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Volume 8, Issue 2, February – 2023 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

Teachers’ Readiness Level for the Implementation of


Hyflex Instructional Modality
Eunice S. Villegas1,
Krisha Angela A. Omayao 2,
Joel D. Potane3
1-3
Graduate School, Capitol University ,Cagayan de Oro City, Philippines

Abstract:- This study offers significant results on the promote productive and innovative ways of transforming
survey of teachers’ readiness toward the implementation knowledge and skills in which students can explore beyond
of the hybrid flexible instruction (HyFlex mode of what is expected from them. It helps them to learn
teaching)) from the faculty members at one of the independently, boosts self-esteem to discover ideas, and
community colleges in Misamis Oriental. Proportionate unravels perplexities on complex concepts. This will also
stratified random sampling was utilized to collect data. help instructors to serve the students well.
There were 100 full-time faculty members chosen to be a
respondent and took part to answer the questionnaire.  Hybrid-Flexible (HyFlex) Teaching and Learning
Based on the survey, teachers rated their readiness level Design:
to engage in the implementation of the HyFlex Mode of Originally, HyFlex teaching and learning was
Teaching, pedagogical strategies with the integration of developed by Dr. Brian Beatty (Beatty, 2014). He defines
technology, and teaching approach while adopting social HyFlex as a course that enables a flexible participation
media platforms or online tools. The study employed a policy for students. Students may choose to complete course
survey research design. In analyzing the data, learning activities online without physically attending class
descriptive statistics was used to examine the level of or face-to-face synchronous class sessions. The word Hyflex
teachers’ readiness for the implementation of the Hyflex is derived from “hybrid learning” with “flexible approach”.
modality. The findings showed that the faculty members Flexibility has something to do with the students having the
felt ready to use digital platforms as a teaching tool while opportunities to engage in course material and participate in
effectively engaging in HyFlex instructional modality. activities that work best for them. The methods of HyFlex
However, they affirmed being unpremeditated with the teaching differ from four modalities: blended learning, face-
complexities of applying various pedagogical strategies to-face, hybrid, and online, (Beatty, 2019). These modalities
via an online approach, which resulted in a ‘moderate are described: blended learning (both the instructor and the
ready’ level of readiness. Limited resources and training students are physically present in the same classroom while
led to low-quality instruction. Generally, the teachers’ integrating teaching strategies with technology); face-to-
readiness level results manifested as “low” based on the face (learning happens in the classroom when the instructor
adjectival rating scale. So, substantial resources and and the students interact in propria persona); hybrid (the
abetment are required for those unfamiliar with the lecturer and the students sometimes meet face-to-face and at
instructional modality before fully adopting the HyFlex certain times work and engage online, Raes, et al., (2020);
instructional modality. and online (this mode allows for the possibility of
synchronous or asynchronous teaching and learning without
Keywords: Hyflex Instructional Modality, Pedagogical the need for a shared physical area). Thus, the terms
Strategies, Survey Research, Teachers’ Readiness, "hybrid" and "flexible" are combined in " HyFlex teaching
Technology-Oriented. and learning," which offers students a more flexible learning
environment.
I. INTRODUCTION
The HyFlex learning model relates per se to the
Nowadays, hybrid flexible instruction has emerged as a essence of combining traditional face-to-face instruction
significant and new educational trend in many colleges and with additional distance learning techniques, and by
universities in global and local paradigm shifts. This combining independent knowledge and collaborative
approach may aid students and teachers in reducing the activities with the use of a variety of e-materials,
limitations of each learning environment to achieve the technology, and, or social media sites.
effectiveness of learning by adopting online and face-to-face
instruction. In order to pique students' attention and Additionally, instruction type (experience), delivery
motivate them to become more engaged and adept learners, method (medium), instructional location, and synchronicity,
instructors might make use of online learning tools and is the key to understanding the difference between hybrid or
substantial digital resources. Over recent decades, teaching blended delivery (Margulieux, et al., 2014). Abdelmalak,
instructions have eventually developed into advanced and Kharga, and Parra, (2016) stress that HyFlex has the concept
technological approaches. In fact, it is become essential to of blended learning, but provides a more flexible

