"show_sort_weight":114,"slug":145},19,"General","general"]