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3 case studies: How ready are Philippine schools for distance learning?

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This is AI generated summarization, which may have errors. For context, always refer to the full article.

Alejandro Edoria

As we approach school opening 2020, what is on everybody’s mind is how distance learning will be carried out in fact. 

Distance learning is completely new to all but a handful of private schools already attuned to online learning using the internet. Most schools and students, however, have connectivity and bandwidth limitations.  

Distance learning using school packets delivered and collected weekly will have to be the immediate solution because face-to-face contact carries with it the risk of spreading the coronavirus.  

The learning curve for distance learning will be steep.  

In development management, there is a principle of subsidiarity: Where a lower authority can handle a matter, a higher authority should not interfere. By driving authority as far down the decision-making chain as possible, this places decision-making closer to the people.  

In the case of education, this places decision-making at the level of the school.  

So, in this new normal, the drivers of distance education should not be the Department of Education (DepED) central office or the regions; rather, it should be the schools divisions and the schools themselves.  

Here are 3 cases to show how different levels are preparing for such.  

Bacjawan Sur ES (Concepcion, Iloilo)

In the 3rd class town of Concepcion, Iloilo, school principal Rogie Espulgar is working with his 14 teachers to figure out how to reorganize their small rural elementary school for distance learning this coming school year.

Bacjawan Sur Elementary School is located 3 kilometers from the town proper and is host to housing units of families displaced by Super Typhoon Yolanda (Haiyan) in November 2013. It has 330 pupils from kindergarten to Grade 6.   

Five modalities for meeting students have been identified:  

• Face-to-face (traditional, pre-Covid-19 modality)
• Online classes (using web-based and digitized lesson resources [LRs])
• Online-Offline modular (using web-based and digitized LRs )
• Offline modular (using digitized LRs)
• Modular (using printed LRs). 

With the DepED instruction of limited face-to-face contact, Principal Espulgar and his teachers have decided to meet their pupils in shifts.

Grades Kindergarten to Grade 2 will meet face-to-face . Kindergarten will meet daily for half the day, either in a morning or afternoon session. Grades 1 and 2 will be in shifts on alternate days (Monday, Wednesday, Friday or Tuesday, Thursday).   

Grades 3 to 6 will have a modified modular schedule with some face-to-face time . Grade 3 classes will do face-to-face on either Monday-Tuesday, Wednesday-Thursday, or Thursday-Friday (4 classes of 13 or 14 students per class). The other days will be modular with students working on learning assignments from home. A similar type of schedule will be worked out for Grades 4, 5, and 6.

Classes will be divided into groups with no more than 15 or 16 learners per group (Kindergarten is smaller at 10 per group).  This will allow for proper physical distancing when the kids meet face-to-face.

The total number of classrooms in the school are 13, but only 11 classrooms will be used; the other two classrooms will be utilized for online classes and as an isolation room in case of sickness.

“The world is rapidly changing,” said Principal Espulgar, “and along with it comes new innovations and technologies.

“Education has to evolve to keep pace.  The teacher’s role is not to be the sole provider of learning.  She has to be a guide, a motivator, and facilitator of learning…. Compassion, dedication, and commitment are no longer enough.  The modern-day teacher should also make herself (1) innovative, (2) tech-savvy, and (3) open to change,” he added.

How ready are the teachers?

Of the 14 teachers:

• 93% (13)  have smart phones
• 43% (6) have laptops or desktops
• 79% (11) have nternet connectivity
• 50% (7) have ICT gadgets and internet access sufficiency –
• 64% (9) have private space at home
• 29% (4) are able to do ICT troubleshooting with competence
• 79%-93% (11 to 13) are able to use web browser‘s, telecommunication platforms in messaging, social video platforms, video streaming platforms

To prepare for the new normal, the school went through the following types of training for the 14 teachers:

• Mental health and psychosocial debriefing seminar
• Walkthrough of the Minimum Education Learning Competencies (MELC) prescribed by DepED
• Basic and advanced computer software programs (depending on the level of experience of teachers)
• Different web-based platforms for communication, educational sites, learning approaches
• Orientation on the school’s learning continuity plan (LCP)

A physical facilities plan following health protocols was prepared in May to June. The single school entrance and exit for all 330 students plus faculty was modified and improved. More than half, or 9 of the 14 classrooms are considered makeshift classrooms .  Five of 14 classrooms are standard classrooms. One classroom (makeshift) has been set aside as an isolation room in case there are any health incidents. One standard is room is set aside for online classes.  There are 4 handwashing stations distributed in the center areas of the school.

In  July, before the start of classes, the teachers worked on the following:

• Learning resources plans
• School leadership expectations
• Parents participation and roles
• Community linkages
• School action plans
• The school risk management plan
• Health protocols and standards
• Enrollment guidelines

Navotas Schools Division (National Capital Region)

The Navotas Schools Division in Metro Manila is a small sized division of 24 schools of which 7 are high schools.  It is a highly urbanized, heavily populated schools division. 

“The schools in the division will use a modified modular distance learning approach,” schools division head Alejandro Ibanez explained.

“Individualized instruction will allow learners to use self-learning modules in print and digital form. Teachers will use Messenger chat or text messaging to communicate with and monitor students’ progress,” he added.

The schools division has designed a NAVOSchool in-a-box kit for every pupil and student in the division funded by DepED and the city government. 

At the kindergarten level, each child will receive a plastic bin loaded with learning packets, story books, donated school supplies, a hygiene kits and a toy from a partner. The kit also includes a Parent’s guide that covers home learning activities and a guide to organizing the study environment at home.  

Similar kits will be given by the division to students of all grade levels. The learning resource packets will include textbooks and self-learning modules by DepED, modules/materials prepared by the division office and schools, workbooks prepared by teachers, lesson guides for parents and guardians, school supplies, a dictionary, and a hygiene kit.

There is a project in the Division called Project PANATA (PAtnubay kay NApay at TAtay) which is a virtual training using Messenger and Google Meet intended for parents.  

Since the program will be largely packet-based given the connectivity difficulties, the process flow of the school-based modular distance learning is a weekly or biweekly cycle of packet distribution and collection throughout the school year for as long as face-to-face learning is disrupted.

To help students who might fall behind, a “Tutor A Learning Child” program is being organized with para-teacher tutor volunteers being recruited. The Navotas National HS has began recruiting young alumni at the university level to volunteer to work with students in difficult circumstances.  

5 operational stages

Stage 1:  Planning (Identify MELCs for module development by Education Supervisors and teachers).

Stage 2:   Development (by development teams) of learning materials with orientation sessions to provide a standards template.  

Stage 3:   Quality Assurance (QA team in coordination with learning area supervisors)

Stage 4:  Production and reproduction (procurement of teaching/learning resources through the Local School Board using the SEF [Special Education Fund] and the school MOOE [Maintenance and Other Operating Expenses]).

Stage 5:  Distribution of kits and packets

Teachers prepare learning materials, weekly study guides, and other tools which will be distributed in one of three ways:  Pick up from school, Hatid-Aral delivery to homes, or through distribution to barangay or community learning centers.

Taytay Senior High School, Rizal

Recently an ad was flashed on FaceBook that reads: “Do you have a bicycle or motorbike? Do you have an internet connection? Do you own a sari-sari store? Or do you love teaching? Why not be a volunteer of Taytay Senior High School?”

Four modes of voluntarism were spelled out:

• Learning Resource Mover (LR Mover) – Volunteer riders’ or bicycling group who will help deliver learning resources to homes or community kiosks of learners.
• Connect-a-Learner – Volunteer households who will provide learning space in their homes for internet access in their neighborhood.
• Learning Resources Pasabay/Kiosks – Sari-sari store and/or landmarks owners in far-flung communities to serve as pick-up centers for learning resources.
• Community-based Tutorial – Volunteers who will be tutoring learners within his/her community.

As shown in the above cases, DepED schools and divisions have worked hard to design a system to address the new normal of distance learning.  The challenge: Moving from simulation to full implementation where large numbers weekly will put stress on the system.  

How will the system address backlogs, shortages, and bottlenecks in real time?  How will the system address slow learners, learners falling behind or even learners becoming absent and dropping out?   

There will be two things to look at immediately: System efficiency and system effectiveness.

System efficiency

How well do the different parts interact and deliver as planned? What will stress the system is when week-in-and-week-out packets are going back and forth.   If families or teachers fall behind, what kind of support can help them catch up?  If a teacher cannot cope with the demands of distance learning, is there a system for substitution or support?  How do you keep the education materials production flowing efficiently and within budget?

System effectiveness

How do you ensure that learning is actually happening?  For Grades 1 and 2, this would be the 3 Rs (Reading, Writing, and Arithmetic or Literacy and Numeracy). For other grade levels, it is reading and learning at Grade level indicators.  

How do you pick up slow learners or learners with specific difficulties? Recognizing learning difficulties from a distance will be a challenge. Divisions and schools will be totally consumed with implementation issues when the school year starts with distance learning as the new normal.  They might miss many concerns. This is where the regional office comes in:  Quality Assurance, oversight (ensuring that schools and divisions are not overlooking processes or taking shortcuts), and monitoring and evaluation.

The regional office should be doing random testing of students to check effectiveness of the distance education modality and study the efficiencies of this new modality.  

The new normal must be matched by a new imagination about education.

In a recent meeting discussing the education budgets, former DepED Undersecretary for Finance Rey Laguda said: “It’s not enough to just plan for the future based on what we need today.  We need to imagine what an education future will look like.  Because we’ve never had to address something like distance learning at scale before, we need to let our imaginations help draw a picture of what that might be.”

