BLENDED LEARNING EFFECTIVENESS: COLLEGE STUDENTS’

PERCEPTIONS AND EXPERIENCES DURING THE POST-COVID-19 ERA

 1. INTRODUCTION

1.1 Rationale

Nearly all nations and territories have been impacted by the global COVID-19

pandemic outbreak. Strategies for lockdowns and homebound behavior have been

implemented as the necessary response to flatten the curve and stop the spread of

the illness (Sintema, 2020). As UNESCO (2021) announced the temporary closure of

educational institutions worldwide, more than 91% of students were affected

(UNESCO, 2021). Therefore, the university education system had to be rapidly

transformed to assure the continuity of the education process. This has led to the

transformation of traditional learning environments into online learning scenarios,

requiring teachers and students to acquire digital skills and competencies, implying

the continuous implementation of educational innovations.

The experience during the pandemic has provided progress in the

implementation of virtual education, highlighting the importance of creating flexible

and versatile learning environments. In this time of post-pandemic period, the

education system is now a combination of traditional face-to-face teaching and

online learning, known as blended learning. Blended learning is one of the models

proposed by various educationalists and research scholars as a viable and best-fit

solution for educational institutes for at least a few months after the pandemic. The

rapid adoption of blended by institutions, as well as the widespread use of digital

technologies for course redesigns and pedagogical transformations, has created

significant challenges for both students and academic communities (Rendon et al.,

2022).
 These discussions have had a significant impact on our understanding of the

effects of emergency use and the incorporation of online and other types of

digitalized learning as well as lectures on the role of university professors and post-

pandemic higher education. However, there has been a far less scholarly focus on

the role that technology-enabled online course delivery can play in students'

perceptions and learning experiences (Peimani & Kamalipour, 2021). (Sumpayan og

research gap & urgency of the study)

1.2 Review of Related Literature

The primary aim of this chapter is to present different literature that is related to this

study. The literature in this chapter aims to elaborate on the effectiveness of blended

learning on the perception and experiences of college students during the post-

COVID-19 era.

1.2.1 Blended learning

The term "blended learning," also known as "technology-mediated

instruction," "web-enhanced instruction," or "mixed-mode instruction," refers to a

form of teaching that mixes online educational resources and possibilities for online

interaction with traditional classroom techniques. As means of instructional

information distribution, new technologies have played a significant role. Distance

learning has become the characteristic innovation of the last decade, which is

sometimes understood by scientists as a way of learning process implementation

that involves using modern telecommunication and innovative technologies that

make studying in distance without personal teacher-student contacts possible (Syvyi

et al., 2022).
 In the research conducted by Sankar, J. P., Kalaichelvi R., Elumalai, K. V.,

and Alqahtani, S. M. S., (2022), Blended learning needs the effective use of

technology, learner characteristics, and participants' commitment. Computer

competency, social support, family support, workload management, age, gender,

and attitude play a vital role in blended learning in higher educational institutions.

Students must take greater responsibility for their behaviors for blended learning to

be successful. Students have the opportunity to explore a subject through

experiential learning.

A platform for promoting more interaction between students is provided by

blended learning. Now that we have access to modern resources and technologies,

we can customize the learning experience for each student. Blended learning seeks

to generate a harmonious and coherent balance between Face to face human

interaction and online access to learning by considering students’ and lecturers’

attitudes and aptitudes. Blended learning, therefore, remains an imperative concept

in universities as its complete focus is concerned with the optimum combination to

achieve the most effective learning and teaching experience (Ju and Mei 2018).

1.2.2 Post-COVID Era

The pandemic forced extraordinary social isolation and safety measures. The

education sector is one area where COVID-19 has undoubtedly resulted in

significant improvements. The COVID-19 pandemic undermined the majority of

existing practices, except for specific online providers such as The Open University,

and forced the teaching and learning experience to change unpredictably and rapidly

(Nerantzi, 2020).
 In research from Sankar (2022), the emergence of the COVID-19 pandemic

has required educators and students across all levels of education to rapidly adapt to

online learning. In other cases, instruction was offered using a combination of remote

delivery and face-to-face: that is, students can attend online or in person (referred to

as the HyFlex model4). The impact of this — and the developments required to

make it work — could permanently change how education is delivered.

1.2.3 Learners go through

Learning is made available to everyone by utilizing a virtual environment.

