NEW NORMAL EDUCATION: THE BEED EXPERIENCES WITH BLENDED LEARNING APPROACHES AMIDST COVID-19 PANDEMIC

This study is to examine the experiences of BEED students in new normal education with blended learning approaches Amidst Covid-19 Pandemic. To achieve this, quantitative-inferential and descriptive research method was adopted. This study focuses on the BEED students of College of Teacher Education at Sultan Kudarat State University. Total-enumeration sampling technique is utilized as it will be dealing with only 35 students, a total respondent which is less than 1000 research sample population.
Research finding shows that new normal education implementation responded by BEED students shows that the topics delivered in modular learning approach cannot be easily understood solely by the students. Online learning using messenger chatting or texting with the teachers’ messages were sometimes confusing and limiting the meaning of the message(s) taught which in returns had limited as well the understanding of the students about the topic received.
Virtual classes and topic discussions in an online classroom meeting ---most students were just connecting via Pesonet and that the internet connectivity is not consistent. Learning experiences of the students in the new normal education specifically in the answering of the students’ learning activities had been observed by the study as neither easy nor difficult. The availability of educational information technology devices for the online class communication are not similarly true to all due to economic deficiency. Thus, students find difficulties in attending classes. The internet connectivity of the student-teacher and their communication to receive updates about the class and in complying to the class requirements is very irregular and not consistent

本研究旨在探讨贝德（BEED）学生在新冠疫情期间混合式学习模式下的新常态教育体验。为实现此目标，本研究采用了定量推论和描述性研究方法。研究聚焦于苏禄库达拉特州立大学教师教育学院贝德学生群体。鉴于仅涉及35名学生，且总样本量小于1000的研究对象，故采用总体枚举抽样技术。研究结果表明，贝德学生对新常态教育实施的响应显示，采用模块化学习方式传授的主题内容学生难以独立理解。通过即时通讯或教师消息进行在线学习有时令人困惑，并限制了所传授消息的意义，进而限制了学生对所学主题的理解。虚拟课堂和在线课堂会议中的主题讨论——大多数学生仅通过Peersenet进行连接，且网络连接不稳定。研究观察到，在新常态教育下，特别是在学生参与学习活动时，学生的学习体验既不轻松也不困难。由于经济不足，并非所有学生都能同样获得在线课堂通信所需的教育信息技术设备，因此学生在参加课堂方面遇到了困难。学生与教师之间的互联网连接及其接收课程更新和遵守课程要求的沟通非常不规则且不一致。