We need to think of new approaches to on how our schools will operate in this new normal, from Imagination (What are the best ways to deliver distance learning?) to a theory of learning about distance learning. Plans can then be drawn up for delivery with scale done.  Once the school year has started, periodic and robust monitoring and evaluation will help us answer the most important question of all:  Are our children learning in this new normal?

Experimentation with distance learning will have to be led by schools and teachers who are closest to students at home. The degree of innovation at this level is a good indication of an education system that is slowly maturing. – Rappler.com

Juan Miguel Luz is former Head, Zuellig School of Development Management at the Asian Institute of Management.  Former Undersecretary, Department of Education. 

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Checkmyschool: A Case Study on Citizens’ Monitoring of the Education Sector in the Philippines

Check My School (CMS) is a community monitoring project that aims to promote transparency and social accountability in the Philippine education sector by tracking the provision of services in public schools. The project uses a blended approach, which combines on-the-ground community monitoring with the use of information and communication technology (ICT). CMS had been initiated and designed by the Affiliated Network for Social Accountability in East Asia and the Pacific (ANSA-EAP) and jointly supported by the World Bank Institute and the Open Society Institute.

sheds light on the design and implementation features of the first pilot cycle of CMS in public schools across the Philippines. The case study discusses the general political background and operating environment of the CMS project, its concept and operating principles, the roles and incentives of the major stakeholders involved in its design and implementation, and the ways in which CMS aims to use ICTs. In addition,the case study provides a step-by-step analysis of the first CMS project cycle in 2011, examines its accomplishments and challenges, and provides lessons from the first pilot year of the project’s operation. The case study concludes with recommendations for projects that aim to follow the footsteps of CMS.

The major lessons from the first year of CMS’s operation are as follows:

• Constructive engagement leads to a cooperative relationship with government. The CMS project started with the signing of a memorandum of agreement (MoA) between ANSA-EAP and the Philippine Department of Education (DepEd). As part of the MoA, DepEd fully endorsed CMS, committing to share with ANSA-EAP all its available data on public schools and to help it establish relations with schools. This cooperation, especially with key government champions, has been one of the most important and promising features of CMS.
• Organized presence on the ground is critical. The mobilization of networks of committed and diligent “infomediaries” and volunteers—through the affiliation of ANSA-EAP with the Ateneo School of Government and its own networks—allowed CMS to effectively tap into local networks of civil society organizations, youth groups, and socially active individuals. The strong social mobilization efforts were supported by capacity-building and training activities to provide participating stakeholders with valuable knowledge and leadership skills and help infomediaries conduct validation activities.
• Complementarity with ongoing government projects creates an environment conducive to initiatives. The CMS project fits well within the current sociopolitical environment in the Philippines. DepEd’s efforts to implement large-scale decentralization reform in the country, coupled with pressure on school administrators to actively engage community stakeholders in their school’s management, have created a favorable environment for community monitoring initiatives such as CMS.
• Innovative ICT-enabled projects are an investment in the future of community monitoring. Although CMS was primarily envisioned as an online platform, its online presence during the first pilot year was relatively limited because of a variety of challenges inside and outside the project scope. ANSA-EAP’s flexibility and approach of iterative self-assessment and experimentation with different ICT tools (for example, using Facebook if problems arise with the main website) are promising. CMS has been working on a new website to improve this situation, and time will show the effectiveness and functionality of the new platform.

Download the Checkmyschool: A Case Study on Citizens’ Monitoring of the Education Sector in the Philippines

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Investigating blended learning interactions in Philippine schools through the community of inquiry framework

Juliet aleta r. villanueva.

1 Faculty of Education, University of the Philippines Open University, Los Banos, Philippines

Petrea Redmond

2 School of Education, University of Southern Queensland, Baker Street, Toowoomba, QLD 4031 Australia

Linda Galligan

3 School of Mathematics, Physics and Computing, University of Southern Queensland, Baker Street, Toowoomba, QLD 4031 Australia

Douglas Eacersall

4 Library Services, University of Southern Queensland, Baker Street, Toowoomba, QLD 4031 Australia

Associated Data

The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions.

This article reports on an exploratory case study that applied the Community of Inquiry framework in the K-12 Philippine setting, where there are limited studies on blended learning interactions and experiences. The study examined blended learning interactions across three schools in the Philippine K-12 system to investigate the following: (1) what is the nature of interactions in the blended learning classes? and (2) how do the interactions indicate learning communities as outcomes of blended learning? A mixed method approach to data collection was undertaken, which included student surveys, focus group discussions, teacher interviews, and class observations. The constant comparative analysis uncovered thick descriptions of blended learning interactions. Findings uncovered three themes on blended learning across levels of interactions within the Community of Inquiry presences: (i) best of both worlds, (ii) learning anytime and anywhere, and (iii) learning with technology. Descriptive statistics indicated high mean ratings across the presences, revealing positive experiences afforded by the use of various technologies and social media. The study concluded that learning communities are an outcome of blended learning interactions. A Developmental Model for K-12 Blended Learning Communities was recommended to inform teacher professional development on pedagogies and practices supportive of learning community building in contexts where blended learning may continue to thrive.

Supplementary Information

The online version contains supplementary material available at 10.1007/s12564-023-09826-4.

Introduction

Research into K-12 blended learning is a relatively young field. Scholarship in blended learning (BL) is dominated by the United States, with minimal reports from New Zealand, Canada, Australia, and South Africa (Barbour, 2018 ). Research in other contexts has been encouraged (Hu et al., 2019 ), and extensive studies should be undertaken on K-12 because of the mixed results on the benefits of BL (Poirier et al., 2019 ). Thus, this research focuses on the Philippines. Pre-pandemic, BL in the Philippines emerged under the Alternative Delivery Mode (ADM) to accommodate secondary-level students and adult learners (Villanueva, 2021 ). The observed growth coincided with the Department of Education’s shift from a 10-year primary and secondary education to a 12-year program, referred to as the K-12 Enhanced Basic Education program, which promotes quality education for all. This shift entailed implementing much-needed policies and reforms, including a commitment to invest in technology to improve access to quality education. The integration of information and communication technologies (ICT) in K-12 schools was anticipated to enable computerization programs, flexible learning options, and the use of educational technologies and online learning resources (Bonifacio, 2013 ). The key to the definition of BL is the extent of learner control and the personalization of learning it provides students, which distinguishes BL from technology-rich learning environments (Staker & Horn, 2014 ). Beyond studies that advocate for the successful implementation of BL programs is the challenge of bridging the divide among varied settings—contexts supportive of BL and contexts in which BL is emerging as a viable option. As such, this study aims to understand BL experiences in the context of Filipino students and their teachers and pursues two research questions: (1) what is the nature of interactions in blended learning classes? and (2) how do these indicate the learning communities are outcomes of BL?

By examining BL interactions, this study aims to present outcomes that bear implications for further research related to ICT integration and BL implementation in selected schools in the Philippines. The following section presents a brief literature review on BL; a description of the exploratory case study undertaken; and the results of this study, describing the nature of BL interactions through the Community of Inquiry framework (CoI) and emerging themes of this study. The remaining sections present the study's outcomes, including recommendations for future practice and research through a proposed Developmental Model of K-12 BL, highlighting learning community building.

Literature review

Learning communities and the coi framework.

Research into BL and online learning attested to the formation of learning communities wherein knowledge construction and social learning occur through interaction, collaboration, and personal accountability (Swan, 2002 ). A learning community may be described and understood as a set of interactions among community members to arrive at a common goal. Swan ( 2002 ) sought to extend the thinking along the lines of learning community building through interactivity discussed in Moore ( 1989 ), namely, interaction with content, interaction with instructors, and interaction with students. Swan ( 2003 ) outlined a practical way to appreciate the interrelatedness of these varied interactions (Fig.  1 ).

Interactivity and learning online by Swan ( 2003 ). Note. Adapted from “Learning effectiveness online: What the research tells us,” by K. Swan, in J. Bourne and J.C. Moore, Elements of quality online education, practice and direction (p. 17), 2003. Copyright 2003 by Sloan Center for Online Education . Reprinted with permission.

Key findings from these studies point to the value of interaction and harnessing opportunities among members of a learning community. In this instance, both teachers and learners were responsible for teaching, learning, and related social interactions. As such, the CoI has been associated with social constructivism, which claims that knowledge is constructed among members or participants of the learning community, in which interaction and collaboration are primarily mediated by communication and technology. The interplay of the three elements or presences was deemed necessary for a productive online learning community (Arbaugh et al., 2010 ). Cognitive presence (CP) is “the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse in a critical community of inquiry” (Garrison et al., 2001 , p. 11). Social presence (SP) “is the ability of participants to identify with a group, communicate openly in a trusting environment, and develop personal and affective relationships progressively by way of projecting their individual personalities” (Garrison, 2017 , p. 25). Teaching presence (TP) is “the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes” (Anderson et al., 2001 , p. 5). In the overlaps among the presences, specific aspects of the educational experience are addressed: setting the climate, selecting content, and supporting discourse to facilitate deep learning (Garrison et al., 2000 ; Swan & Ice, 2010 ).

However, a gap in the research is in the context of learning communities at the K-12 levels, which have increasingly adopted blended and online learning and flexible modes of delivery, particularly in non-Western contexts (Barbour & Reeves, 2009 ; Christensen et al., 2013 ). Despite sustained interest in the CoI, according to Befus ( 2016 ), few research endeavors have been completed in the context of K-12 teachers and students. This study aims to address this gap by focusing on the nature of BL interactions leading to the formation of learning communities.

