scholarly journals Blended Learning: The New Normal Teaching - Learning Pedagogy Post COVID-19 Pandemic

2021 ◽  
Author(s):  
Rabiya Saboowala ◽  
Pooja Manghirmalani Mishra
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Professional Growth ◽  
Medium Of Instruction ◽  
Global Institutions ◽  
Female Teachers ◽  
Professional Needs ◽  
Learning Flexibility ◽  
Dependent Learning ◽  
Teaching Learning

Abstract The pandemic of COVID-19 has been declared a Public Health Emergency and is of International concern. In the 21st century, everyone is a global citizen. Keeping in mind that the teachers are powerful agents of change and caregivers for the next generation of scientists and doctors, their professional needs cannot be compromised due to the uncertainties that will occur post-pandemic. Sustaining safe school operations or reopening schools after a closure requires many considerations. Similarly, the professional growth of teachers of all types of educational institutions also needs reconsideration. The present situation (of the year 2020) in the world demands teachers and educators to adopt blended learning teaching practices. These practices will not just be for teaching but also for learning. There are several digital educational resources, such as the SWAYAM MOOCs and NPTEL courses are available for the teachers. Along with, many premium global institutions are conducting skill development webinars, short term courses, etc to train and better equip teachers with e-learning tools and technologies. The present study addresses the attitude of 313 teachers towards blended learning approach and its six dimensions viz. learning flexibility, online learning, study management, technology, classroom learning and online interaction as a strategy to meet their professional needs post COVID 19 pandemic era. The present study investigated the attitude of male and female teachers towards blended learning and its dimensions. Also, the study aimed to find the difference in attitude of teachers teaching in English medium institutes and those teaching in institutes having other languages like Hindi, Marathi, Telugu, Kannada, Tamil, etc as their medium of instruction. The results indicated that the attitude of male teachers is greater than that of female teachers with respect to online learning. Also, teachers teaching in English medium institutes have a positive attitude towards Learning Flexibility dimension of blended learning when compared to those teaching in institutes having other medium of instruction. There is a need for a paradigm shift in the education system to create and enable technology dependent learning environments post COVID-19 pandemic which will help in maintaining safety and enhance learning experiences not just for students but for teachers' professional growth.

scholarly journals Perception of In-Service Teachers Towards Blended Learning as the New Normal in Teaching-Learning Process Post COVID-19 Pandemic

2020 ◽  
Author(s):  
Rabiya Saboowala ◽  
Pooja Manghirmalani-Mishra
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Interaction Effect ◽  
Classroom Environment ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Global Pandemic ◽  
Study Management ◽  
Six Dimensions ◽  
Teaching Learning

Abstract Blended learning is the application of Information and Communication Technology in the instructional designs and processes in such a way that it can support and complement face-to-face delivery models effectively. It offers the teachers and the students to get access to information-rich resources anywhere and anytime. It also has the potential to ensure educational equity for all learners with complete transparency of rendering education to the community of learners. Today, blended learning has become the need of the hour looking into the aspects of global pandemic of COVID-19 and implementation of Education 4.0. The study consists of 313 in-service teachers from India belonging to various types of Educational Institutions. Simple random technique of sampling was used to collect data. The interaction effect of gender and teachers who have attended/conducted webinars/ workshops/ conferences/FDPs online or not on their attitude towards blended learning and its six dimensions viz. learning flexibility, online learning, study management, technology, classroom learning and online interaction was studied. Also, the interaction between the effects of highest educational qualification of teachers and teachers who have attended/conducted webinars/workshops/conferences/FDPs online or not on their attitude towards Blended Learning and its six dimensions was considered. Analysis for the testing research hypothesis was done using the IBM Statistical Package for Social Scientists (SPSS-26). The results indicated that there was an interaction between gender and teachers who have or have not conducted/attended webinars/conferences online towards blended learning and online learning dimension. Results also showed that based on the interaction effect of the highest qualification of the teacher and the teachers who have actually implemented teaching and learning through online line sessions varied in their attitude as far as study management and classroom environment was considered. Implementation of blended learning for professional growth of school teachers post pandemic will push the boundaries of learning by creating opportunities for collaboration of various educational societies throughout the globe, enhance constructivist learning and also help in following social norms set to fight against COVID-19.

scholarly journals Analysis of Student Readiness for Blended Learning Model Implementation in Industrial Era 4.0