There would be no requirement for a student to attend classes or training at a set

location as they could access their classrooms from anywhere. Students may

respond favorably to elements of virtual learning such as more comfortable learning

environments, or efficient time utilization via the repeatability of video content either

on the university’s systems, or youtube (Mishra et al., 2020; Shim & Lee, 2020).

The study conducted by Ma, J. (2019), shows that Students often experience

information overload in blended learning courses. As accessing information becomes

easier and easier, many teachers prefer to share online supplementary materials

and background information with students. However, it is also difficult for students to

understand an issue and make decisions effectively when they receive too much

information. too much information is a significant barrier to using blended learning.

Also, according to new research In India, anyone who lacks sufficient

computer abilities will probably find blended learning approaches difficult. Many

teachers have difficulty understanding technology. Even students who aren't

exposed to such technologies have reported feeling isolated, thus experiencing a

negative impact on their learning. Many schools have also reported that
incorporating blended learning proved to be costlier than the traditional method. In

many institutions, funds are insufficient for the development of a Learning

Management System (Ravi, 2022).

Christian (2019), stated that students who take blended courses are exposed

to more distractions than in face-to-face classes. Social media and domestic duties

typically divert attention, so whether they are working on their modules or in an

online class, they are frequently stopped by these distractions. This results in poor

academic performance.

On the other hand, Blended learning has also allowed students to experience

a comfortable transition from fully online to face-to-face teaching, making them feel

confident about their existing health situation. It was also favorable for students with

mobility problems or disabilities as they were no longer obliged to travel to the

university to receive the teaching, and this did not affect their learning process

Research Objectives

This study is conducted to be fully aware of the effectiveness of blended

learning to college students during the post-COVID-19 era. Specifically, the study is

conducted to seek answers to the following objectives:

1. To understand the perceptions of college students regarding the use of

blended learning.

2. To find out the prospects and challenges of providing blended learning to

college students.
3. To propose the measures to be undertaken for providing quality blended

learning models in post-Covid-19 situations so that an appropriate pedagogy can be

adapted to College Students.

SIGNIFICANCE OF THE STUDY

General Contribution

This study was done to support the claim that blended learning allows college

students to advance at their own pace and creates a classroom where all sorts of

learners' requirements can be satisfied. Additionally, keeping pupils interested,

excited, and motivated aids teachers in being more productive and achieving more

with their students. It can encourage more in-depth learning, lower stress levels, and

boost student satisfaction. Teachers can interact with their pupils more. Blended

learning gives students more opportunities to interact with their professors and

teachers. They can communicate with one another via email, program progress

updates, or message boards. Several efficient ways for teachers and students to

interact with one another more effectively are supported by this learning style.

This change in the relationship will ultimately be advantageous for both sides.

Students used to dislike the long lectures and dull seminars that made up their

academic day. Now, teachers can keep track of their student’s progress while

allowing them to ask more questions and learn more. They now discover that

learning can be more enjoyable and incredibly beneficial for everyone involved. The

future of education may be influenced by an entire generation of students who

realize that blended learning can be enjoyable. If students have a pleasant

experience with learning during their formative years, they may be more likely to

seek further education. Fun is one of the numerous advantages of blended learning

that shouldn't be underrated.

 It can be difficult to alter the norm of conventional teaching methods, especially

for seasoned teachers. The new blended learning environment does have some very

advantageous features, though. Learn what your pupils might be missing if you don't

use this teaching strategy. Appropriately using all the technology in a modern

classroom ultimately benefits both students and teachers.

For its end users, blended learning transforms the learning process and offers

comprehensive knowledge. Learning is made available to everyone by utilizing a

virtual environment. With blended learning, a student can access their classrooms

from anywhere at any time while still receiving the advantages of face-to-face

support and instruction. This eliminates the need for them to attend classes or

training at a set location.

Specific Contribution

Better communication

Everyone has been exposed to different types of false information as a result of

the pandemic, which has also engendered some degree of dread and terror. In

addition to having the capacity to promote the continuation of students' academic

learning after the closure of the school, digital devices like radio and television have

also demonstrated this potential. They served as a timely reminder of the value of

such platforms for general knowledge, education, and culture, particularly for pupils

without access to computers or mobile devices. Future communication channels

between students, teachers, and parents can be kept open with the use of such

affordable instruments. To increase parental and caregiver understanding of the

learning programs being implemented and how to access them, it is crucial to

emphasize the value of learning continuity. It has been welcomed to use online tools

like Microsoft Team, Google Classroom, Canvas, and Blackboard to engage in a

variety of instructional forums and group communities.