BL models, benefits, and issues

In developed and industrialized countries, definitions and models of BL capture growing practices and acceptance at the higher education and K-12 levels. BL is the “thoughtful integration of classroom face-to-face learning experiences with online learning experiences” (Garrison & Kanuka, 2004 , p. 96). Often considered synonymous with hybrid learning, BL employs any combination of delivery methods, such as face-to-face instruction with synchronous or asynchronous modes, through the integration of technology tools for learning (Picciano et al., 2013 ). The number of models of K-12 BL programs is increasing with the advancement of technology and web 2.0 tools for learning. These models represent the extent to which the personalization of learning is afforded by the curriculum and how teachers tailor their teaching to increase academic engagement (Staker & Horn, 2014 ) while completing the learning modalities within a prescribed schedule or as allowed by the teacher (Halverson et al., 2017 ). Using these models, schools determine how to streamline BL offerings to accommodate students’ college or career goals, including credit recovery and advanced placement (Barbour et al., 2011 ). Graham ( 2009 ) allocated BL into categories of blends based on various examples observed primarily in higher education (Fig.  2 ).

Categories of Blends. Note. Adapted from “Blended Learning Models” by C.R. Graham, in M. Khosrow-Pour (Ed) Encyclopedia of Information and Science Technology (p. 376), 2009, Hershey, PA: IGI Global.

Copyright 2009 by IGI Global. Adapted with permission

Thus far, all these models and categories characterize BL in terms of the degree of blendedness, delivery modes, and use of technology and other resources but are largely reported in developed countries (Halverson et al., 2012 ). With the pandemic forcing a rapid shift of course delivery to online and remote learning, new directions for BL as a productive new normal are being considered (Megahed & Ghoneim, 2022 ), even in settings with very limited resources (Shohel et al., 2022 ). Hence, further studies are recommended to provide insights into the actual experiences and perspectives of K-12 teachers and students in contexts where BL is emerging (Villanueva, 2021 ). Research in these areas informs BL practices and the professional development of teachers.

BL in the Philippines

A brief review of the K-12 system in the Philippines revealed that within the public schools, there are alternative learning programs targeting independent learners, youths in difficult circumstances, and potential school leavers ( DepEd Order No. 54 s.12 , Phils). These programs under the ADM provide access and flexibility to the current basic education offerings via assistance from ICTs (Seameo-Innotech, 2019 ). One type of ADM is the Open High School Program, which aims to enable youth and adults to continue and complete a secondary education outside of the usual classroom delivery ( Open High School System Act 2014 (Phils) s.2277). Another type of ADM is the eLearning Program, adopted selectively in city school districts. This program capitalizes on the strengths of BL delivery and support from current stakeholders.

Cultural barriers and issues relating to quality access and infrastructure for BL and ICT integration in the K-12 setting are present in the Philippines (Aguinaldo, 2013 ; Kubota et al., 2018 ). Despite these, some Filipino teachers hold favorable attitudes and positive perceptions toward ICT use in their classrooms and high regard for the innovation it provides (Cajilig, 2009 ; Dela Rosa, 2016 ). Some students have gained motivation and confidence while learning with the supplementary use of digital technologies in their classes (Aguinaldo, 2013 ; Carreon, 2018 ); hence, selected schools have provided access to marginalized populations, for which BL and flexible learning options are emerging (Villanueva, 2021 ).

This study aims to determine whether teachers and students experience the same benefits of BL in settings such as the Philippines, in which ICT integration remains a challenge. As such, positive outcomes of this study may be highlighted so that schools may be able to capitalize on their strengths while taking note of strategies and recommendations to further justify BL where conditions allow it to succeed.

Methodology

This study implemented an exploratory case study in three BL classes, which allowed for the exploration of the phenomenon as the major area of interest (Zainal, 2007 ). The BL classes comprised a single case, which was selected through snowball and convenience sampling with the assistance of school principals and teachers in an urban school district. This district was supervised by the Department of Education Central Office. The classes were further delimited to a specific year level and a cohort of learners so that course content and topics were familiar and understandable to the researcher, who was the primary data collection instrument in the qualitative aspects of the research design (Merriam, 2009 ; Stake, 1995 ).

The schools were designated letter codes X, Y, and Z (Table ​ (Table1), 1 ), with a range of student and teacher participants for the mixed method data collection. Qualitative methods were used primarily to collect data from various sources while being concerned with the search for meaning through multiple views (Creswell, 2012 ). This study included student focus group discussions (FGDs), teacher interviews, and class observations. The quantitative data collection was undertaken through surveys from the sample size indicated in Table ​ Table1 1 .

Sample size and number of student participants across data collection through survey

Note. Adapted from “Manifestations of Cognitive Presence in Blended Learning Classes of the Philippine

K-12 System” by J.A.R. Villanueva et al. (p.23), 2022, Online Learning , CC-BY

Data collection and analysis

The data collection was undertaken for 6 months at a time convenient to the participants and under the guidelines set by the school district office to avoid disrupting class schedules. As such, the researcher worked around the realities of data collection in the natural setting of the participants, given their class schedules, deadlines, and major school activities; hence, there are differences in the number of student participants across data collection methods in Table ​ Table1 1 .

Surveys are an effective means to evaluate individual experiences, perceptions, or beliefs and their relationship to the phenomenon under study (Creswell, 1998 ). The researcher found value in using surveys as valid means to establish the profile of the blended learning programs and research participants and gauge their general perception and satisfaction with their BL experiences. Two surveys were administered at different stages of the data collection phase. The first survey was the CoI Survey Part 1, with 35 items adapted from the Likert-scaled instrument validated through an empirical study on higher education by Arbaugh et al. ( 2008 ). This survey measured the overall educational experiences of students through the categories of CP, SP, and TP. A bilingual version was developed from the original open-source survey to ensure proper use among Filipino secondary-level students. This accommodation was provided in consideration of students exposed to the use of English and Filipino as the medium of instruction in their schools. The CoI Survey Part 2 comprised open-ended questions designed to elicit responses on BL interactions. To gauge overall satisfaction, this study administered an adapted version of the “BL Toolkit Survey Instrument” (n.d.), an open-source survey on BL for students. The adaptation comprised six items from the original toolkit and was modified for the K-12 setting, for example, using emojis in the rating scale and corresponding descriptors (e.g., definitely not to definitely , much worse to much better ). In both surveys, data collection on student profiles was included in determining the access to and use of the internet, digital devices, and ICTs. The data analysis from the surveys comprised descriptive statistics, namely, mean, median, and standard deviation for the CoI Survey Part 1 n  = 40 participant responses. These were used in support of qualitative results on CP, SP, and TP.

FGDs are useful, especially when there is limited time for data collection and research participants will be able to offer valuable information (Creswell, 2012 ). In this study, the FGD was undertaken with eight groups to collect additional information and assist the researcher in interpreting class observations. In these FGDs, member checks were undertaken to collect feedback on descriptions of BL interactions and the manifestations of the presences midway through the data collection.

When collected in case study research, interview data become sources of descriptions and interpretations with multiple viewpoints (Stake, 1995 ). A case study affords a flexible flow of questioning (Yin, 2009 ) while the researcher remains able to guide the participant to elicit information through increasingly specific types of questions (Creswell, 2012 ). Due consideration of participants’ views and the researcher’s intent and direction was accommodated in this study. During the interview sessions, teachers were encouraged to share anecdotes and narrate experiences on BL or explain further through follow-up questions, which were open-ended in nature and aligned with the student CoI Survey Part 2 and FGD questions.

The data generated from the quantitative measures were analyzed and reported in conjunction with the qualitative findings in the form of thick descriptions of BL interactions. Thematic analysis was employed for the qualitative data from selected items of the survey results, FGD, interview responses, and class observations. This article covers the results based on the data analysis suggested by Miles and Huberman ( 1994 ). Inferences were formed by coding and writing summaries, teasing out themes, and creating memos (Merriam, 2009 ; Miles & Huberman, 1994 ). The researcher ensured that safeguards for trustworthiness and integrity were used and that ethical protocols were followed throughout the study.

BL as the best of both worlds

BL as the best of both worlds held similar meanings among the students. First, it provided opportunities for students to learn independently and engage in cooperative or collaborative work. A substantial part of students’ “learning on my own” is interactions with content when online. Cooperative learning for the students meant interacting with peers during small-group work while at school, where interacting with their teachers was equally important. When online, they collaborated by relying on each other’s strengths to complete what was required.

CP: Interaction with content

Findings revealed CP’s manifestations because students were actively engaged in their learning and others to accomplish activities. Among all items in the CoI Survey Part 1, CP items gained the highest mean ratings among all the elements. For example, Items CP 24 and CP25 (Table ​ (Table2) 2 ) revealed that most students described their BL experiences as challenging but triggering their curiosity and motivation to explore questions. The lowest mean score, 3.63, was for Item CP23. Overall, students found that while engaging with the varied content their critical thinking was challenged through the BL face-to-face learning activities, online modules, quizzes, and assessments.

Descriptive statistics of TP, SP, and CP from CoI Survey Part 1 results

Students generally appreciated the content prepared and posted by their teachers in their school’s learning management system (LMS) and Facebook (FB) Messenger, as well as reading materials in face-to-face classes. In face-to-face lessons, interaction with content was observed during classroom observations, where the content was provided by the teacher during lectures and discussions through the blackboard or whiteboard, a projector, or a television. When online, most students liked the idea of searching for additional content related to current lessons, which can be undertaken conveniently.

Interaction with content also meant that their BL experiences entailed “learning by myself.” To Sheila and Aimee of School X, this kind of interaction involved finding online assessments, which became their “source of knowledge” and a way to challenge themselves “without being taught exactly about it.” Aimee explained that studying on her own was sometimes preferred  "because I feel I can understand more.”