2020 ◽  
Vol 4 (1) ◽  
pp. 48
Author(s):  
Firdaus Firdaus ◽  
Rifqi Muntaqo ◽  
Eli Trisnowati
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Student Attitudes ◽  
Negative Relationship ◽  
Technology In Education ◽  
Attitudes Toward Learning ◽  
Use Of Technology ◽  
Learning Flexibility ◽  
Study Management ◽  
Students Attitudes

<p>Information technology (IT) has provided a new means for online learning outside conventional classrooms. By using IT, blended learning is an approach that gives the best advantage from class and online learning. It is also help the higher education to improve their understanding of how students see blended learning and formulate strategies to successfully implement blended learning. The aim of this research is to examine how students' attitudes towards various aspects of learning which can influence their readiness to participate in blended learning. We provide six aspects of learning and then collect 85 students as respondent. The analysis revealed three main findings. First, the use of technology in education is not an obstacle for students. Second, the ability to follow blended learning are influenced by four things namely attitudes toward online learning, study management, online interaction, and learning flexibility. Third, attitudes toward learning in class have a negative relationship with students' readiness to participate in blended learning. The last, student attitudes towards various aspects of learning can be important in assessing students' readiness for blended learning, which is a prerequisite for the successful application of blended learning.</p><p><em> </em></p><p><strong>Keywords</strong>: Blended learning, industry 4.0, student attitudes</p>

scholarly journals Perception towards online/blended learning at the time of Covid-19 pandemic: an academic analytics in the Indian context

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ritimoni Bordoloi ◽  
Prasenjit Das ◽  
Kandarpa Das
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Social Constructivism ◽  
Open Educational Resources ◽  
Bring Your Own Device ◽  
Statistical Tool ◽  
Content Type ◽  
Academic Analytics ◽  
To Come ◽  
Teaching Learning

PurposeDuring any crisis situation like a pandemic, war or natural disaster, online/blended learning could meet the academic needs of the learners in a bigger way. The use of information and communication technology (ICT)-based technologies has converted the entire teaching pedagogy to a learner centred pedagogy, following which the skills of using technology are to be seen as the most essential qualifications on the part of both the teachers/educators and learners. Therefore, the purpose of this paper is to understand the perceptions of the teachers and learners regarding the use of online/blended learning modes in teaching learning transactions. Another purpose of the paper being to find out the prospects and challenges of providing online/blended learning in a country like India, particularly during and in post-Covid-19 situations.Design/methodology/approachThe academic analytics approach was used for the study. A structured questionnaire was designed in Google Forms covering the perceptions of the teachers and learners in different Indian universities and colleges regarding online/blended services and analysis was done using Google Analytics. Further, analysis of the data received had been done by using simple statistical tool like percentage.FindingsBlended learning could be the solution for providing education in the context of the 21st century India. However, unlike in case of the conventional education, open education has widened the scope of learning adhering to the motto – “Bring your own device” to learn. The extensive use of open educational resources, massive open online courses, social media and meeting apps during the Covid-19 lockdown, has opened up the minds of the knowledge-hungry people, further enabling them to receive the necessary educational inputs, training and skills even during the current pandemic situation. This is going to have a big impact in the ways of educational transactions in the days to come.Research limitations/implicationsThe discussions in the paper are limited to a study of representative states of India, and it is a general study only. The sample size was limited to only 120 as the response rate was significantly low compared to the number of addressees to whom the questionnaire was sent.Practical implicationsThis study will help in understanding the present state of online/blended learning in a country like India. The use of online learning was no doubt intensified by the sudden outbreak of the Covid-19 Pandemic. However, the study will also help in preparing a roadmap, at the policy level, regarding the beneficial use of online/blended teaching learning models both by the teachers and learners during any future crisis-like situations in a country like India.Social implicationsThrough this paper, a new social constructivism has been visualised to know the acceptability of online/blended learning opportunities on the part of the teachers and learners across India. If that social constructivism can actually be realised through the benefits of online learning, India might emerge as one of the important leaders of education in the coming days. To that extent, the Covid-19 pandemic can be seen as a blessing in disguise.Originality/valueIt is important to examine the perceptions of both teachers and learners on the use of online learning in their regular curriculum transactions most particularly when the whole world is facing the brunt of the Covid-19 pandemic, which has adversely affected millions of learners across the world. The paper is original because it explores the current state of online/blended learning in a developing country like India to provide a practical and realistic vision of a new way of learning in the post-Covid-19 situations.

