American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: Editor-in-chief: Ratko Pavlović
Open Access
Journal Browser
American Journal of Educational Research. 2016, 4(4), 302-306
DOI: 10.12691/education-4-4-2
Open AccessArticle

Optimizing Classroom Instruction through Online Instructional Delivery Technique

Elen Mae M. Apostol1, Abegail M. Apolonio1, Bonifacio R. Jose Jr.1, Eleanor G. Garingan2 and Romiro G. Bautista3,

1Bachelor in Elementary Education Student-Researchers, College of Teacher Education, Quirino State University, Philippines

2Research Writing Professor, College of Teacher Education, Quirino State University, Philippines

3Research Adviser, College of Teacher Education, Quirino State University, Philippines

Pub. Date: March 25, 2016

Cite this paper:
Elen Mae M. Apostol, Abegail M. Apolonio, Bonifacio R. Jose Jr., Eleanor G. Garingan and Romiro G. Bautista. Optimizing Classroom Instruction through Online Instructional Delivery Technique. American Journal of Educational Research. 2016; 4(4):302-306. doi: 10.12691/education-4-4-2


This study presents the pedagogical advantages of online instructional delivery technique in optimizing classroom instruction. Using the One Group Pretest-Posttest Design of the Pre-experimental Designs to 43 senior Bachelor of Elementary Education students, the following are forwarded: the respondents were social butterflies; the respondents were generally satisfied with the integrated online learning sessions in their classroom activities; all of the respondents vouched that the embedded online learning tools in their classroom learning were very advantageous; students’ successes in using online learning tools were found dependent to their indulgence and prior experiences in online learning; and much of the respondents said that they benefited from their online learning experiences.

online instructional delivery technique educational technologies synchronous and asynchronous e-learning modality

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit


[1]  Bautista, RG (2012). Reconstructing classroom instruction though online instructional delivery technique. Journal of Education and Practice, 3(9), 104-111.
[2]  Bautista, R.G. (2013). The reciprocal determinism of online scaffolding in sustaining a community of inquiry in Physics. Journal of Technology and Science Education, 3(2), 89-97.
[3]  Schmidt, K. & Brown, D. (2004). Considerations for embedding on-line components into traditional classroom environments. Journal of Industrial Teacher Education from
[4]  Sanders, D. W., & Morrison-Shetlar, A. (2001). Student attitudes toward web-enhanced instruction in an introductory biology course. Journal of Research on Computing in Education, 33(3), 251-261.
[5]  Shea, P.J., Swan, K., Fredericksen, E.E & Pickett, A.M. (2002).Student satisfaction and reported learning in the SUNY Learning Network. In J. Bourne & J. C. Moore (Eds) Elements of Quality Online Education. Volume 3. Olin and Babson Colleges: Sloan Center for Online Education.
[6]  Anderson, T. & Elloumi, F. (2004). Theory and Practice of On-line Learning. Athabasca University. Canada
[7]  1998 World Declaration on Higher Education for the 21st Century: Vision and Action, and Framework for Priority Action for Change and Development in Higher Education. October 9, 1998.
[8]  Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. New Jersey: Prentice Hall.
[9]  Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
[10]  Lave, J. (1988). Cognition in Practice: Mind, mathematics, and culture in everyday life. Cambridge, UK: Cambridge University Press.