Jeanneath Velarde, Ph. D.
Emilio Aguinaldo College, Dasmarinas, Cavite-Philippines
Abstract
This paper discusses a study on progressive teaching through blended instruction which is a combination of classroom and online delivery of education. It aimed to evaluate the effectiveness of blended instruction to the speakers and non-speakers of the target language. Guided by Opina, Velarde, and Sicat; and Josh Bersin’s concepts of blended teaching strategy, the researcher experimented on a personalized teaching material using a face- to- face and online delivery of instruction to her students during her almost two- month- teachers training in England. The subjects of the study were both native speakers and non –native speakers who were mostly professionals, but not exposed to the grammatical structures of the language. The results of the study showed that the students who were exposed to the progressive teaching strategy performed better and enjoyed the learning experience as compared to their performance in class before they were exposed to it. The experiment was also proven successful by three pilot schools in Southwark, England because the students who participated in the study showed remarkable improvement in their academic performances.
Keywords: Blended learning, Blended instruction, Progressive teaching, Online delivery of teaching
Presenting Author’s Bio
The author is the Dean of Arts and Sciences at Emilio Aguinaldo College, Vice President for International Affairs of Global Educators Organization, a former lecturer at JUC, KSA and Professor at CEU, and Manuel Luis Quezon University, Manila, Philippines. She took up her post-graduate teacher’s training in London, United Kingdom and is now doing a dissertation for her 2nd PhD in English.