However, Rachel from School Y mentioned that “not everything was really provided in the platforms.” Thus, interaction with content also meant that students actively searched for online content beyond their virtual classrooms as a way to explore and discover knowledge. Some students compared their online search for content as more satisfying than looking at textbooks, where the information and examples were “limited.” Learning from video content became part of their routine as they began to discern which lectures provided additional explanations for their lessons. Students also indicated that through self-study, they practiced more than without it and gained mastery; therefore, their opportunity to achieve higher grades increased. By accomplishing schoolwork online, students perceived that their class preparation improved.

SP: Interaction with peers

Students across class groups generally described that being online and independent studying was “easier,” “fun,” or “challenging.” Going online was an opportunity to interact and socialize and was thus beneficial socially and academically. For the block section of Grade 10 students, being face-to-face in school made them feel part of the school community, where their “small class” ran alongside classes of “regular students.” They had an opportunity to join competitions as a way to make themselves known and engage in school clubs as part of their student life. Likewise, the quantitative results indicated positive ratings of the SP items in the survey. Item SP14 on Affective Expression gained the highest mean rating and lowest standard deviation among all survey items (Table ​ (Table2). 2 ). Most of the student responses demonstrated the ease of communicating and interacting online through FB Messenger and the LMS platform, as observed in all three items under Interactive Communication, SP17-SP19. These results also demonstrate that online communication among K-12 students is an excellent way to interact and learn. Items under Group Cohesion indicated disparate results, namely, in Item SP20, about trust among classmates and peers while interacting and learning together. Schools X and Y revealed trust maintenance, despite disagreements or issues, among groupmates in the survey. School Z attested to having fewer online and face-to-face collaborations, although connectedness was perceived within their group.

Cooperative learning and collaborative work occurred online and face-to-face, as indicated by most students. Joey of School X said, “You can really see us still buzzing 11:00 at night, still talking about how we are going to do things the following day.” For the students, collaborative work meant engaging in face-to-face small-group work. Ms. Lota was a Filipino language teacher at School X and perceived that face-to-face class time was a better way to conduct cooperative learning, believing that group work was more difficult online than in face-to-face situations. Data from student FGDs indicated otherwise. When online and working together on projects, students collaborated by relying on each other’s strengths to complete what was required. Students from School X described working collaboratively as helping others understand lessons and monitoring each other’s work through the aid of technology.

All teachers viewed the online work as an opportunity for students to do work without much intervention or discussions directed by the teacher. Students noticed their teachers as sometimes being present online and said, “We know they are online, but usually, they let us do the work.” However, for the group of open high school students in School Z, collaborating online was rare owing to the difficulty in finding a common time to be online. Mia said, “I think it’s messier when we have groupings.” Other students stated that some were busy with domestic work or caring for their family members. Home responsibilities were not, however, considered by students as a barrier to their learning. Diego recounted, “I’m comfortable working by myself because I am able to focus.” Doing individual work did not prevent them from asking for help as they continued communicating with their peers about their lessons by private messaging, texting, or email.

TP: Interaction with teachers

The TP findings provided evidence of teachers fulfilling their main function to ensure student learning and content engagement. Students appreciated the teaching through content selected and organized by their teachers and students’ interactions with their teachers. The CoI Survey results of TP revealed that students perceived that all teacher participants in the study were cognizant of their role in organizing the expected topics to be covered and the corresponding content and assessments to make BL worth their time. In the Design and Organization category were Items TP1 and TP2, which related to how the teachers set the curriculum and communicate subject topics and goals. Item TP4 pertained to the communication of time parameters and received the highest mean rating, 4.25, in that category (Table ​ (Table2). 2 ). The timelines were perceived to provide structure and focus for the work that students would complete individually or in groups. However, students mentioned that they rarely received online feedback, revealed by the results of Item TP13, with a mean rating of 3.57, under the Direct Instruction category. Thus, receiving feedback was a general concern among the students. Item TP6, in the Facilitating Discourse category, received the highest mean rating, 4.30, among all the TP items on the CoI Survey. The item pertained to student questions and discussions encouraged during the classroom observation. Students’ online conversations were mainly conducted in their group chats to help each other understand lessons, indicating TP was driven by students.

Data from teacher participants supported students’ views of their BL experiences, as well as their positive experiences of their concrete actions. Teachers mentioned posting links in their LMS or through FB groups, which students described as useful information they appreciated. Ms. Lota ensured that her learning activities were posted accordingly, with clear instructions and deadlines. Mr. Bobby, another language teacher, posted additional activities using Google Classroom and in “every mode made possible” to provide the information directly to his students. Ms. Jessie, the science teacher, posted additional reminders to guide first-year BL students. Hence, BL experiences across the classes were perceived by the students as “learning more.”

Teachers expressed that when face-to-face, “we really see students recite and participate.” Sienna of School X noticed that sometimes, self-study was insufficient, stating that “the face-to-face sessions help us understand more [than the online sessions]” because they saw their teacher explain the homework. Class times were also ways to complete administrative tasks. Mr. Earl of School X observed that teachers received and checked submissions and provided general feedback face-to-face. Students of School Y also mentioned that being in school meant opportunities to resolve interpersonal issues with the guidance of their Homeroom Adviser or Guidance Counselor.

Learning anytime, anywhere

For students, BL mostly meant staying connected for easy access to the information they needed, regardless of location, learning anytime and anywhere. They went as far as saying that studying can occur while “at a relative’s house,” “by the river or amidst nature,” and “while on family vacation without having to bring books.” Teachers also observed the flexibility that BL afforded the students, and one teacher said, “They can work and fit their schedule around their learning more easily.” This observation was especially true for some students who had domestic responsibilities at home or day jobs. Flexibility for students also meant that they managed their time for studying and recreational activities. Teresa of School X stated, “You don’t always get pressured because your time is yours. You decide how to schedule your time.” Even an intermittent internet connection did not pose much of a problem for students, who mentioned, “We have classmates located in mountainous areas where internet is not always good. While at school, we tell them in advance that if they can go online at a certain time, we will just give the detailed points.” As such, students relied consistently on chatting using FB Messenger, accessed through their inexpensive mobile plans.

Two homeroom advisers mentioned that an open line of communication was valuable for various reasons. Mr. Bobby said, “I cannot just abandon them to do things on their own. It’s hard for me only to see them face-to-face. I need to have a connection with them always, anytime, from wherever they are.” Ms. Jessie remarked, “I also contact parents or guardians because they have a major responsibility over their children. They help the teachers remind their children to do the assessments.” For Mr. Earl, an eLearning Coordinator, staying connected was important for monitoring technical glitches and ensuring issues could be resolved immediately to sustain learning.

However, the view of learning anytime, anywhere implied different notions of time and space to learn and work among the teachers and students. Ms. Jessie perceived that BL benefited her students with learning needs, who were afforded extended time to complete their work because “the class is 24 hours open.” Teachers also believed that BL students had “more time” to do schoolwork than regular students or in traditional classrooms. Some students, however, shared an additional perspective on this notion of “more time.” Students from Class X indicated that teachers assumed that the students had “more time;” thus, their amount of academic work was more than for their face-to-face classes. Having additional work made the students feel that their time to comply with the academic requirements was limited. Thus, for most of the students, BL was also described as “challenging” and a way to learn responsibility and time management.

Learning with technology

The BL Toolkit survey demonstrated that most students in the FGD reported on their access to laptops/gadgets and the internet and the frequency of the types of technology they used to complete their online work. Results based on n = 21 responses across three schools are depicted in Fig.  3 .

Results from blended learning survey: internet access. Note . Adapted from “Investigating Experiences and Outcomes in K-12 Blended Learning Classes through the Community of Inquiry Framework” by J.A. Villanueva, 2020, p. 131. ( https://eprints.usq.edu.au/40350/ ). Doctoral Dissertation. University of Southern Queensland.

The aforementioned provided an overall picture of student experiences of BL and ICT use. The CoI Survey Part 1 did not investigate student ICT use in detail, such as how they accessed the internet and used various ICTs for interaction and learning.

An item in the CoI Survey Part 2 collected student profiles to determine the frequency of use of selected ICTs and applications while engaged in BL (Fig.  4 ).

Results from CoI survey part 2: frequency of ICT use. Note . Adapted from “Investigating Experiences and Outcomes in K-12 Blended Learning Classes through the Community of Inquiry Framework” by J.A. Villanueva, 2020, p. 131. ( https://eprints.usq.edu.au/40350/ ). Doctoral Dissertation. University of Southern Queensland

As revealed above, the use of the LMS and group chats on FB Messenger were the primary means for students to accomplish their online work. Text messaging was sometimes used, and group emails were used the least. The students’ top three preferences were group chats and the LMS platform, because they are officially sanctioned by the school, and other ICT applications. Students indicated that they used other educational websites and applications. Students also mentioned using programs they had learned through their ICT subjects, such as Github, Circuito, and Photoshop, and other sites accessed at their preference or depending on the content that was covered in class, for example, Wikipedia, Khan Academy, YouTube, and Google Scholar.

The results of the Blended Learning Toolkit included those from items related to BL satisfaction, interaction, and technology. One item considered the extent to which technology affected the students’ interactions with their classmates and teachers (Fig.  5 ).

Results from blended learning toolkit survey items on technology and blended learning. Note . Adapted from “Investigating Experiences and Outcomes in K-12 Blended Learning Classes through the Community of Inquiry Framework” by J.A. Villanueva, 2020, p. 132. ( https://eprints.usq.edu.au/40350/ ). Doctoral Dissertation. University of Southern Queensland.

In Fig.  5 , most students recognized the effect of technology on their interactions with their teachers and classmates. Most students responded that technology produced “a little better” to “much better” effect on their BL interactions with teachers and classmates. These results indicate a positive effect on the students’ BL interactions.