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Volume 8, Issue 2, February – 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
environment. HyFlex courses are geared toward improving (Merriam, et al., 2007 cited in Chan, 2010). HyFlex mode of
adult students’ educational opportunities by providing teaching and learning permits students to perform these
convenience, flexibility, and access, (Beatty, 2007; characteristics which prepared them to become adult
Abdelmalak & Parra, 2016; Miller, Risser, & Griffiths, learners in transmitting knowledge and skills independently
2013). and offers them to maximize learning capabilities with the
integration of technology both face-to-face and online
Few of the researchers posited that these modes approaches. The pace of development of adult education has
had increased the use of well-established online altered its position within the educational system. Adults
practices such as the utilization of learning management have to develop their skills to fit within their own
systems for instruction while also encouraging the use of anthroposphere. So, there is a necessity for an instructional
synchronous lessons delivered via online meeting software approach that gives into account of adult learning needs. The
to make sure that e-learning could perdure. The shift to said andragogical method is a well-lauded answer to these
online teaching modes has changed how nearly all students demands.
interact with course content, classmates, and teachers.
Bawane & Spector (2009) argue that the competencies As cited in the study of Chan (2010), Forrest &
required to teach online are not substantially different from Peterson (2006) claim that the andragogical approach is
those needed to teach face-to-face; it is assumed that the essential in management education to help prepare students
faculty member’s past teaching experience serves as a for their working environment. Through andragogical
foundation for teaching online. However, several academics principles, the instructor may adapt the training to meet
dispute this assumption, stating that there are differences student interest by involving the them in the creation of
between teaching in the classroom and online, as well as learning objectives and activities as well as solving real-
between the roles of the online faculty member and the world business problems. Andragogy enhances
faculty member teaching in the classroom (Ko & Rossen, communication between the student and the instructor as
2017; Wray et al., 2008). Online instructors place a strong they collaborate to create educational materials and delivery
emphasis on the capacity to engage students virtually strategies that are tailored to the requirements of the
through communication, virtual management strategies, and students. Thus, the guiding principles encourage student-
instructional time and space. Despite the fact that many teacher trust and raise students' self-awareness.
researchers have sought into how this kind of instruction is
implemented (Bell et al., 2014; Chakraborty & Victor, 2004; In order to strike an ideal balance of practical
Moore et al., 2017; Park & Bonk, 2007; Popov, 2009; experience and theoretical approach between students' and
Roseth et al., 2013; Ryu & Boggs, 2016; Stewart et al., teachers' interaction in the teaching and learning process,
2011; Szeto, 2015) limited research exists on assessing the various standpoint of the HyFlex mode of delivery
level of faculty readiness for HyFlex teaching and learning instruction in schools must be taken into consideration.
as stated in the study of Martin et al., (2019). Moore, Dickson-Deane, and Galyen (2011) stated that
defining online learning has been both difficult and
 Theoretical Approach: controversial. The terms hybrid and blended have become
The HyFlex mode of teaching and learning allows buzzwords in corporate America and higher education
teachers to decide what students should learn, how students settings. However, there is still a bit of ambiguity about the
are taught, and when the teaching and learning process details of each term (Graham, 2006), as cited in the study of
commences. Students also work with the activities Keiper, et al., (2021).
independently and motivating them to experience a
collaborative and innovative approach to learning.  The implication of Hyflex Instructional Modality for
Theoretically, HyFlex learning is embedded in Knowles’ Universities and Colleges:
Adult Learning Theory – Andragogy. The term andragogy HyFlex instruction modality has actively performed in
was described by Knowles (1980) as an art and science of higher education, which became massively used during the
adult learning, (Kearsley, 2010). In the study of Chan resurgence of the COVID-19 pandemic. This global
(2010), this term was coined by Kapp, A. (1833) a German pestilence brought tremendous impact on the economic,
educationalist, however, the concept wasn't widely accepted educational, personal, and professional growth, business and
until Eduard C. Lindeman expanded on it in 1926 (Gessner, livelihood, and moral aspects. Thus, to decelerate the spread
1956; Ozuah, 2005). Knowles produced five (5) of the virus and its variants, teachers in higher education
assumptions of the characteristics of adult learners: self- institutions significantly adopt hybrid flexible learning to
concept (dependent personality to self-directed human cater to the needs of the students and to maximize their
being); adult learner experience (accumulates experiences to learning capabilities. Thus, adult learning has been
become a resource for learning); readiness to learn (focused substantially enhanced by both teachers and students in
on the developmental tasks of social roles); orientation to higher education in adopting HyFlex mode of instruction.
learning (perspective of learning shifts from subject-
centeredness to problem centeredness); and motivation to In the Philippines, local colleges and universities
learn (internal), (Smith, 2002). momentarily adopt the mandated guidelines on
implementing flexible learning and its reopening and
Adult learners are problem-oriented, internally conducting the limited face-to-face classes as purported in
motivated, self-directed, and independent learners, the CHED-DOH Joint Memorandum Circular No. 2021-001