scholarly journals Embracing Blended Learning Approach for Professional Growth of in-service School Teachers Post Pandemic of COVID-19

2020 ◽  
Author(s):  
Rabiya Saboowala ◽  
Pooja Manghirmalani-Mishra
Keyword(s):  
Blended Learning ◽  
Rural Areas ◽  
Urban Areas ◽  
Professional Growth ◽  
Learning Approach ◽  
School Teachers ◽  
Professional Development Training ◽  
Six Dimensions ◽  
Teaching Learning ◽  
The Impact

Abstract The impact of the pandemic has been felt through all sectors of the global society including the field of education. The pandemic is a strong indication of the fact that things will not be the same as they were before. Similarly, the educational institutes that were working regularly would also undergo a change in the methodologies that they will adopt post-pandemic. Many research scholars and educationalists believe that a blended learning approach will become a reality as a dominant pedagogy for the teaching-learning process. The current situation demands a proactive strategy where not only students but teachers are also considered as learners while talking about their professional growth through seminars, conferences and refresher courses. The present study lays emphasis on embracing the blended learning approach in professional development training courses for school teachers which will provide an opportunity to inculcate educational programs across disciplines in Indian as well as global communities. The study consists of 169 in-service school teachers from India. Simple random technique of sampling was use to collect data. The attitude of school teachers towards blended learning and its six dimensions viz. learning flexibility, online learning, study management, technology, classroom learning and online interaction was studied. Also, the effect of gender and location of educational institutes where they teach was considered. Analysis for the testing research hypothesis was done using the IBM Statistical Package for Social Scientists (SPSS-26). The results indicated that both male and female teachers have similar attitudes towards blended learning but their attitudes varied while considering the six dimensions. Also, it was found that school teachers teaching in urban areas had a more positive attitude towards blended learning and its dimensions as compared to those teaching in rural areas. Implementation of blended learning for professional growth of school teachers post pandemic will push the boundaries of learning by creating opportunities for collaboration of various educational societies throughout the globe, enhance constructivist learning and also help in following social norms set to fight against COVID-19.

scholarly journals Blended Learning: A Combination of Traditional and Online Teaching Learning

2021 ◽  
pp. 222-225
Author(s):  
Krishna Kulin Trivedi
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Process ◽  
Online Teaching ◽  
Hybrid Learning ◽  
Traditional Classroom ◽  
Classroom Teaching ◽  
Learning Method ◽  
Traditional Classroom Teaching ◽  
Teaching Learning

Blended Learning also known as hybrid learning is a teaching learning process which is a combination of both the online teaching learning and traditional classroom teaching learning. Due to the Covid-19 Pandemic the sudden and unplanned rise to digitalization and ICT enabled learning, there is an increase in demand of online learning. In the academic fraternity and students there is an increase in demand and acceptance of ICT enabled learning thus, Blended learning also known as Hybrid learning a combination of traditional and online teaching learning is the best method integrating technology along with the traditional classroom teaching learning method. This research paper discusses about the blended learning, its advantages and its disadvantages.

scholarly journals Readiness of In-service Teachers Toward a Blended Learning Approach as a Learning Pedagogy in the Post-COVID-19 Era

2021 ◽  
pp. 004723952110152
Author(s):  
Rabiya Saboowala ◽  
Pooja Manghirmalani Mishra
Keyword(s):  
Blended Learning ◽  
Learning Approach ◽  
Development Programs ◽  
Male And Female ◽  
Female Teachers ◽  
Entire World ◽  
Six Dimensions ◽  
Teaching Learning ◽  
The Impact ◽  
Best Fit

The impact of the coronavirus disease 2019 (COVID-19) pandemic has traumatized the entire world. COVID-19 has prompted experts to rethink the suitable pedagogies of teaching–learning that will prove to be sustainable with the global health crises going on. Blended learning is one of the models proposed by various educationalists and research scholars that appears to be a viable and best-fit solution for educational institutes for at least a period of a few months postpandemic. This study investigates the readiness of in-service teachers considering them as learners toward blended learning and its six dimensions. The results indicated that there existed a correlation among the six dimensions of blended learning while considering the readiness of in-service teachers toward blended learning. In addition, the results indicated that both male and female teachers and teachers who have and have not attended/conducted webinars/lectures/Faculty Development Programs online have had no difference in their readiness toward blended learning.

