EXPLORING THE EFFECTIVENESS OF BLENDED LEARNING INSTRUCTION IN HOSPITALITY EDUCATION AT NORTHERN ILOILO STATE UNIVERSITY FOR CURRICULUM DEVELOPMENT
Main Article Content
Abstract
This study, titled "Exploring the Effectiveness of Blended Learning Instruction in Hospitality Education at Northern Iloilo State University for Curriculum Development," aimed to determine the effectiveness of blended learning instruction in hospitality management courses at NISU from the perspective of student perception. To achieve this aim, a descriptive research design was employed, and data were collected using a researcher-made structured questionnaire from 129 college students. The collected data were analyzed using frequency, mean, standard deviation, and stepwise multiple regression analyses.
The results of the study showed that male students dominate the BS Hospitality Management program at NISU, and most of them reside in the barangay. The study also found that quizzes and assignments were the most utilized tools in blended learning instruction in hospitality management courses at NISU. The students had a highly favorable perception of the course, while the blended learning strategies used received favorable opinions. Furthermore, all blended learning instruction tools used in the hospitality management course were significant in students' learning.
Based on the results, it is recommended that NISU should continue to utilize blended learning instruction tools in hospitality management courses to provide a more effective and flexible approach to learning. The findings of this study can also serve as a basis for curriculum development in the hospitality management program at NISU, as it highlights the effectiveness of blended learning instruction tools in promoting student learning and engagement. Overall, this study contributes to the ongoing development and improvement of hospitality education at NISU.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. Interact. Learn. Environ. doi: 10.1080/10494820.2020.1813180.
Ali, W. (2020). Online and remote learning in higher education institutes: a necessity in light of COVID-19 pandemic. High. Educ. Stud. 10, 16–25. doi: 10.5539/hes.v10n3p16.
Alvarez, A. (2020). Learning from the problems and challenges in blended learning: Basis for faculty development and program enhancement. Asian Journal of Distance Education. Vol. 15., Issue 2. https://files.eric.ed.gov/fulltext/EJ1285361.pdf. Retrieved: 18 January 2023.
Amir, L.R., Tanti, I., Maharani, D.A. Wimardhani,Y. S., Julia,V., Sulijaya, B., & Puspitawati,. R ( 2020). Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia. BMC Med Educ 20, 392. https://doi.org/10.1186/s12909-020-02312-0. Retrieved: 6 February 2023.
Anderton, R., Vitali, J., Blackmore, C., and Bakeberg, M. (2021). Flexible teaching and learning modalities in undergraduate science amid the COVID-19 pandemic. Front. Educ. 5:609703. doi: 10.3389/feduc.2020.609703.
Balida, D. A. R., Crisostomo, A. S. I., & Gustilo, R. C. (2021). Remote learning constructs toward blended learning modality among HEI teachers and students amid Covid19 pandemic. Psychology and Education, 58(5), 191-199. https://www.psychologyandeducation.net/pae/index.php/pae/article/view/3428/1183. Retrieved 14 December 2023.
Ben-Chayim, A., & Offir, B. (2019). Model of the mediating teacher in distance learning environments: classes that combine asynchronous distance learning via videotaped lectures. J. Educ. 16:1. doi: 10.9743/jeo.2019.16.1.1
Ben-Chayim, A., & Offir, B. (2019). Blended learning in higher education: Current and future challenges. Education Sciences, 9(1), 44. https://doi.org/10.3390/educsci9010044. Retrieved: 11 January 2023.
Cabillo, A. E., Cabillo, C. R., & Estrellado, M. S. (2016). Quality of educational services of Northern Iloilo State University: Basis for development of strategic plan. International Journal of Scientific and Research Publications, 6(1), 90-98.
Cândido, R. B., Yamamoto, I., & Zerbini, T. (2020). “Validating the learning strategies scale among business and management students in the semi-presential University context,” in Learning Styles and Strategies for Management Students, eds L. C. Carvalho, A. B. Noronha, and C. L. Souza (Hershey, PA: IGI Global), 219–231. doi: 10.4018/978-1-7998-2124-3.ch013.
Dizon, J. R. F., & Aboy, E. B. (2017). Co-curricular activities and the personal and professional development of college students in Northern Iloilo State University, Philippines. Asia Pacific Journal of Multidisciplinary Research, 5(2), 65-72.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95–105. https://doi.org/10.1016/j.iheduc.2004.02.001. Retrieved: 19 January 2023.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105.
Graham, C. R. (2013). Emerging practice and research in blended learning. In Handbook of Distance Education (pp. 333–350). Routledge.
Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). A framework for institutional adoption and implementation of blended learning in higher education. The Internet and Higher Education, 18, 4-14.
Hrastinski, S. (2019). What is blended learning? In S. Hrastinski (Ed.), Learning and Teaching in the Digital Age (pp. 23–42). Springer.
