Complementary Instruction in Hybrid Learning Mode: Transforming Classroom Practices Through Technology

Abstract

Education's globalization has already compelled the use of digital technologies. Internet systems were provided for conducting classes, exchanging resources, assessing students, and managing academic institutions' day-to-day operations. The main purpose of this descriptive study is to investigate how complementary instruction through digital technology realizes the goal of Hybrid learning. Challenges met by the teachers and students were also identified through open-ended survey form/questionnaire. Adopted instruments were used to shed light on the problems presented in this study. For the findings of the study, teachers were found moderately utilizing digital technology for instruction, where the majority of them utilized Powerpoint Presentations and that the skills of teachers in using digital media for instruction were noted at the basic user level. Among the 8 challenges met by the students, capacity to afford digital technology for learning got the highest mean. For the recommendations, teachers must explore other digital media resources for instruction to efficiently deliver quality instruction as complementary to Hybrid Learning. The school must support the skills enhancement of the teachers through Intervention program focusing on utilizing digital technology for teaching and learning by providing a capacity building for teachers on navigating the MS Office, Google Suites, Video Making, and Learning Management System.