The results on student satisfaction and preference for BL are depicted in Fig.  6 . Most students were satisfied with their BL classes and wanted to continue with BL rather than attending regular daily class sessions. Regarding the level of student satisfaction with BL, most students generally perceived technology as a positive contribution to their BL interactions. These findings elucidate the role of technology in their daily lives as students and as adolescent learners participating in BL.

Items from blended learning survey with student participants. Note . Adapted from “Investigating Experiences and Outcomes in K-12 Blended Learning Classes through the Community of Inquiry Framework” by J.A. Villanueva, 2020, p. 133. ( https://eprints.usq.edu.au/40350/ ). Doctoral Dissertation. University of Southern Queensland.

Some students expressed, “I like the online study,” mainly due to the use of ICTs “to encounter a new method of learning which is a great way to test my mind” and “It’s like motivation to study every day.” Students enjoyed the challenge of using ICT applications such as video editing and photo editing. In contrast with these positive experiences of BL related to technology, one subject teacher said, “There is also the problem of internet connection. It has to be very good.” Thus, technology use was dependent on good internet access.

Teachers and students perceived BL as either “different,” “emerging,” “innovative,” or a “new adventure.” Teachers’ explanations were related to the use of technology. Mr. Wilfred posited that implementing BL helped him “keep abreast with the 21 st -century trends” and “devise different teaching approaches.” Mr. Earl had used BL for 4 years and said that BL was “by far, the most challenging way of teaching.” As an ICT subject teacher and the eLearning Coordinator of School X, he perceived that the biggest challenge was “to gain the commitment of the teachers to grasp and embrace the program.”

BL was described as an opportunity for teachers and students to improve their skills for using technology. Teachers perceived that they were able to enhance their ICT skills and think of other strategies to teach. Mr. Bobby said, “There is so much more to learn and discover. It helps teachers innovate teaching strategies and techniques.” A student expressed an appreciation for honing her skills through BL and said, “I can use my training on self-studying for future use and the talent I acquired from using applications, especially in college.” Beyond learning ICT skills, a few students stated that BL was a means of improving their leadership skills, group work skills, socialization, and behavior.

What is the nature of interaction in BL classes?

Unlike most studies on BL, which have focused on either face-to-face and online work or comparisons between these modes of delivery (Halverson et al., 2014 ), this study examined interactions in a more integrative way. In doing so, this research revealed that students and teachers viewed their face-to-face and online experiences as positive. They sensed continuity in their activities, lessons, and communications because teachers and students used offline and online activities to keep connected. Teachers performed these actions consciously, but students seemed to perform them intuitively and incidentally. For homeroom teachers in this study, social interactions provided opportunities to build rapport and relationships while keeping connected. These important community building processes have been observed in face-to-face adult communities or organizations (Manalili, 2013 ; Peck, 2010 ) and in higher education (Villanueva & Librero, 2010 ). This study demonstrated similar findings in the context of the Philippine K-12 system; thus, this study adds to the data on BL in Asia and in the K-12 context.

BL interactions were also perceived as a means for students to socialize, creating a feeling of connectedness for students. A sense of community has been observed among adult members of virtual and fully online learning communities, as well as in blended and fully online courses (Chatterjee & Correia, 2020 ; Liu, 2007 ; Shea, 2006 ). These studies, however, were mostly undertaken in higher education settings. This study revealed that BL promoted a sense of community among K-12 students. The feeling of connectedness is due to varied interactions, especially with their teachers and peers, which are perceived by high school students and teachers to be important. Thus far, this study has established that student satisfaction, perceived learning, and a sense of community are outcomes of K-12 BL interactions. Contrastingly, other studies revealed that these outcomes are not solely attributed to BL but are influenced by the role of technology (Deutsch, 2010 ; Lomicka & Lord, 2007 ; Velasquez et al., 2013 ) and the choice of media (Deng & Tavares, 2013 ; Milošević et al., 2015 ). These aspects are further analyzed in the following sections.

Use of social media

Being transparent regarding their social media profiles and comments was an accepted practice among the teachers and students. Interactions using FB Messenger group chat sustained communication and learning between teachers and students. These findings reinforced prior findings in support of social media as a powerful tool for interaction, learning, and keeping connected, although these studies were mostly undertaken with adults (Bowers-Campbell, 2008 ; Milošević et al., 2015 ; Waiyahong, 2014 ). Facebook is an inexpensive, practical means to stay connected in the Philippines; therefore, the teachers and students maximized its use. When chatting over social media, social interactions are generally accepted as part of learning because adolescent learners seem to undertake this naturally through exposure to Facebook on their mobile phones.

This study provided evidence of the effective use of Facebook for learning through mobile phones at a time when government officials in the Philippines questioned its use in class-related work and classrooms (Hernando-Malipot, 2019 ). The positive experiences of BL established in this study reinforce the current actions implemented in these BL classes to set guidelines to monitor proper usage of Facebook rather than have a blanket policy of non-usage.

Role of technology

Similar to findings from research on blended and online learning in higher education, this study found that technology provided motivation and was a positive medium for the attainment of shared goals. These findings support those of K-12 research on BL in Western countries, as reported by Staker and Horn ( 2012 ). In the Philippine setting, the added motivation among high school students can be attributed to the satisfaction of searching online, learning ICT skills, and being able to experience them independently. The study found that the opportunity to use computers, digital devices, and programs available in their school environment also attracted students to BL programs while allowing for flexibility and autonomy in learning. This study reported on the overall positive perception of the use of technology and the experience of BL. These positive outcomes also resulted in positive views on the role of technology in the students’ current and future careers. As such, this study should be able to leverage additional support for the integration of ICTs in schools and for policies in the distribution and use of educational ICT applications and devices among Filipino secondary-level students. The support needed is further justified by recent shifts to distance education and online learning in higher education in response to the COVID-19 pandemic.

In the literature, access to the internet and computers were reported as major barriers to blended and online learning in the Philippines and overall ICT integration in classrooms (Aguinaldo, 2013 ; Barbour et al., 2011 ; Kubota et al., 2018 ). However, this study revealed that pre-pandemic, forms of BL programs were used in the public school system (Appendix A). Residing in an urban area with sufficient access to technology enabled the BL programs to sustain and enhance learning experiences among K-12 teachers and students. The use of LMS platforms and FB Messenger combined with the student’s choice of ICT applications and online sources demonstrated the enabling role of technology in BL interactions while students were learning independently and with others. Despite the shift to entirely online and remote learning during the pandemic, schools will probably gradually open in the forthcoming school year, with an increased value placed on the use of ICTs in teaching and learning. As such, the BL programs documented in this study demonstrate that pedagogy and technology use as developmental and at different stages. K-12 schools may consider and learn from these BL programs and consider learning community building, as discussed in the next section.

How do the interactions indicate learning communities as outcomes of BL?

This study revealed forms of interaction in the context of K-12 learners provide a sense of community, a construct examined in higher education research (McMillan & Chavis, 1986 ; Rovai, 2002 ). This study showed how teachers use offline and online activities to keep connected as a learning community: teachers did so consciously, and students seemed to do so intuitively and incidentally. For homeroom teachers in this study, social interactions provided opportunities to build rapport and relationships while keeping connected. These important processes of community building have been observed in face-to-face adult communities or organizations (Hope & Timmel, 1984 ; Peck, 2010 ) and distance education classes (Murphy & Rodríguez-Manzanares, 2012 ). This study affirmed that community building was also observable in the context of the Philippine K-12 system. This study found that the process of learning community building is dynamic and evolving as teachers and students continue to enact and experience what it means to be a learning community within the conditions afforded by their BL classes and through their choice and use of technologies. Moreover, the findings illuminated evidence of learning communities as outcomes of K-12 BL classes through the CoI presences and corresponding levels of interaction, where connectedness and learning socially with peers were reinforced in both face-to-face and online interactions.

The dynamics of learning community building, indicated by the BL programs in the Philippines, aligned with other those of models of BL in research outside the Philippines on the use of ICTs and pedagogies (Appendix A). Graham ( 2009 ) discussed the categories and levels of blendedness in Western countries because these relate to interaction and technology use and access (Fig.  1 ). Enabling blends were described as focusing on access and convenience issues to ensure both modes deliver “equivalent” learning experiences; enhancing blends resulted to positive changes to pedagogy through additional resources (Graham, 2009 ). This study found meaning in these categories to further understand and appreciate BL in its emergent stages and in relation to learning community building and the role of technology. An enabling blend was indicated through BL at the class level of open high school students in School Z, where the time and space allowed for face-to-face interactions once per week in school. The use of FB Messenger addresses the issue of access. Moreover, FB was used to maintain open, interactive communication between teachers and students in School Z. An enhancing blend was demonstrated by School Y students and teachers who were willing to invest time engaging with content in their LMS and anticipate interacting with their peers and teachers. A transformative blend was indicated by School X, a block section of high school students who have been classmates for more than 3 years in a Science high school, through face-to-face and online collaborations facilitated by the teacher or driven by students and enriched through the use of various ICTs.

This study suggests that further investigation of learning communities is required. The outcomes of the K-12 BL interactions through the three elements of the CoI framework, specifically CP, SP, and TP, along with its intersections, require further research (Parker & Herrington, 2015 ; Peacock & Cowan, 2016 ). The CoI elements have been validated as distinct measures of educational experiences in higher education for almost two decades (Castellanos-Reyes, 2019), and further research in the K-12 setting has been recommended (Befus, 2019; Garrison, 2017 ). Such studies increase the appreciation for BL through evidence supportive of the dynamics of learning community building across the categories of blends, illustrated by the CoI framework embedded in Fig.  7 .