Karadeniz, Ş., & Arslan, G. (2019). Students' perceptions of blended learning: A case study. European Journal of Education Studies, 6(9), 117-128. https://doi.org/10.5281/zenodo.3545093. Retrieved: 2 December 2022.
Lapitan, L., Tiangco, C., Sumalinog, D. A., Sabarillo, N., and Diaz, J.M., (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers. Volume 35, Pages 116-131. https://doi.org/10.1016/j.ece.2021.01.012
Lee, J., & Baum, T. (2018). Graduate employability in the hospitality industry: A student perspective. Journal of Hospitality, Leisure, Sport & Tourism Education, 23, 12-22. https://doi.org/10.1016/j.jhlste.2018.04.001. Retrieved: 27 December 2023.
Lee, J., Lee, S., & Lee, S. (2020). Learners' perceptions of blended learning in a language course: A focus on students' language proficiency. Education Sciences, 10(2), 28. https://doi.org/10.3390/educsci10020028. Retrieved: 18 October 2022.
Li, C., & Lalani, F.( 2020). " The COVID-19 Pandemic has Changed Education Forever: This is how. " https://www.weforum.org/agenda/2020/04/coronavirus-edu cation-global-covid19-online-digital-learning/. Retrieved: 18 October 2023.
López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L. (2011). Blended learning in higher education: Students' perceptions and their relation to outcomes. Computers & Education, 56(3), 818-826.
Lu, D. (2021). Students' Perceptions of a Blended Learning Environment to Promote Critical Thinking. Front. Psychol., Sec.Educational Psychology. https://doi.org/10.3389/fpsyg.2021.696845. Retrieved: 27 October 2022.
Moskal, P., Dziuban, C., & Hartman, J. (2012). Blended learning: A dangerous idea? Internet and Higher Education 18 (2013) 15–23. https://d1wqtxts1xzle7.cloudfront. net/82947599/Reading7_ BlendedLearning-ADangerousIdea-with-cover-page-. Retrieved 27 November 2022.
Moskal, P., Dziuban, C., & Hartman, J. (2012). Blended learning: A dangerous idea? The Internet and Higher Education, 15(1), 9–14. https://doi.org/10.1016/j.iheduc.2011.06.005. 27 September 2022.
Murphy, J., & Farrell, B. (2019). The past, present, and future of hospitality education: The role of student engagement. Journal of Hospitality, Leisure, Sport & Tourism Education, 24, 63-72. https://doi.org/10.1016/j.jhlste.2019.01.005. Retrieved: 12 January 2023.
Naaj, M. A., Nachouki, M., & Ankit, A. (2012). Evaluating student satisfaction with blended learning in a gender-segregated environment. J. Inf. Technol. Educ. Res. 11, 185–200. doi: 10.28945/1692.
Pante, E. E., & Quitoriano, R. T. (2020). Research and extension program of Northern Iloilo State University, Philippines: An impact evaluation. Asia Pacific Journal of Multidisciplinary Research, 8(2), 28-36.
Parsa, H. G., & Khan, H. U. Z. (2019). Does hospitality education enhance students’ communication skills, customer service, and leadership abilities? An exploratory study. Journal of Hospitality & Tourism Education, 31(1), 15-27. https://doi.org/10.1080/10963758.2018.1503381. Retrieved: 12 January 2023.
Picciano, A. G. (2017). Theories and frameworks for online education: Seeking an integrated model. Online Learning, 21(3), 166–190. https://doi.org/10.24059/olj.v21i3.1228. Retrieved: 21 January 2023.
Smyth, S., Houghton, C., Cooney, A., and Casey, D. (2012). Students' experiences of blended learning across a range of postgraduate programmes. Nurse Educ. Today 32, 464–468. doi: 10.1016/j.nedt.2011.05.014.
Terra, J. (2019). Blended Learning: A Modality of Advancement. https://www.simplilearn.com/blended-learning-a-modality-of-advancement-article#:~:text=Blended%20learning%20is%20a%20system,on%20the%20subject%20as%20well. Retrieved: 8 December 2022.
Tupas, F. P., & Linas-Laguda, M. (2022) "Blended Learning – An Approach in Philippine Basic Education Curriculum in New Normal: A Review of Current Literature," Universal Journal of Educational Research, Vol. 8, No. 11, pp. 5505 - 5512, DOI: 10.13189/ujer.2020.081154.
Verde, A. & Valero, J. M. ( 2021). Teaching and Learning Modalities in Higher Education During the Pandemic: Responses to Coronavirus Disease 2019 From Spain. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.648592. Retrieved: 29 January 2023.
Zhu, J., & Zhang, J. (2020). An empirical study on the effect of blended learning on language acquisition in higher education. Journal of Educational Computing Research, 57(4), 1029-1054. https://doi.org/10.1177/0735633120923045. Retrieved: 19 February 2023.