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Volume 8, Issue 2, February – 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
series of 2021. Thus, in full force, schools should allow information, skills, and resources to meet human needs and
students to apply and adopt the said implementation, desires by developing practical solutions to problems while
particularly those who enrolled in courses with technical also taking social and environmental considerations into
subjects. In such a way, school campuses urgently retrofitted account as cited in the study of Mokhothu (2015). Teachers
laboratories, classrooms, and other school plant facilities. generally can utilize a concrete classroom setting and
Besides, teachers are also expected to prepare themselves laboratories where students can engage in various
for the urgent implementation of flexible learning. This competencies and learning assessments through practical
herculean challenge allows teachers to continue teaching experiences. Hence, practical engagement in teaching and
beyond usual face-to-face instruction. learning might be of paramount virtue to achieve greater
heights in the students’ success to be proficient and skilled
Locally, the hyflex mode of teaching has been enough in their chosen field. Thus, it is significantly needed
implemented in the school for the second semester of to examine the teachers’ readiness for the implementation of
Academic Year 2021-2022. Hence, the Commission on HyFlex learning in order to continue inculcating the minds
Higher Education mandated all higher education institutions of the students with both practical and theoretical
to conduct limited face-to-face classes in all programs as experiences amidst the resurgence of the pandemic.
stated in the CHED-DOH Joint Memorandum Circular No.
2021-004 on the “Guidelines on the Implementation of Nevertheless, the researchers of this study focused on
Limited Face-to-Face Classes for all Programs of Higher one of the local community colleges of Misamis Oriental to
Education Institutions (HEIs) in Areas Alert Levels Systems look into the teachers’ readiness level for the
for COVID-19 Response”. Under this guideline, schools are implementation of the HyFlex instruction modality. That,
encouraged to establish a Cyclical Student Shifting System readiness has to do with teachers’ awareness, knowledge of
which means the number of students present on the campus use, perceptions, and attitudes toward their capabilities and
on a given day is limited. Consequently, it pertains that there skills for technology integration as gaining experience in
was also a limited face-to-face delivery of instruction. the use of educational technology (Msila, 2015).
Technical and pedagogical preparedness are the two
In lieu of this information, the local community college elements of technological readiness that researchers have
likewise mandated that the face-to-face session of classes discovered. These elements are seen to be essential for the
should also be limited. Thus, the following shifting system success of any technological breakthrough in education (Ng,
confirmed those teachers who handled technical courses 2011) and they have been scrutinized through the categories
were given three (3) shifts of schedules to conduct actual of skills, knowledge, habits, and attitudes (Bonanno, 2011;
classes: ‘once a week’, ‘once a month’, and ‘twice a month’. Ngah, et al., 2010) as cited in the study of Al-Awidi, &
In this system, the institution formally termed this a Cyclical Aldhafeeri, (2017).
Implementation Plan for the teachers to choose their
schedule to conduct the limited face-to-face classes.  Purpose of the Study and Research Questions:
Furthermore, this study aimed to find out the
This paradigm shift needs collaboration between and quantitative and qualitative description with regard to the
among stakeholders in the institution across different schedule of teachers’ face-to-face teaching based on the
situations; pace, time, and place to easily deliver the implementation plan cycle, mode of delivery, distance
learning instruction, and to respond to the student’s needs to teaching tools; level of teachers’ teaching engagements, and
access quality education and high performance on the level their level of perception towards readiness on the
of proficiency. However, there are also huge gaps among implementation of HyFlex mode of teaching to see to it
teachers on their readiness to implement various teaching whether the teachers are fully engaged with various
strategies through synchronous discussion, online activities, strategies and adopt the use of technology-oriented approach
and assessment towards the implementation of the HyFlex amidst the pandemic.
mode of teaching since the school just started to adopt the
mandated guidelines of the Commission on Higher  What HyFlex mode of teaching did the teachers
Education relative to the gradual opening of the limited implement in terms of:
face-to-face classes. Teachers must provide evidence of  cyclical implementation plan;
learning objectives, adhere to the course outcomes, and  mode of delivery; and
submit the complete pack of modules to keep systematic  distance teaching tools?
records concretely presented.
 What pedagogical strategies did the teachers engage in
The local community college is gradually the implementation of HyFlex instructional modality?
implementing hybrid learning; consequently, those teachers  What were the teachers’ perceptions of their readiness
who are handling technical subjects are encouraged to towards teaching using HyFlex instructional modality in
design instructional materials and teaching pedagogies in terms of:
order to achieve the core competencies set in the curriculum.  teaching approach; and
Mokhothu (2015) defined technology subjects as a new term  technology-oriented?
for integrated topics that were formerly known as
"Technical subjects”. Hence, the Department of Education,
(2002b) agreed that technology is described as the use of

