Home⇛NRCP Research Journal⇛vol. 24 no. 2 (2025)

Instructional Quality in a Blended Teaching and Learning Approach and Its Dimensions: A Literature Review

Maria Teresita B. Dalusong | Valentin Dones Iii | Maria Elizabeth Grageda

Discipline: Education

 

Abstract:

The integration of technology in Health Professions Education with the evolving student and teacher profiles led to innovations in teaching and instructional practices. Quality standards and evaluation criteria should be revisited to verify if they reflect the changes and innovations adapted in Higher Education Institutions (HEI). This paper reviews literature to define multiple dimensions of quality instructional delivery within the technology-enhanced context of blended teaching, including 1) teacher quality, 2) course design, 3) instructional guide, 4) course orientation, 5) content delivery, 6) active learning, and social interaction, 7) assessment and feedback, 8) learning platform, 9) teacher’s presence and support, 10) virtual and classroom management, 11) technology usage, 12) learning management system, 13) technical support and institutional support. The paper examines these key indicators for blended teaching which are crucial for faculty development. Quality instructional delivery is the most appropriate and adequate teaching practice that involves interaction and promotes learning.



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