Developmental model of K-12 blended learning communities by Villanueva ( 2020 ). Note. Adapted from “Blended Learning Models” by C.R. Graham, in M. Khosrow-Pour (Ed), Encyclopedia of Information and Science Technology ( p. 376), 2009, Hershey, PA: IGI Global.

On the basis of a developmental model, this study posits that as teachers and students, in enabling blends and enhancing blends, enact learning community building and engage in constructivist learning, the intersections of the CoI presences increase in prominence. This model serves to guide, inform, and influence K-12 BL practices as interactions within BL classes and/or programs, which have the potential to become transformative blends. In improving the understanding of learning community building as a developmental process within K-12 BL, the aforementioned model is therefore recommended for further application and research, especially in non-Western contexts and developing countries in Asia where BL have promising possibilities.

Limitations

This research was an exploratory case study. Hence, the findings and results are only generalizable to the specific population and context of the Philippine K-12 system where BL classes and programs have been implemented. The study was conducted with a limited number of participants, and consent was provided by their parents. Data collection was also within the boundaries of time accorded by the selected K-12 schools to conform to the Department of Education Division Office's protocols for data collection. For example, the face-to-face class observations were challenging to schedule because these coincided with major school activities, assessments, and examinations. The stored data of online classes were subject to what students or teachers were willing to share and discuss. However, these still contributed to having a sufficient amount of data collected through the student FGD and teacher interviews to explore the presences in relation to community building. Despite these limitations, the results and their applicability in the study context are valid. The validity is based on the triangulation of data afforded by the qualitative methodology applied.

This study examined BL interactions through three surrounding themes and with corresponding elements of the CoI framework across levels of interaction. The themes included BL as the best of both worlds, learning anytime and anywhere, and learning with technology. These themes have been referred to in higher education research on BL, which found relevance in the Philippine K-12 setting even before the shift to remote and online learning due to the COVID-19 pandemic. The evidence attested to the essential value or important meanings of BL among Filipino students and their teachers.

Opportunities for technology integration and BL was evidenced by different BL programs implemented at three public schools in the Philippines: (a) a regular school with teacher-driven BL class under an open high school program; (b) a premier Science High School with a parallel BL block section for each level, and (c) a regular school with a school-wide BL at the high school levels. The last two schools had eLearning Programs supported by the city’s government and the Schools Division Office. Conditions in these schools are representative of those in the city schools or municipal school districts selected by the Department of Education in the Philippines. These BL programs have thrived within settings that allowed teachers and students to gain positive teaching and learning experiences. In the case of the Philippine K-12 system, BL programs were initiated at the classroom and school district levels, and its main drivers are students, teachers, and school leaders.

This study established the importance of using other measures of BL to complement the CoI Survey based on Arbaugh et al.’s ( 2008 ) CoI instrument validated in higher education. The results from the open-source BL Toolkit Survey and the CoI instrument adapted for Filipino K-12 teachers and students, which included open-ended questions, revealed aspects of BL that held unique meanings among the participants in this study. For example the interactions with teachers alongside the use of ICTs, were found to be equally valuable to secondary school students. The results indicated the role of technology and the stakeholders’ support of technology as enabling conditions within the school system to ensure teacher and student participation in BL programs.

The results justify BL as an innovation deserving support within the Philippine educational system. The outcomes point to apply to maintaining current classroom pedagogies or gradually infusing constructivist teaching approaches under the guidance of this study’s proposed Developmental Model of K-12 Learning Community Building. With further research to generate advocacy for supportive mechanisms and enabling conditions to succeed, BL may prove to be beneficial to other teachers and students. Studies highlighting BL practices at the K-12 could become more widespread and facilitate better ways to teach and learn in the Philippines. Studies leading to measurable outcomes could then be undertaken, using quantitative studies using dual language instruments and covering other student populations and research locales. Thus, how to advocate for BL through the CoI framework may be included in teacher professional development to inform the stakeholders of the direct and indirect benefits of these BL programs.

Below is the link to the electronic supplementary material.

Acknowledgements

This article is based on a dissertation made possible through the assistance of the U.P. Open University Faculty of Education and the Office of the Vice President for Academic Affairs of the University of the Philippines-System.

This study was funded by the University of the Philippines-System through a Doctoral Study Grant under the Faculty, REPS and Administrative Staff Development Program.

Data availability

Declarations.

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

The authors received approval from the ethics review board of the University of Southern Queensland for this study.

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Petrea Redmond, Linda Galligan and Douglas Eacersall have contributed equally to this work.

Contributor Information

Juliet Aleta R. Villanueva, Email: [email protected] .

Petrea Redmond, Email: [email protected] .

Linda Galligan, Email: [email protected] .

Douglas Eacersall, Email: [email protected] .

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CABANCALAN II ELEMENTARY SCHOOL: FORETASTE OF THE DETERIORATING BUILDINGS IN THE PHILIPPINE PUBLIC SCHOOL SYSTEM

This study evaluated the school buildings of Cabancalan II Elementary School, Cabancalan, Mandaue City, Cebu, Philippines. The researcher revisited the 2010 Educational Facilities Manual and made use of documentary analysis with the documents that were given by the school. The results of the ocular visit and the data extracted from the DepEd School Building Inventory Form was tabulated for a more convenient analysis. It was found out that nine (9) out of eleven (11) school buildings were built before the year 2000 and only two (2) in 2014 and 2018 respectively. Furthermore, based on the school map and the present evacuation plan of the said school, there is no ample space for safe evacuation due to poor school mapping and distribution of space. The researcher concluded that the buildings of Cabancalan 2 Elementary School are mostly Type III and IV based on structure which is acceptable. However, these buildings are in dire need of repair whether minor or major due to its age. Thus, only two (2) out of eleven (11) school buildings are conducive and safe for learning and the rest need dire attention. Moreover, the present setup of school building in the premises is hazardous to the students due to the absence of safe evacuation space. The researcher recommends the following: (a) a more detailed proposal for the improvements needed by the school buildings duly accomplished by the school principal and a civil engineer or the plant supervisor; (b) a survey of school buildings done in all honesty with students' safety in mind and; (c) a new evacuation plan must be put into place considering the space of the school, making use of the space beyond the school limits due to the absence of safe evacuation space in school.

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Despite the controversy regarding their use, school buildings are often assigned as emergency evacuation shelters, temporary accommodation and aid distribution hubs following disasters. This paper presents a methodology to compare the relative suitability of different school buildings for these purposes by using the analytical hierarchy process to weight criteria based on the combined opinions of relevant experts and combine these with descriptive scores from surveyed buildings. The aggregated weights show that approximately equal weighting should be given to the hard characteristics (hazard at location and physical vulnerability) and soft characteristics (accessibility, communications, living environment, access to supplies). As well as immediate safety, conditions for inhabitation are important so that displaced persons are not discouraged from evacuating to shelters and shelter life is not detrimental to health and well-being. The study allows an optimal selection of school build...

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In the study, a mixed research method was used combining quantitative and qualitative data. The study group consisted of 302 school directors and deputy directors working in different schools within Hatay Province of Turkey. A data collection tool, developed according to the official standards of state schools, was used to collect quantitative and qualitative data together. In the quantitative dimention, we concluded that school administrators think that the music and fine arts classrooms, worship sections, sport fields, science laboratories, computer and technology laboratories were highly insufficient. The qualitative results also supported these findings. The participants stated that they wanted to expand the sport areas by adding indoor sports hall, football, basketball, volleyball and swimming pools. The participants also expressed that the physical deficiencies hinder the lessons being efficient, especially the lack of school gym, workshop and laboratory; moreover they stated that this situation turns the courses into more theoretical base than the practice, which are delimited between four walls of the classrooms. However, we have also observed some inconsistent findings between quantitative and qualitative dimensions of the study, as the results related to classrooms, heating and insulation were observed to be inconsistent when the qualitative and quantitative dimensions were compared.

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This study attempted to determine the status of school safety and security in terms of the school sites, school playground, school canteen services, water safety, fire safety, campus security, building security, and sanitary facilities situation in eight (8) elementary schools in Libertad town. The descriptive survey was used to find out the status of school safety and security in the elementary schools of Libertad, Misamis Oriental. A checklist on the standards of facilities as implemented by the Department of Education was used to gather the data. Checklist was based from the 2010 Educational Facilities Manual. Evaluation based on the checklist showed that some of standards on 2010 Educational Facilities Manual were not observed. The schools have not complied with the requirements and specifications. The evaluation showed further that most of the schools did not comply within the standards set by the 2010 Educational Facilities Manual. School authorities may review the standards in the 2010 Educational Facilities Manual. The school should try to meet the standard to ensure safety and security of the pupils. Action plan may be prepared to be implemented in case of emergency.

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The benefits of school improvement are a growing topic of interest. This has raised the expectation of quality in all schools across the world. School improvements may contribute toward increased employment opportunities. Therefore, it is important for schools to provide favorable learning environment to increase the quality of students’ outcomes. The objective of this article is to identify the best areas of improvement for La Salle High School in Mexico City. For this purpose, we asked students to express their opinion what the most important criteria are from a set of seven main areas. The results indicate that students give the highest priority to security system and technological improvements inside the classrooms. In addition, students see necessity of improvements in teaching dynamics and in the transmission of the knowledge. Regarding this area, female students stress the necessity to increase the respect inside the classrooms.

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Academic Dishonesty in the Philippines: The Case of 21st Century Learners and Teachers

Article sidebar, main article content.