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Volume 8, Issue 2, February – 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
II. METHODOLOGY questionnaires. This technique was used to determine the
reliability of the survey. It was found that Cronbach’s Alpha
 Research Design: for Digital Platforms/Tools = .704 > .5, for Teaching
This study utilized a survey research design. Survey Strategies Applied = .702 > .5, for the Teaching Approach
designs are procedures in quantitative research that involve on Hyflex Mode of Instruction = .705 > .5, and for the
giving a survey or questionnaire to a small group of people Technology-Oriented on Hyflex Mode of Instruction = .733
(referred to as the sample) in order to find trends in the > .5 respectively. George & Mallery (2003) purported that
attitudes, opinions, behaviors, or characteristics of a larger if the value found falls within the accepted levels from 0.5
group of people (Creswell (2012). The purpose of the design and above, the questionnaires were reliable. Thus, the results
is to obtain the level of teachers’ readiness toward the indicated that the ten items used for digital platforms/tools,
implementation of the hyflex mode of teaching and the level teaching strategies, teaching approach, and eight items used
of teachers' engagement in different pedagogical strategies. for technology-oriented were reliable.
Thus, the researchers used quantitative and qualitative data
analysis to obtain the objectives of the study. The data were analyzed using descriptive statistics
(means, standard deviations, and percentiles) to examine the
 Sampling and Participants of the Study: levels of teachers’ readiness based on the mean scores of
The selection of the respondents was based on teachers’ responses to the survey. In describing the mean
proportionate stratified random sampling. This technique level in terms of frequency, the classification was adopted
emphasized that the more the population of the department, based on the study of Tuan (2017) which presented: 1.00 to
the more teachers are obtained in the selection. The 1.74 – Never, 1.75 to 2.49 – Sometimes, 2.50 to 3.34 –
respondents of the study were the teaching personnel of a Often, 3.35 to 4.00 – Always. This scale was mainly used in
local community college who came from various courses gathering the data based on digital platforms/tools, and
offered in the school during the second semester of the teachers’ engagement in the teaching and learning process.
Academic Year 2021-2022. There were 100 total
participants in the conduct of the study. To describe the mean level in terms of teachers’
perception of the implementation of hyflex instructional
 Procedure and Ethical Considerations: modality, the researchers then used this scale: 1.00 to 1.74 –
The researchers asked permission from the office of Not Ready, 1.75 to 2.49 – Moderately Ready, 2.50 to 3.34 –
the College President and Vice-President for Academic Ready, 3.35 to 4.00 – Very Ready. This scale was mainly
Affairs to conduct the study. After the approval, the used in the interpretation of problem no. 3.
researchers proceeded to College Deans to submit the
permission letter in order to gather data from the The average means were classified into four levels:
respondents. After approval from the administrators, the 3.35 – 4.00 indicates a very high level of readiness, 2.50 to
instrument was sent through Google Forms. Attached also in 3.34 tells a high level of readiness, 1.75 to 2.49 – shows a
the Google form is the consent form from the respondents to low level, and 1.00 to 1.74 – shows a very low level of
keep the confidentiality of the information gathered. After readiness. This level of interpretation was also adapted from
the data was collected, the results were generated through the study of Tuan (2017).
SPSS to discuss the findings and interpretations.
Statistical Package for Social Science (SPSS) via IBM
 Instrument: SPSS Statistics 20 Licensing – used in calculating the mean
The researchers used a self-made Survey Questionnaire and the standard deviation results of the teachers’ various
to gather relevant information and data from the engagements in adopting the hyflex modality.
respondents. The questionnaire provides closed-ended
questions, particularly on the quantitative dimension of the III. RESULTS AND DISCUSSIONS
data gathering procedure. In gathering the data, the 4-point
Likert Scale for Frequency (always (4), often (3), sometimes The purpose of this paper is to discuss the teachers’
(2), never (1) was used to gather data in problems 1 & 2, and readiness level for the implementation of HyFlex
the 4-point Likert Scale for Agreement (strongly agree (4), instructional modality. The interpretation of data consists of
agree (3), disagree (2), strongly disagree (1) in problem 3. the HyFlex mode of instruction: schedule of teacher’s face-
This research instrument was utilized through a google to-face teaching based on the implementation plan cycle,
form. According to Blankers et al., (2012), as cited in the mode of delivery, and distance teaching tools; level of
study of Seman, et al., 2021 that the use of online surveys teacher’s teaching engagements (digital
facilitates the collection of data findings because the platforms/teaching tools being used and the application of
respondents involved can be contacted saves cost, time, various teaching pedagogies); and their level of perception
and energy. towards readiness (teaching approach and integration of
technology).
 Data Analysis and Statistical Tool:
To establish the reliability of the questionnaires, the The categories presented in Table 1 were based on the
researchers went through a pilot test of the instrument. schools’ policies and guidelines on the implementation of
Cronbach’s alpha was used to show the internal consistency face-to-face classes. The cyclical implementation plan is
or reliability of the participant’s responses to the part of the major guidelines in the teaching faculty,

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Volume 8, Issue 2, February – 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
particularly those who handle technical subjects who are of face-to-face classes. It means that this number of teaching
opted to conduct face-to-face classes or the synchronous in- personnel were handling technical subjects offered for the
person mode of instruction. For example, a HyFlex ‘once a second semester since they are required to do so. A concern
week’ – denotes that the teachers may have one session of about HyFlex in previous studies is in regard to attendance.
onlinesynchronous for lecture-based lessons and one session One study found that some students never attended the class
of face-to-face class for practical experiences. Thus, the or did not listen to the lectures online (Abdelmalak et al.,
table below surveyed only the face-to-face classes of both 2016).
teachers andstudents.
Thus, all tertiary teachers are encouraged to adopt the
Based on the survey, 60% of the population chose ‘not hyflex mode to see whether the students are focusing on the
adapted’ – this implies teachers were not consistent with lecture or not. In addition, in the classroom setting, teachers
their schedule or not fully adapted to the HyFlex mode of can easily observe, evaluate, and assess student’s
instruction during their classes. ‘Twice a month’ was next performance in conducting differentiated activities rather
to be selected which shows 19% of them, and the least than online synchronous classes. It is because the online
selectedwas ‘once a month’ which has 7% only. synchronous classes have a lot of occurrences may happen
that could distract the concentration of both students and
This implies that most teachers were using the teachers during the teaching and learning process, that is
asynchronous teaching mode in which meeting actual mostly inconsistency of internet availability, technical
classes in the classroom setting is not their top priority. Only problems, and lack of knowledge in using the features of
a few of the participants selected the categories of schedule platforms/applications or any means ofcommunication.

