Qualitative content analysis of teachers’ perceptions and experiences in using blended learning during the COVID-19 pandemic

Abstract

The unexpected COVID-19 pandemic has closed schools and shifted the mode of education to digital and distance learning methods. However, the socioeconomic status of students affects their access to education. Blended learning, which includes online classes, television and radio broadcasts, and modular lessons, offers a more inclusive education that caters to the needs of the students. While the subject has been discussed in the literature from the perspective of the learners, this paper explores the perceptions, experiences, and insights of teachers in the Philippines on blended learning at the time of the pandemic. This study surveyed 39 basic education teachers and analyzed the data using qualitative content analysis. The results showed an agreement on teachers' perspectives about the effectiveness of educational policies implemented and the government's response to the pandemic. Despite the flexibility in using blended learning, the teachers experienced various challenges in applying this method during the pandemic, such as readiness, technology literacy, access to technology, financial difficulties, and health risk. These findings suggest the government and other education stakeholders provide additional financial support to schools during the pandemic; enhance the professional development activities for teachers; and continue developing learning platforms allowing open access to quality and reliable educational resources during and beyond the pandemic.