scholarly journals Prospects of Blended Learning Implementation at FPT University Can Tho, Vietnam

2021 ◽  
Vol 5 (3) ◽  
pp. 43-53
Author(s):  
Van Thi Hong Dao ◽  
Quan Hoang Minh Do ◽  
Anh Mai Pham ◽  
Tram Thi Ngoc Van ◽  
Truc Thi Thanh Nguyen
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Binary Logistic Regression ◽  
Mixed Method Research ◽  
Positive Attitudes ◽  
Learning Barriers ◽  
Research Findings ◽  
Learning Flexibility ◽  
Students Attitudes ◽  
Higher Institutions

Drawing on the evaluations of students’ attitudes toward learning aspects the mixed-method research aims to examine the prospects of Blended Learning at FPT University in Can Tho. Four hundred sixty-seven students partook in the study by providing answers for a 30-item questionnaire with open-ended questions. The results showed that most students have positive attitudes towards factors constructing their Blended Learning adaptability, including (1) Study Management and Online Learning, (2) Classroom Learning, and (3) Learning Flexibility. The results of Binary Logistic Regression also clarified the good promise of Blended Learning implementation and the discovery of other concerns that hindered informants’ willingness, namely Worriment about Learning Effectiveness, Online Learning Barriers, and Learners’ Ego. The research findings served as a reference for FPT University and other higher institutions to better grasp how students perceive Blended Learning to develop strategies for successful practices.

THE FEATURES OF ORGANIZING BLENDED LEARNING USING LMS MOODLE

2018 ◽  
pp. 43-50 ◽  
Author(s):  
E. V. Karmanova
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Online Training ◽  
Educational Process ◽  
Learning Technology ◽  
Full Time ◽  
Educational Organizations ◽  
Teaching Materials ◽  
The World

The technology of blended learning is one of the modern trends in education both in the world and in Russia. The article explores the various possibilities of blended learning technology. As a means of implementing online learning, it is proposed to use LMS Moodle, which is widely used among educational organizations. The categorization of the main elements of Moodle from the perspective of the organization of pedagogical control, forms of presentation of teaching materials is presented. Examples of the use of basic resources and elements of Moodle in the educational process are given. The interactive properties of individual elements those allow you to more effectively implement online learning in blended learning technology are revealed. An approach is proposed to understand the essence of blended learning technology as a technology that allows to activate a student’s activities in the framework of full-time education by using online training and transferring (from full-time education) those activities that students are able to implement in the absence of a teacher.

scholarly journals Embedding Formative Assessment in Blended Learning Environment: The Case of Secondary Chinese Language Teaching in Singapore

2021 ◽  
Vol 11 (7) ◽  
pp. 360
Author(s):  
Kwong Tung Chan
Keyword(s):  
Blended Learning ◽  
Formative Assessment ◽  
New Technology ◽  
Chinese Language ◽  
Language Assessment ◽  
Local Context ◽  
Assessment Literacy ◽  
Challenges And Opportunities ◽  
Lesson Delivery ◽  
Teaching Learning

The fast global spread of COVID-19 has resulted in the mass disruption of teaching, learning, as well as assessment, in mainstream schools in Singapore. Teachers were caught unprepared and this jeopardised the quality of classroom delivery and assessment. The Ministry of Education has since shifted to an online asynchronous mode of teaching whilst attempting to keep the face-to-face method of lesson delivery, to which it is called ‘blended learning’ (BL) in the local context. Besides being propelled to learn and use new technology tools for online lessons, teachers also need to quickly explore to embed formative assessment (FA) in the new BL environment to substitute traditional classroom assessment. In this context, I argue that teachers’ language assessment literacy (LAL), pedagogical content knowledge (PCK) and e-pedagogy are vital to the success of embedding FA in BL. Following, I also describe some tentative predictions for future challenges and opportunities of embedding FA in the BL environment of secondary Chinese Language (CL) teaching in Singapore. On this basis, I discuss the ways in which current conceptualisations of language assessment literacy will need to shift in response to these challenges. Finally, I make some recommendations for practice based on this argument.

Sign in / Sign up

Export Citation Format

Share Document