Table 1 Schedule of Teacher’s Hyflex Mode of Teaching Based on the Cyclical Implementation Plan
CATEGORY FREQUENCY (N=100) PERCENTAGE (%)
Once a Week 14 14
Once a Month 7 7
Twice a Month 19 19
Not Adapted 60 60
Total 100 100

The mode of delivery presented by the researchers objectives.


clearly adopted the idea of Dr. Brian Beatty on defining the
HyFlex mode of teaching in flexible learning that students Faculty members believe they are prepared to engage
may choose to complete course learning activities online in HyFlex instruction competencies similar to those required
without physically attending class and they may participate for other instructional formats such as in-person instruction.
face-to-face synchronous class sessions, (Beatty, 2019). For example, instructors are prepared to communicate
course goals and progress and make students feel at ease in
Both synchronous online and HyFlex modes had the instructional environment. However, they admitted to
similar results with 40% of the population size. The being less prepared to deal with the complexities of the
remaining 20% was asynchronous online which implies that HyFlex modality. These complexities entail equally
some of the teachers utilized the modules and other managing students in two settings (in-person and online).
instructional learning resources so that the students could Teachers appear less prepared in both settings to
have their own pace of studying and learning the lesson synchronize content and their attention with learners.

Table 2 Mode of Delivery


INFORMATION CATEGORY FREQUENCY(N=100) PERCENTAGE(%)
Teaching Modality Mostly Adapted Synchronous Online 40 40
Asynchronous Online 20 20
Hyflex 40 40
Total 100 100

Using a checklist questionnaire, teachers were asked to mentioned that these resources could be primarily used in
state which resources or digital platforms they usually used both synchronous and asynchronous modes of delivery. In
to successfully implement HyFlex learning opportunities at technical support, the adjectival rating of “always” was the
their institution as shown in Table 3. Analysis of responses use of ‘laptop/personal computer’. This means that the
(n=100) to these questions revealed that an array of teachers are likely utilized this tool as a convenience to
resources was deemed necessary. It is gleaned from the data navigate digital platform features particularly when using
that most of the teachers frequently used these digital google meet and google classroom.
teaching platforms ‘Google forms/classroom/meet, and
Facebook page/Messenger’ has the highest mean rating of On the other hand, sending additional resources,
3.88 which is described as “always”. Some of them often activities, and announcements were used through ‘emails’ (x̄

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Volume 8, Issue 2, February – 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
=2.81, σ=.861) which were described as “often”, with that, respondents felt that they did not need any additional
the same description emphasized with the tool was via resources to successfully implement HyFlex learning
‘mobile phone’ (x̄ =2.99, σ=.482). opportunities at their institution. One faculty member
responded: “None beyond what I already have.”
Digital platforms like ‘Zoom, TikTok, and
Youtube/Online Videos’ were labeled as “sometimes” Digital material supports the delivery of the curriculum
with the highest mean rating of 2.29, and its standard and aids in the attainment of educational objectives. Any
deviation was .656 respectively. type of digital media that has been produced in an open-
source environment and is constantly available to students.
The least frequent usage of the digital platform was Digital media is a piece of information that is stored
‘Moodle’ with a mean of 1.02 and a standard deviation of digitally and accessible through a variety of channels, such
.141 which is defined as “never”. as free web content, digital devices, and paid subscription. It
comprises elements that may be utilized to construct and
The results of the responses to the checklist question distribute digital curriculum, including as text, images,
also drew attention to the fact that many participants lack audio, video, internet applications, and other elements
knowledge with regard to the full implementation of (Tatnall, et al., 2011).
HyFlex teaching and could not narrow down resources. For
example, some participants stated the following when asked Using a variety of digital tools, including mobile
which resources they felt were needed to successfully phones, desktop computers, smartboards, laptops, and digital
implement HyFlex learning opportunities at their institution: cameras, digital technology enables students and instructors
“I don't know what I would need as my experience is to connect with the curriculum (Purcell, Buchanan, &
limited” and “don't know enough about it to answer.” A few Friedrich, 2013).

Table 3 Digital Platforms/Teaching Tools Mostly Used


PLATFORMS/TOOLS MEAN STANDARD DEVIATION DESCRIPTION
Google (classroom, sites, forms, etc.) 3.4 .492 Always
Moodle 1.02 .141 Never
Zoom 1.75 .783 Sometimes
Google Meet 3.65 .479 Always
e-mails 2.81 .861 Often
Tiktok 1.78 .773 Sometimes
Facebook Page/Messenger 3.88 .383 Always
Youtube/ Online Videos 2.29 .656 Sometimes
Mobile Phone 2.99 .482 Often
Laptop/PC 3.64 .542 Always
GENERAL WEIGHTED MEAN 2.72 .559 Often
ADJECTIVAL DESCRIPTION (Tuan, 2017)
1.0 - 1.74 – Never, 1.75 - 2.49 – Sometimes, 2.50 - 3.34 – Often, 3.35 - 4.00 – Always

Teachers were very insightful regarding resources and frequency. As the data revealed, ‘learner-centered
support, identifying many assets, materials, supplies, strategies, interactive lecture- demonstration, and teacher-
measures, and staff that could assist them as they considered led discussion’ were mostly used by the teachers, described
how to implement HyFlex instruction in their specific as “always” with the highest mean rating of 3.45, and its
contexts. Many of the resources and support mentioned standard deviation was .575 accordingly. This group of
would address some of the major issues that have previously strategies always aids in establishing the learning goals
prevented adequate implementation of the instruction: towards the students’ skills, particularly those competencies
nonverbal communication in class (Stewart et al., 2011), needed to attain actual presentation such as reporting, small
poor communication between students and teachers, and group discussion, product demonstration, etc. The paper of
inequalities that favor online learners over in-person Hammond et al., (2020) is an investigation of the nature and
learners or vice versa (Popov, 2009; Moore et al., the value of asynchronous online discussion within small
2017). Given the participants' limited knowledge of the groups of learners. The paper goes on to argue that there is a
hyflex modality, the resources and support listed would particular educational value in a communicative approach to
also serve to provide feedback and ensure the highest an online discussion that draws both on knowledge gained
quality of instruction. from practical experience and theoretical insight.