Increased Access to Learning

The possibility for increased learning access is increased via blended learning.

Students from a wider range of locations can benefit from the expanded access to

learning. The possibility of remote learning within blended learning expands access

to learning, particularly for higher education. By including students with special

needs, technologies such as text-to-speech or some of the accessibility options in

core software will make education more inclusive. Giving them more resources and

training opportunities to advance their knowledge and abilities, gives instructors

more power. To provide educational resources in various circumstances, educators

can draw from a wide range of sources. By developing online tools, they may

concentrate more on adjusting their in-person instruction to the needs of their pupils.

Additionally, there are ways for students to learn more quickly and the opportunity to

take charge of their education. Projects that combine learning outside of the

classroom and hands-on experience can inspire pupils, according to teachers.

Preparing Students for a Tech-Oriented World

Virtually every element of our life has been transformed by technology. This makes it

essential for students to adjust to a world that is changing quickly. Teachers can
more effectively prepare their pupils for their jobs and professional life by

incorporating technology into the classroom. Students can develop desirable skill

sets for the future with the use of blended learning. Moreover, it aids them in

carefully navigating the informational virtual environment. With the opportunity to use

new hardware and software through blended learning, students can become more

prepared for their future ambitions. Students can better handle uncertainty and adapt

to the rapidly changing world in a teaching setting that emphasizes technology.

Engaging and interactive learning is produced through a combination of expert-led

on-demand technology-driven communications and teaching methodologies.

The future of the education industry has a lot of potential for the blended learning

approach. Particularly during the post-pandemic moment, when it is so important for

all kids to have access to learning. Due to the many chances it presents, this form of

learning has become a well-liked strategy in the global educational community. It

supports a variety of teaching methods, making it appropriate for various types of

students in the classroom. The abundance of online resources is available to

students everywhere and at any time. Since they can study them at their own pace,

learning will be more engaging. The channels of communication between students,

teachers, and parents are improved via a variety of internet platforms. Students can

collaborate using online resources, which lowers geographical obstacles.

Assessments on digital platforms enable immediate feedback possibilities and

simple grading.

Due to all of these elements, technology is a crucial component of the teaching

and learning process. The difficulties that result from this include not having access

to the required infrastructure and technologies. The learning curve will be hampered

by teachers and pupils who have a high level of technical savvy. Teachers need to
be prepared to successfully integrate new technologies into the classroom, and they

should also be adaptable and flexible to accommodate novel teaching strategies.

Blended mode learning is more individualized, engaging, and collaborative thanks to

all of these variables working together.

Using multiple modalities dramatically reinforces engagement, learning, and

retention. Numerous studies demonstrate that combining diverse activities with more

passive study improves learning for the majority of people. For example, threaded

discussions, video conferences, and internal social media platforms can all be used

to exchange and compare knowledge as well as to encourage and show how well

newly acquired abilities are applied in the workplace.

To fill in any knowledge gaps left by modes that weren't the best for the particular

topic or learner, use as many learning delivery methods as you can (video, live

instructor, social, and practical).

Different people learn different things in different ways

The fact that different people learn in different ways is fairly well-known. A

popular model of learning styles known as VARK was created in 1992 by

researchers Fleming and Mills. It includes the following learning modes: visual (when

people learn best by sight), aural or auditory (when people learn by hearing or

speaking), read/write (when people learn when things are displayed as words), and

kin-esthetic (when people learn by physical use or practice).

Other researchers have divided these modalities into even more diverse learning

styles, including Solitary, Social, and Logical (where people prefer utilizing logic or

reasoning to grasp things) (while people learn best alone through self-study).
 A blended learning approach makes sense given the wide range of learning

preferences to consider. The optimum medium of delivery would be an online self-

paced video for individuals that learn best visually or through reading. The benefits of

live instructor-led classes would be greatest for social and auditory learners. For

kinesthetic and logical learners, however, practical experience gained through

participating in applied learning projects would be satisfying.

Every student, regardless of age, learns differently, and teaching strategies

should reflect this by creating curricula that appeal to all three types of learners:

kinetic, auditory, and visual.

Through the extensive use of technology, we will be able to enhance learning,

information retention, engagement, responsibility, and fun. The fact that students'

learning preferences never change makes blended learning more crucial than ever in

all fields of endeavor, from education to business.