Abstract:
This qualitative study delves into the lived experiences and perspectives of students, teachers, and administrators in K-12 blended learning environment. Employing a phenomenological research design, in-depth interviews and focus group discussions were conducted with a purposive sample of 120 participants. Data analysis followed an iterative thematic analysis approach, revealing a diverse range of voices and narratives. Students expressed mixed emotions, acknowledging the benefits of flexibility and personalized learning while also highlighting challenges such as self-discipline and limited face-to-face interactions. Teachers shared insights into effective instructional strategies, emphasizing interactive online activities and flipped classroom models. Administrators emphasized the importance of data privacy and security, as well as equitable access to technology. The study contributes valuable insights to the existing literature, informing practitioners and policymakers about the opportunities and challenges of blended learning in K-12 education. This knowledge can guide evidence-based strategies and initiatives for its effective implementation. Edgar R. Eslit.
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