Table 4 shows the most common pedagogical Only one category to the “often” description was the
strategies used in the teaching and learning process. As ‘random calling’ strategy which showed a mean of 2.76,
presented in the table, the results of this group of items have and a standard deviation of .933, this strategy implies that
lesser attention on the utilization of various strategies which the teachers allow students to think through an answer based
were generally indicated as occasional in terms of on the given questions during the class. Of course, the

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Volume 8, Issue 2, February – 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
teacher must give enough time to the students to think predictions whenever they throw questions before learning
critically so that they may be able to draw or create answers about the answer.
and express ideas relative to the given questions.
The results also divulged that the ‘Computer
The teaching pedagogies that were described as Simulations or Games, and Problem-Based Learning’ were
“sometimes” were ‘invention strategies, simulation the least commonly used in teaching strategies in various
activities, peer review writing, and concept mapping, delivery modes The results were described as “never” with
note-taking, drawing’. The initialpart has the highest rating the mean of 1.66 and 1.38 which means only a few of the
among this group which is shown with the weighted mean of respondents were using online gamification like Kahoot,
2.42, and its standard deviation was .794. Based on this Quizziz, Brainscape, etc., and solving complex problems
result, respondents claimed that the Invention Activities such as case studies, research proposals, and other
were occasionally practiced by the students to make challenging levels of learning activities.

Table 4 Pedagogical Strategies Mostly Applied in the Teaching and Learning Process
TEACHING STRATEGIES MEAN SD DESCRIPTION
Simulation Activities (dyad, brainstorming,debate, role-play, etc.) 2.38 0.528 Sometimes
Learner-Centered Strategies (small group discussion, reporting, journal
Always
reflective writing, etc.) 3.41 0.753
Invention Activities (students make predictions or attempt to answer
Sometimes
questionsbefore learning about the answer) 2.42 0.794
Computer Simulations and or Games 1.66 0.934 Never
(Videos, Kahoot, Quizziz, Brainscape, etc.)
Random Calling (allow students to think through an answer based on the
given questionsduring the class) 2.76 0.933 Often
Peer Review Writing (students evaluate eachother’s writing using a 1.54 0.688 Never
provided rubric)
Problem-Based Learning (students work ingroups to solve complex,
realistic problems, researching, Case Studies, etc.) 1.38 0.488 Never
Interactive Lecture Demonstration 3.45 0.575 Always
Concept Mapping, Note-taking, Drawing 2.34 0.781 Sometimes
Teacher-Led Class Discussion 3.34 0.536 Often
GENERAL WEIGHTED MEAN 2.47 0.701 Sometimes
ADJECTIVAL DESCRIPTION (Tuan, 2017)
1.0 - 1.74 – Never, 1.75 - 2.49 – Sometimes, 2.50 - 3.34 – Often, 3.35 - 4.00 – Always

According to the responses obtained from the Teachers were asked to assess their readiness for
respondents, there were benefits mentioned by the teachers teaching using HyFlex learning experiences in terms of their
after implementing the aforementioned strategies in the teaching approach by reflecting on and evaluating ten
classroom. The study's findings highlight the variety of competency statements presented in the survey. The rating
pedagogical approaches that instructors consider when used to assess their level of preparedness was the following:
designing their HyFlex classrooms. Some faculty members “Very Ready,” “Ready,” “Moderately Ready” or “Not
considered traditional asynchronous methods of engaging Ready.” The results of the survey indicated that most of the
with students online, such as the use of a Learning faculty members felt they were “ready” to 1) ‘achieve
Management System (LMS), but others deemed innovative mastery of the teaching and learning in a synchronous
approaches that would allow for synchronous online environment by becoming familiar with all materials,
collaboration, communication, and active learning through tools, and organization of the course environment’, 2)
inquiry-based approaches, virtual surveys, and video provide detailed feedback on assignments and exams, in a
sessions. These approaches are similar to the existing synchronous online format, through facilitation, guidance,
literature (Roseth et al., 2013; Bell et al., 2014). Based on directed learning, and progress assessment, 3)
the pedagogical approaches shared, it can also be deduced communicate as needed with in-person and online, 4)
that faculty members considered strategies to engage Encourage a safe, inviting, and respectful environment
learners outside of a specific class session in an by promoting netiquette guidelines, 5) communicate
asynchronous format using discussion boards and course goals and outcomes, 6) use features in the learning
prerecorded videos. Some of these pedagogical approaches management system’.
were covered in the literature and implemented by faculty
members who had previously designed and used HyFlex Additionally, teachers felt “moderately ready” to
instruction, with the goal of: a) creating a balance of didactic ‘respond to in-person and online students’ inquiries via
approaches, and b) making learners in both settings feel email or phone within 12 – 24 hours to guide students
included (Wang et al., 2017). towards a positive learning outcome’, to ‘design learning
activities, to ‘use different teaching methods in an online

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environment, and to create online course orientation and The results were generally described as “moderately
instructional videos. ready” which implies that most of the teachers are on the
average level in adapting the teaching approaches while
using various modes of teaching.

