From Perspectives to a Framework: The Bicol University General Education Large Classes

Abstract

In an era of relentless and unprecedented challenges, clinging to stagnant educational models is a disservice to future generations. Academic institutions must innovate to stay relevant. This study explored the experiences of Bicol University (BU) students in large, blended learning General Education Courses (GEC), focusing on the face-to-face component. The research investigated the challenges students faced and how their learning was affected. A descriptive qualitative design was employed, using survey data from GEC students. The study site includes all the Bicol University Colleges in Daraga, East, and Main Campuses.  Using Cochran’s Sampling Method with a 20% attrition rate, 585 students participated in the conduct of the study. Findings revealed that note-taking and active listening were common practices in face-to-face sessions, indicating active engagement. Clear instructor communication and subject matter expertise were crucial for student success. Conversely, excessive workloads and classroom disruptions hindered performance. A new learning model, the Higher Education Institution General Education Students’ Engagement and Performance (HEI-GESEP) Model, was developed. This model comprises four key components: Effective Teaching Strategies and Clear Communication (Foundation), Active Learning and Engagement Strategies (Application), Supportive Learning Management (Reinforcement), and Performance Management through Workload Flexibility and Feedbacks (Sustainability). These findings have important implications for BU and similar institutions. The emphasis on notetaking and listening highlights the instructor's role in engaging lectures. The impact of instructor communication and expertise underscores the need for faculty development. The negative impact of workload and disruptions necessitates careful course design and classroom management. The study recommends that institutions invest in faculty development focusing on effective communication, active learning, and classroom management. Curriculum design should consider workload. Strategies for minimizing disruptions, such as clear expectations and technology use, should be implemented. Further research should evaluate the HEI-GESEP model and explore the optimal balance of online and face-to-face learning in blended environments.