Hub-and-spokes practices of blended learning: trajectories of emergency remote teaching in Brunei Darussalam

Abstract

The recent global pandemic has conveyed emergency remote teaching (ERT) specifically the blended approach, an indispensable alternative teaching and learning delivery in formal schools. In Brunei secondary schools, the blended learning approach formed the core 'Continuity Learning Plan' for instruction along with the mandated educational changes accruing to the social and economic challenges of the twenty-first century learning system. Its widespread adaptation underlies teachers' transitional initiatives and practices which must have reshaped the structural climate and relational dynamics of conventional instruction. Espousing the continuous learning model, this paper envisages to investigate the adaptive-related practices of Bruneian secondary school teachers and learners employing blended learning. Qualitative research approach with semi-structured interview was adopted in the study with respondents comprising of 18 teachers and 13 students. Thematic coding and recursive analysis of data revealed seven (7) dimensions or centre points of blended learning and teaching practices, namely: technological, interactive and effectiveness, added value, feasibility, pedagogical, institutional support and evaluation of success. In general, results suggest the Hub-and-Spokes model that organic support, integrated implementation and professional readiness are germane to the adaption of a functional and manageable blended delivery approach.

Teachers’ Perception During Pandemic Times: Challenges, Opportunities and Changes

“…Thematic categorization Nilsberth et al, 2021;Seabre et al, 2021;Trust and Whalen, 2021;Alakrash and Razak, 2021;Code, Ralph and Forde, 2022;DeCoito and Estaiteyeh, 2022;Ibrahim et al, 2022;Shamir-Inbal and Blau, 2021;Toquero, 2021;Panesi et al, 2021;Schuck and Lambert, 2020;Cooper, Timmons and MacGregor, 2021;Woltran et al, 2021 Content analysis Alghamdi and Al-Ghamdi , 2021;Batac et al, 2021;Kaya, 2021;Denardi et al, 2021 Statistical analysis Berdgahl andNouri, 2020;Giovanella et al, 2020;Kamal and Illyian, 2021 Collaborative data analysis Source: Elaborated for this study, 2022.…”

“…Anderson (2021) draws attention for the prioritization of a culture of care in the schools, due to the moments of distress and suffering caused by the COVID-19 crisis. Other two studies (Shamir-Inbal and Blau, 2021;Ibrahim et al, 2022) the likelihood of continuing to use blended and distance learning.…”

“…2021; Trust and Whalen, 2021;Giovanella et al, 2020;Cobe, Ralph and Forde, 2022;Shamir-Inbal and Blau, 2021;Ibrahim et al, 2022;Decoito and Estaiteyeh, 2022;Haskova et al, 2021;Alakrash and Razak, 2021;Kamal and Illyian, 2021;Panesi et al, 2021;Centeio et al, 2021;Woltran et al, 2021;Denardi et al, 2021;Ludovico et al, 2021).…”

Adoption of Blended Learning in Indonesian Science Classrooms

“…It is recognitions that this type of assessment increase students and teacher rapport at the same time provide opportunities for socialization and connectivity (Ibrahim et al, 2022). Blended learning models included the supplement model, the replacement model, the emporium model, the buffet model, the HyFlex model, and the time-based blended model that combines various synchoronous (Su et al, 2023).…”

A Rasch analysis: Comparing students’ learning activity on online learning and blended learning

“…This is the result of embracing a planned and systematic way to leverage technology groups in the largest face-to-face manner (Krause, 2008). In other words, blended learning is the actual mixture of online technology and face-to-face teaching in a learning programme such that we are not just accumulation one against the prevailing medium expediently (Bock et al, 2021;Garrison & Kanuka, 2004;Ibrahim et al, 2022).…”