Purpose: Studies revealed that in the eyes of teachers, online education leads to more academic dishonesty, however, this study does not intend to justify that it is more prevalent in this mode of learning compared with physical classes. Nevertheless, the world has shifted to a modern learning approach called online education when the pandemic brought significant changes in people’s lives, and that the respondents of this study were students who during the data gathering procedure are enrolled in courses that utilize online learning approach and “academic servers” who during the same process are offering their services to students enrolled in the same mode of learning. This has led to this study that primarily aims to explore the industry of academic servicing that is believed to be a platform where academic dishonesty is tolerated and widely practiced amidst the new normal.

Design/Methodology/Approach : This study has focused on 650 members of three groups in social media that promotes academic servicing where students can transact with people who offers their services in doing students’ academic requirements. The researcher utilized a qualitative-descriptive research approach whereas Semi-Structured interviews have been conducted and coding has been performed to analyze the data collected.

Findings/Result: Results show that there is lack of discipline among students of the 21st century, particularly students who have enrolled during academic year 2020-2021, whereas, it is in the Senior High School Level and College Level where academic dishonesty is most prevalent. It was revealed that the key players in this “industry” aside from these students includes private and public-school teachers, unemployed senior high school and college graduates, and industry professionals. Most people who offer their services to do students’ academic requirements who are called academic servers are teachers, and they usually earn between Php. 1,500.00 and Php. 20,000.00 on a weekly basis from their clients who pay an average of Php. 500.00 per work. The top reasons why students engage in academic dishonesty are the overwhelming workload which is linked to poor time management, inability to independently study which is linked to poor or zero understanding on lessons and low support from teachers and parents, laziness, influence of peers, and pressure to get good grades, while the main motivation of academic servers in offering their services to students is to earn money, though some have expressed that at the same time, they would like to help struggling students. Results of this study shows low quality of education in the country and poor integrity of graduates of school year 2020-2021, and indicates clear violation of the code of ethics for professional teachers.

Originality/Value: This study explored a problem in education that has been poorly addressed in the Philippines over the years. This study shows low quality of education in the country and poor integrity of graduates of school year 2020-2021, and indicates clear violation of the code of ethics for professional teachers. Results also questions the effectiveness of online learning in the Philippines, which the researcher believes to be relevant today as educational institutions shifted to online classes.

Paper Type: Exploratory Research

Article Details

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License .

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• Mark Gabriel Wagan Aguilar , Why should Sex Tourism and Prostitution be Legalized in the Philippines , International Journal of Management, Technology and Social Sciences (IJMTS): Vol. 5 No. 1 (2020): Volume 5 Issue 1

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Pardee School Students Reflect on Impactful Journey with State Dept. Partnership

In a testament to dedication and collaboration, Pardee students Diana Reno, Emma Liu, Shana Weitzen, Arianna Ayaz, Roamah Baray, Pragya Raj Singh, and Keya Bharel Waikar have played pivotal roles in supporting the mission of the Alliance for Afghan Women’s Economic Resilience (AWER), under the guidance of Rachel Brulé , Assistant Professor of Global Development Policy at Boston University’s  Frederick S. Pardee School of Global Studies .

Established by U.S. Secretary of State Antony J. Blinken in 2022, AWER is an ongoing public-private partnership between Boston University Frederick S. Pardee School of Global Studies and the U.S. State Department. AWER aims to foster innovative collaborations to support Afghan women’s access to education, employment, and entrepreneurship.

The recent summit, held on Tuesday, February 27, 2024, brought together stakeholders to discuss strategies for empowerment and education. Distinguished speakers, such as U.S. Secretary of State, Antony Blinken, and U.S. Special Envoy for Afghan Women, Girls and Human Rights, Rina Amiri, led panel discussions focusing on various aspects of supporting Afghan women and girls, including education, employment, entrepreneurship, and holistic support systems. Despite challenges posed by discriminatory policies, participants explored innovative partnerships and initiatives aimed at empowering Afghan women.

Reflecting on her experience, Ayaz shared, “Joining AWER has offered a unique opportunity to be part of a collaborative effort aimed at addressing the multifaceted challenges faced by Afghan women.” Singh echoed her sentiment, emphasizing, “The AWER Summit stands as a testament to the Alliance’s visionary aim… contributing to the advancement of educational opportunities, access to employment, and entrepreneurial pursuits for Afghan women and girls has been an immense privilege.”

For Waikar, the journey with AWER is deeply personal, as she reflected, “Throughout my life, I’ve looked up to my mom… upon hearing about the creation of AWER, I was inspired to join.” Attending the AWER Summit alongside inspiring leaders further fueled her commitment, as she remarked, “Witnessing such collaboration on a large scale was deeply interesting… amidst the challenges, there was a palpable sense of hope and determination.”

Reno provided a behind-the-scenes glimpse into AWER’s inception and growth, as she recounted, “I joined AWER during its foundational stages in Fall 2022… My main responsibility was supporting the organization of the summit held in February 2024.” Her journey from student team member to leader underscores the impact of AWER’s mission, as she emphasized, “This position was a remarkable opportunity to engage with an initiative enacting tangible positive change.”

As they reflected on their respective journeys with AWER, Ayaz, Singh, Waikar, and Reno expressed gratitude for the opportunity to contribute to meaningful change. Ayaz shared, “The event was a testament to the transformative power of community support in student career development.” Singh added, “My experience with AWER reaffirms my belief in the resilience and potential of Afghan women.” Waikar reflected, “I am deeply grateful to have attended the Summit and look forward to continuing learning from and working alongside the AWER team.”

Roamah Baray’s perspective emphasized the significance of BU’s partnership with AWER in raising awareness within the university community and beyond. Baray emphasized, “As an academic institution, BU has a responsibility to educate the community on global challenges. This partnership serves as a platform for BU to fulfill this duty.”

Reno concluded, “My experience with AWER has been immensely professionally and personally rewarding.”

The students full reflections can be accessed here: AWER Summit Reflections

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Mental health and the pandemic: What U.S. surveys have found

The coronavirus pandemic has been associated with worsening mental health among people in the United States and around the world . In the U.S, the COVID-19 outbreak in early 2020 caused widespread lockdowns and disruptions in daily life while triggering a short but severe economic recession that resulted in widespread unemployment. Three years later, Americans have largely returned to normal activities, but challenges with mental health remain.

Here’s a look at what surveys by Pew Research Center and other organizations have found about Americans’ mental health during the pandemic. These findings reflect a snapshot in time, and it’s possible that attitudes and experiences may have changed since these surveys were fielded. It’s also important to note that concerns about mental health were common in the U.S. long before the arrival of COVID-19 .

Three years into the COVID-19 outbreak in the United States , Pew Research Center published this collection of survey findings about Americans’ challenges with mental health during the pandemic. All findings are previously published. Methodological information about each survey cited here, including the sample sizes and field dates, can be found by following the links in the text.

The research behind the first item in this analysis, examining Americans’ experiences with psychological distress, benefited from the advice and counsel of the COVID-19 and mental health measurement group at Johns Hopkins Bloomberg School of Public Health.

At least four-in-ten U.S. adults (41%) have experienced high levels of psychological distress at some point during the pandemic, according to four Pew Research Center surveys conducted between March 2020 and September 2022.

Young adults are especially likely to have faced high levels of psychological distress since the COVID-19 outbreak began: 58% of Americans ages 18 to 29 fall into this category, based on their answers in at least one of these four surveys.

Women are much more likely than men to have experienced high psychological distress (48% vs. 32%), as are people in lower-income households (53%) when compared with those in middle-income (38%) or upper-income (30%) households.

In addition, roughly two-thirds (66%) of adults who have a disability or health condition that prevents them from participating fully in work, school, housework or other activities have experienced a high level of distress during the pandemic.

The Center measured Americans’ psychological distress by asking them a series of five questions on subjects including loneliness, anxiety and trouble sleeping in the past week. The questions are not a clinical measure, nor a diagnostic tool. Instead, they describe people’s emotional experiences during the week before being surveyed.

While these questions did not ask specifically about the pandemic, a sixth question did, inquiring whether respondents had “had physical reactions, such as sweating, trouble breathing, nausea, or a pounding heart” when thinking about their experience with the coronavirus outbreak. In September 2022, the most recent time this question was asked, 14% of Americans said they’d experienced this at least some or a little of the time in the past seven days.

More than a third of high school students have reported mental health challenges during the pandemic. In a survey conducted by the Centers for Disease Control and Prevention from January to June 2021, 37% of students at public and private high schools said their mental health was not good most or all of the time during the pandemic. That included roughly half of girls (49%) and about a quarter of boys (24%).

In the same survey, an even larger share of high school students (44%) said that at some point during the previous 12 months, they had felt sad or hopeless almost every day for two or more weeks in a row – to the point where they had stopped doing some usual activities. Roughly six-in-ten high school girls (57%) said this, as did 31% of boys.

On both questions, high school students who identify as lesbian, gay, bisexual, other or questioning were far more likely than heterosexual students to report negative experiences related to their mental health.

Mental health tops the list of worries that U.S. parents express about their kids’ well-being, according to a fall 2022 Pew Research Center survey of parents with children younger than 18. In that survey, four-in-ten U.S. parents said they’re extremely or very worried about their children struggling with anxiety or depression. That was greater than the share of parents who expressed high levels of concern over seven other dangers asked about.

While the fall 2022 survey was fielded amid the coronavirus outbreak, it did not ask about parental worries in the specific context of the pandemic. It’s also important to note that parental concerns about their kids struggling with anxiety and depression were common long before the pandemic, too . (Due to changes in question wording, the results from the fall 2022 survey of parents are not directly comparable with those from an earlier Center survey of parents, conducted in 2015.)