Table 5 Teacher’s Perception of their Readiness Towards Teaching Using Hyflex Instructional Modality
in Terms of Teaching Approach
TEACHING APPROACH MEAN SD DESCRIPTION
Achieve mastery of the teaching and learning in a synchronous online
environment by becoming familiar with all materials, tools, and organization of 3.13 0.800 Ready
the course environment
Respond to in-person and online students’ inquiries
via email or phone within 12 – 24 hours to guidestudents towards a positive 2.13 0.630 Moderately Ready
learning outcome.
Provide detailed feedback on assignments and exams, in a synchronous online
format, through facilitation, guidance, directed learning, and progress 2.75 0.833 Ready
assessment
Communicate as needed with in-person and online
students about course progress and changes viaemail, course announcements, etc. 2.64 0.772 Ready
Encourage a safe, inviting, and the mutually respectful synchronous online
environment by communicatingwith students in a positive tone and by promoting 3.04 0.243 Ready
Netiquette guidelines
Communicate course goals and outcomes using the
syllabus and course announcements at the beginningof the course for both in- 2.71 0.591 Ready
person and online students
Design learning activities that provide studentsopportunities for interaction 1.94 0.468 Moderately Ready
Use different teaching methods in an online environment and create online tests, 2.41 0.900 Moderately Ready
quizzes, etc.
Use features in learning management system in orderto manage time (e.g., online
grading, rubrics, school 2.36 0.811 Ready
calendar, etc.)
Create online course orientation, instructionalvideos/lecture videos for the 1.78 0.586 Moderately Ready
students
GENERAL WEIGHTED MEAN 2.49 0.664 Moderately Ready
1.0 - 1.74 –Not Ready, 1.75 - 2.49 – Moderately Ready, 2.50 - 3.34 – Ready, 3.35 - 4.00 –Very Ready

Table 6 manifested the overall participants did not large proportion of participants who felt moderately
respond "I am not ready" to any of the competency prepared to implement this HyFlex instructional modality
statements regarding their readiness towards the integration based on technology integration, they said that the training
of technology in teaching using HyFlex mode of delivery. they’ve received on Internet-based distance education is
As a result, participants received a mean score of 2.27 very limited.
for all competencies, indicating that they were not so
prepared to implement HyFlex learning with their students. The rest of the respondents perceived the integration of
technology as essential when dealing with the
Overall, teacher-respondents felt “moderately ready” communication process between students and teachers.
to address technology integration, based on the findings. For However, only four in the categories were rated as “ready”
those who felt moderately prepared to implement these to implement the full capacity of the orientation of
HyFlex competencies, the results show the exact opposite. A technology with regard to the teaching and learning process.

Table 6 Teacher’s Perception of their Readiness Towards Teaching Using HyflexInstructional Modality in
Terms of Technology-Oriented
TECHNOLOGY-ORIENTED MEAN SD DESCRIPTION
The teacher has access to various learning websites tonavigate additional 2.16 0.465 Moderately Ready
resources for the course
Consistency of internet connection is readily 1.9 0.798 Moderately Ready
available to conduct online classes
Competent in basic computer operations (e.g.,creating and editing documents) 2.52 0.785 Ready
Navigate within the course in the learning management system (e.g., Moodle, 2.54 0.610 Ready
Canvas, Google)
Share open educational resources (Web resources,games and simulations) 2.23 0.529 Moderately Ready

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ISSN No:-2456-2165
Use synchronous Web-conferencing tools (e.g., Google Meet, Zoom, Skype, 2.73 0.489 Ready
Adobe Connect, etc.)
Proficient in the application of Web-conferencingsuch as integration of activities
while using the 1.83 0.551 Moderately Ready
applications/platforms features
Use the Google Sites/e-portfolio as a tool for submission of projects, 2.24 0.911 Moderately Ready
assignments, quizzes, etc.)
GENERAL WEIGHTED MEAN 2.27 0.642 Moderately Ready
1.0- 1.74 –Not Ready, 1.75 - 2.49 – Moderately Ready, 2.50 - 3.34 – Ready, 3.35 - 4.00 –Very Ready

