With some updates to the Conduct of Blended Learning guidelines, De La Salle University-Dasmariñas is now prepared to welcome students for the new semester.
Increasing the on-site modality ratio to 75:25 from the previous 50:50, the University aims to create a comprehensive framework for blended learning that highlights meaningful on-site engagement supported by digital flexibility.
“We will continue to use a blended model. We will not revert to non-blended methods. The benefit this time is that teachers have the flexibility to set their schedules without being limited by a fixed timeline,” Vice Provost for Academics Dr. Mary Felidora Amparo said in an interview.
She emphasized that this now challenges teachers to be more creative and to maximize student collaborations and interactions onsite. She also clarified that onsite activities are not limited to classroom lectures but include other tasks such as video production, field research, or assignments related to assessments, like the on-campus exhibits organized by multimedia arts and architecture students.
“We want to be faithful to the definition of blended learning, which refers to the modality, not the time. Blended means the combination of various learning methods—traditional classroom discussions, fieldwork, organizing events, and the use of digital technology like the Schoolbook,” she explained.
She mentioned that one challenge for teachers is developing modules that address students' mental health.
In a separate interview, University Provost Dr. Christian George Francisco highlighted the five core pillars of success in Lasallian education: teaching and learning, research and innovation, extension and service learning, internationalization, and student support programs.
“Through these pillars, we not only strengthen our academic excellence but also ensure our graduates are globally competitive and socially responsible. This comprehensive approach allows us to evaluate our impact as a leading higher education institution, both locally and globally. Ultimately, these areas demonstrate our enduring commitment to holistic development, ensuring that our mission remains relevant and transformative in an ever-changing global educational landscape,” he said.
FAQs
No. The new learning modality requires at least 75% on-site delivery and no more than 25% online.
Yes. The University Student Government president is a member of the Council of Deans that reviewed and revised the existing policy on CBL.
CMO 16 Series 2022 supports a 50:50 split between online and onsite class schedules. The CMO describes this 50% rule as hybrid learning. It enabled us to address the classroom shortage while ensuring that learning continues.
As the country moves away from the pandemic experience, CHED released CMO 4 Series 2023, which explains the need to adjust how we use flexible learning. It defines flexible learning as, “50% of courses in private HEIs are delivered onsite, while another 50% using onsite and online modality.” It’s a shift from time sharing to course distribution, meaning to use flexible learning, the University needs to revise the curriculum, identifying courses using fully onsite and courses using a combination of onsite and online, e.g., Kursong Rizal is onsite/online, while professional courses are fully onsite.
The shift from 50% Rule to more in-person engagements is the University’s way of addressing the following:
- With the release of the CMO 4 Series of 2023, the 50% Rule of the CMO 16 Series of 2022 no longer applies.
- Excessive online classes resulting from indiscriminate suspension or transition to online formats by the LGU. While online learning offers flexibility suited to a monsoon-prone country, over-reliance on it has compromised the quality of education and academic support from teachers, due to a lack of in-person social interactions and connections.
- In-person consultations with teachers on lessons, assessments, and grades.
The shift aims to improve the learning experience through in-person social interactions, fostering collaborative problem-solving, meaningful dialogue, and social-emotional growth. This involves balancing digital pacing with active teacher-student engagement to build a vibrant classroom community.
- Classroom discussions
- On-site and on-campus exhibits, e.g., Multi-Media Arts, Architecture
- Alternative classes: Student’s Week (3hrs), Lasallian Mission Festival (3hrs) and Research Week (3hrs)
- On-site, off-campus educational tours, seminars, etc.
- Summative Assessments
- Selected days for asynchronous classes (teachers are selecting the asynchronous days)
- Independent Learning Days
No. There will no longer be Sustainability Week. Sustainability Week was a shift from Synchronous Week. We can include lessons on sustainability as often as needed during classroom discussions and in online modules.
Teachers are encouraged to prioritize "Active" over "Passive" time. On-site hours should focus on activities that involve direct social engagement.
A minimum of three (3) and a maximum of five (5) combined onsite and online enabling assessments must be administered for each term. The department will decide the exact number of assessments. Only one (1) enabling assessment is given in a week.
The university follows the CBL protocol for disaster-resilient education to minimize the effects of natural and human-made disasters on learning.
Due to the compressed schedule, the special term (June to July) will be conducted entirely onsite.