Among parents of teenagers, roughly three-in-ten (28%) are extremely or very worried that their teen’s use of social media could lead to problems with anxiety or depression, according to a spring 2022 survey of parents with children ages 13 to 17 . Parents of teen girls were more likely than parents of teen boys to be extremely or very worried on this front (32% vs. 24%). And Hispanic parents (37%) were more likely than those who are Black or White (26% each) to express a great deal of concern about this. (There were not enough Asian American parents in the sample to analyze separately. This survey also did not ask about parental concerns specifically in the context of the pandemic.)

Looking back, many K-12 parents say the first year of the coronavirus pandemic had a negative effect on their children’s emotional health. In a fall 2022 survey of parents with K-12 children , 48% said the first year of the pandemic had a very or somewhat negative impact on their children’s emotional well-being, while 39% said it had neither a positive nor negative effect. A small share of parents (7%) said the first year of the pandemic had a very or somewhat positive effect in this regard.

White parents and those from upper-income households were especially likely to say the first year of the pandemic had a negative emotional impact on their K-12 children.

While around half of K-12 parents said the first year of the pandemic had a negative emotional impact on their kids, a larger share (61%) said it had a negative effect on their children’s education.

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How Americans View the Coronavirus, COVID-19 Vaccines Amid Declining Levels of Concern

Online religious services appeal to many americans, but going in person remains more popular, about a third of u.s. workers who can work from home now do so all the time, how the pandemic has affected attendance at u.s. religious services, economy remains the public’s top policy priority; covid-19 concerns decline again, most popular.

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Philippines, US Troops Begin Annual Combat Drills

Philippines Exercise Director Major General Marvin Licudine, Philippine Army Chief of Staff Romeo Brawner Jr., U.S. Embassy representative Robert Ewing, Philippine Army Deputy Chief of Staff for Education, Training and Doctrine Major General Noel Beleran, and U.S. Exercise Director Lieutenant General William Jurney link arms during the opening ceremony of the annual Philippines-U.S. joint military exercises or Balikatan, at the Armed Forces of the Philippines headquarters, in Quezon City, Metro Manila, Philippines, April 22, 2024. REUTERS/Eloisa Lopez

MANILA (Reuters) -Nearly 17,000 Filipino and American troops kicked off a three-week joint combat training exercise in the Philippines on Monday that includes maritime drills in the South China Sea where Manila and Beijing have sparred over territorial claims.

France and Australia, which have ramped up defence ties with Manila in the face of China's aggressive behaviour in the South China Sea, will join the maritime exercises to be conducted for the first time outside Philippine territorial waters.

The annual Balikatan or "shoulder-to-shoulder" drills, which will run from April 22 to May 10, come amid an escalating diplomatic row and maritime encounters between the Philippines and China including the use of water cannon and heated verbal exchanges.

Officials said the drills are not directed at any external aggressor, but will improve interoperability between their militaries.

"Exercises in those locations operate based on international order and international law and well within your sovereign rights and responsibilities. We're conducting exercises that are normal," U.S. Lieutenant General William Jurney, Balikatan exercise director, told a briefing.

Beijing's increasing pressure in the South China Sea has alarmed Manila, rival claimants to disputed martime territory, and other states operating there, including the United States which has reaffirmed its commitment to defend the Philippines against armed aggression in the South China Sea.

Photos You Should See - April 2024

China claims most of the South China Sea, which is a conduit for more than $3 trillion of annual ship-borne commerce. Beijing has criticised the joint drills, saying they aggravate tensions and undermine regional stability.

The Permanent Court of Arbitration in the Hague ruled in 2016 that Beijing's expansive claims to the sea had no basis under international law. China rejects the ruling and has built military facilities on disputed atolls to back up its claims.

During joint exercises, U.S. troops and their Manila counterparts will simulate retaking enemy-occupied islands in the northernmost islands of the country close to Taiwan, and in the western Palawan province facing the South China Sea.  

The drills will involve around 16,700 troops from both sides, slightly less than last year's 17,600, which were the largest Balikatan exercises since they started in 1991.

(Reporting by Karen Lema, Mikhail Flores and Neil Jerome Morales; Editing by Stephen Coates)

Copyright 2024 Thomson Reuters .

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Spring 2022 Burns Visiting Scholar in Irish Studies, Professor James Kelly

Professor James Kelly

The Irish Studies Program of Boston College is pleased to announce the spring 2022 Burns Visiting Scholar in Irish Studies, James Kelly, Professor of History at Dublin City University. A graduate of University College Dublin (1985), he has spent his working life in St. Patrick’s College then at College of Dublin City University, where he was head of subject between 1999 and 2016 and, since the College was formally incorporated into the University, as Head of the School of History and Geography at DCU.  He was acting Dean of Humanities between 2012 and 2016.

 Professor Kelly’s main research interests lie in the areas of Irish political and social history in the period 1660-1860, on which he has published widely. His publications include That damn’d thing called honour: duelling in Ireland , 1750-1860 (1995); Henry Flood: Patriots and politics in eighteenth-century Ireland (1995); Poynings’ Law and the making of law in Ireland, 1660-1800 (2007), Clubs and Societies in eighteenth-century Ireland (edited with Martyn Powell) (2010); The proclamations of Ireland 1660-1821 (5 vols, IMC, 2014);  Sport in Ireland, 1600-1840 (Four Court Press, 2014).  His most recent monograph is Food rioting in Ireland in the eighteenth and nineteenth centuries (Four Courts Press, 2017).  He is editor of volume 3 of the Cambridge history of Ireland: Ireland, 1730-1880 (Cambridge, 2018), and recently (with Tomás Ó Carragáin) of Climate and Society in Ireland: from prehistory to the present (Royal Irish Academy, 2021).

James Kelly was a member of the Irish Manuscripts Commission from 1999 to 2021, and editor of the Commission’s serial Publication Analecta Hibernica. He has also served terms as editor of Studia Hibernica and Proceedings of the Royal Irish Academy .  

An active member of various historical societies and bodies, he has served as president of the Irish Historical Society, the Eighteenth-Century Ireland Society, and, most recently, of Irish Economic and Social History Society (2012-21).

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College of Behavioral and Community Sciences

Main navigation, school of aging studies celebrates another year of continued growth and success.

Debra Dobbs hands the Community Partner of the Year Award to Reggie Smith of Chapters Health.

• April 22, 2024
• College News , School of Aging Studies

The School of Aging Studies held its annual Preceptors and Awards Reception in the MHC Atrium Friday afternoon. The school recognized internship preceptors, supervisors, and recipients of awards and scholarships. The event was dedicated to the memory of the late Sue Saxon, PhD, one of the school's pioneering faculty members.

Nasreen Sadeq and Lu Norstrand accept their awards from Interim Director Debra Dobbs.

Three leaders in the school were awarded at the reception: Hongdao Meng, MD, PhD , Lu (Lucy) Norstrand, PhD, and Nasreen Sadeq, PhD . Professor Meng received the Sue V. Saxon Outstanding Teaching Award in the Field of Gerontology, and Sadeq, an assistant professor of instruction, and Norstrand, an academic advisor, both received the Wiley P. Mangum Outstanding Service Award in the Field of Gerontology.

Mutliple scholarships were given to students to support their studies and careers in the field of gerontology, health care administration, healthy aging, and public policy.

Undergraduate students Emily Black and Grizelda Venega were awarded the Wiley P. Mangum Scholarship in Gerontology. In her application essay, Venega wrote that she is pusuing her goal of ensuring "individuals are informed about advance directives, documenting their wishes for medical care at different stages of illness, while also striving to address the emotional pain and suffering in the aging population." Another undergraduate student was also recognized at the ceremony: Kaylin Day was awarded the Tollette Family Endowed Scholarship in Gerontology.

Nicole Odom accepts her award from Interim Director Debra Dobbs.

Bachelor of Science in Health Care Administration student Nicole Odom received the Kymberly Jane Harris Endowed Scholarship in Long-term Care Administration. She described working with the aging population as "inspiring and rewarding" in her application essay.

Five graduate students were also awarded scholarships, including Jessica Yauk and Cassidy Doyle  who were chosen to receive the H. Edward Greely and Mildred Greely Endowed Fellowship in recognition of their strong performance in the PhD program. PhD students Layla Santana and Joanne Elayoubi were named recipients of the Wolowec Scholarship. Jessica VanderWerf was selected for the Kenneth E. and Peggy Sponagle Endowed Scholarship, which will support her career goal of "finding ways to help the helpers."

The Kathryn Hyer Endowed Scholarship in Public Policy and Aging was awarded to Khunza Asmun. This scholarship goes to an incoming PhD student who shows promise as a scholar in public policy and aging. 

Attendees fill the MHC atrium to celebrate the award and scholarship recipients.

The school also honored community partners, alumni, and mentors at the reception. Chapters Health was recognized with the Community Partner of the Year Award for having been an instrumental sponsor and partner for the Center for Hospice, Palliative Care and End of Life Studies. Reggie Riley, who serves as the vice president for support services and patient experience and accepted the award, has fostered many internship opportunities for aging studies students with the organization.

Kelly Smith was honored as the Outstanding Alumni of the Year, and the Kathryn Hyer Professional Mentorship Award, which recognizes professionals in the field who help prepare our students for careers in aging, was awarded to Taylor Conley.

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The life and music of Amy Winehouse, through the journey of adolescence to adulthood and the creation of one of the best-selling albums of our time. The life and music of Amy Winehouse, through the journey of adolescence to adulthood and the creation of one of the best-selling albums of our time. The life and music of Amy Winehouse, through the journey of adolescence to adulthood and the creation of one of the best-selling albums of our time.

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• Trivia Marisa Abela did all the singing in this film herself. She trained extensively to mimic Amy Winehouse 's vocals.

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