The findings of this study show that, despite many technology into the classroom is vital, and any shift to a
years of teaching experience, teachers are unfamiliar with digital curriculum should consider how ready instructors are
the HyFlex instructional format. Overall, teachers believe (Cuban, 2001). One of the key determining elements that
they are prepared to teach in a HyFlex form, but specific may influence teachers' usage of technology is their
competencies need to be adjusted and improved. preparation, and this has a substantial positive direct impact
Furthermore, instructors believed that HyFlex instruction on the integration of technology in education (Inan &
can incorporate a variety of pedagogical strategies. However, Lowther, 2009) cited in Al-Awidi, & Aldhafeeri, (2017).
significant support and resources are required before
designing and implementing a course for those who are The table below summarizes the mean score of
unfamiliar with this instructional format. teachers’ level of readiness for the implementation of the
hyflex mode of teaching. Generally, the result has an
Other researchers firmly support the idea of integrating average mean of 2.47, and a standard deviation of .642
technology in teaching and learning and that is a paramount which is clearly defined as ‘sometimes’ or ‘moderately
necessity to enhance students’ performance at par with ready’ in adjectival rating, and the level of readiness is
international standards. Technology in the classroom interpreted as LOW level based on the interpretation of the
necessitates a paradigm shift in teaching and learning. The mean score adapted from the study of Tuan (2017). Thus,
shift also has the greatest impact on teachers. The success of the results were deemed necessary to enhance the teachers’
this approach will depend on how teachers are well prepared level of readiness towards the implementation of the hyflex
to meet the new requirements for implementing the instructional modality to all dimensions of preparation as
curriculum. The role of teachers in the process of integrating specified in this study.

Table 7 Summary of the Mean Score of Teachers’ Level of Readiness for ImplementingHyflex Mode of Teaching
PEDAGOGICAL MEAN STANDARD ADJECTIVAL LEVEL OF
ENGAGEMENTS SCORE DEVIATION RATING READINESS
Digital Platforms/TeachingTools 2.72 .559 Often High
Teaching Strategies Applied 2.47 .701 Sometimes Low
Teaching Approach to HyflexMode of 2.49 .664 Moderately Ready Low
Instruction
Technology-Oriented on 2.27 .642 Moderately Ready Low
Hyflex Mode of Instruction
General Average ofWeighted Mean 2.47 .642 Sometimes/ Moderately LOW
Ready
1.0 - 1.74 – Very Low, 1.75 - 2.49 – Low, 2.50 - 3.34 – High, 3.35 - 4.00 – Very High

Kariyev et al., (2018) posited that the teacher's learning experiences that bring desired education
positive attitude towards the introduction of new outcomes”.
pedagogical technologies into his/her work, persuasion of
the necessity of using interactive methods for the Hence, if the integration of technology in school is
development of students’ creative abilities, an interest in appropriately demanded and continuous support is
improving the ability to use interactive teaching methods, adequately provided, then the teachers’ level of readiness for
and the teacher's awareness of the development of new the implementation of the HyFlex mode of teaching obtains
pedagogical technologies are the indicators of the high performance and a huge success for both teachers and
motivational component of the desired readiness. students.

Thus, the implementation of the HyFlex mode of IV. CONCLUSIONS


teaching needs preparations of technology-based teaching
and learning through technical support by the school’s top Based on the findings of the study, it can be
management. Capel et al., (1995) cited in the study of disclosed that the readiness level of the teachers in the local
Mokhothu (2015), mentions that “effective teaching and community college towards the implementation of the
learning depend on the ability of the teacher to create HyFlex instruction modality was necessary to take full

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Volume 8, Issue 2, February – 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
attention. It needs some improvements to practice and apply It is recommended that administrators should provide a
the pedagogical strategies and technological orientation stable internet connection in school so that teachers cannot
across all programs offered. Teachers’ full engagement in be distracted when online classes are ongoing. Besides, let
different approaches may become the core components to the teachers attend training and seminars on how to make
deal with the students’ positive learning outcomes and creative instructional materials, and how to make course
prolific sources of knowledge to achieve higher performance syllabi and activities aligned with the objectives and
and greater demand in various competencies. The findings outcomes of the course. Above all, it is also recommended
of the study were then interpreted below: that the school administrator must impose a production of
printed modular lessons or completely packed modules to
The majority of the respondents have not fully evaluate whether the teacher is really discussing the
adapted to face-to-face classes. Lesser number of teaching whole topic or not. The administrator also should give time
personnel utilized this modality, in fact, those who handled a ‘walk through’ or re-orientation of the teachers regarding
technical subjects were only required to do so. Thus, when the use of electronic learning approach and online teaching
respondents were asked what cyclical implementation plan strategies particularly to those newly-hired teachers who are
they had adopted, the results were only a few chose intervals not familiar with the integration of technology in the
of schedule in their actual classes. Hyflex and synchronous teaching and learning process.
online were commonly practiced by the teachers with the
use of Google forms/meet/classroom, and Facebook  Limitations:
Page/Messenger as a means of communication and/or The limitations of this study were that the survey
teaching and learning process. questions are not necessarily generalized the larger
population of teachers in the local community college. In
Limited exposure to various learning activities and gathering the data, part-time teachers were not included,
instructional resources leads to a low level of readiness in thus, only full-time teachers participated in this study.
terms of the application of teaching strategies during the Besides, the questionnaire is not enough to present a clear
adaptation of the HyFlex mode of teaching. Thus, teachers’ consensus on teaching performance and the teaching
engagement toward implementing HyFlex instructional personnel's readiness level with which the results depend
modality was rated as low. The integration of those only on the second semester for the Academic Year 2021-
strategies being presented stimulates interest and motivation 2022. If there are any changes in the administration, then
in the students in order for them to engage in various employees' job appointments may be affected. Therefore,
activities. the secondary data and the results of the problem presented
in this study are subject to any changes and fluctuations.
Relative to the teachers’ readiness perceptions,
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