Volume: 1 Issue: 1
Year: 2024, Page: 10-19, Doi: https://doi.org/10.70372/jetlp.v1i1.2
Technology integration in education has led to blended learning, a pedagogical approach combining traditional face-to-face instruction with online learning components. Through a comprehensive review of existing literature and empirical research, this investigation examines the impact of blended learning on both students and educators. It delves into this approach's diverse range of technologies, including Learning Management Systems, video conferencing tools, and digital content platforms. Through qualitative and quantitative analysis, the research identifies the opportunities that arise from adopting blended learning. It investigates the advantages of increased student flexibility, personalised learning experiences, and enhanced access to educational resources. The study explores how interactive content and virtual collaboration tools can boost student engagement and motivation. However, the study also uncovers educators' and students' challenges when implementing blended learning. These obstacles include technology access and proficiency issues, consistent communication, and addressing individual learning needs. The study addresses potential resistance to change from traditional teaching methods and the importance of teacher training and support. It compares students' achievements in blended learning environments with those in traditional classrooms and analyses the role of technology in influencing these outcomes. Based on the findings, the research concludes by providing insights into the future implications of blended learning in technology-enabled education environments.
Keywords: Blended Learning; Learning Management System; Technology-enabled learning
Acosta, M. L., Sisley, A., Ross, J., Brailsford, I., Bhargava, A., Jacobs, R., & Anstice, N. (2018). Student acceptance of e-learning methods in the laboratory class in Optometry. PLOS ONE, 13(12), e0209004. https://doi.org/10.1371/journal.pone.0209004
Cronje, J. C. (n.d.). Towards a New Definition of Blended Learning. The Electronic Journal of e-Learning, 114-121.
Duong Huu Tong, B. P. (2022). The effectiveness of blended learning on students' academic achievement, self-study skills and learning attitudes: A quasi-experiment study in teaching the conventions for coordinates in the plane. Heliyon, 8(12).
Dziuban, C. G. (2018). Blended learning: the new normal and emerging technologies. International Journal of Educational Technologies in Higher Education, 15(3).
Kintu, M. Z. (2017). Blended Learning effectiveness: the relationship between student characteristics, design featuers and outcomes. International Journal of Educational Techological Education, 7.
Lynch, D. (2005). Teacher Education for a New Age. International Journal of Knowledge, Culture and Change Management, 5.
Maalathi, J. A. (2023, August 11). Should there be a blanket ban on Smartphones in Schools. The Hindu Newspaper, pp. 11-11.
Means B, T. Y. (2010). Evaluation of Evidence-Based Practices in Online Learning: Meta-Analysis and Review of Online Learning Studies. Washington, DC: US Department of Education.
Mortera-Gutierrez, F. (2005). Faculty Best Practices Using Blended Learning in E-learning and Face-to-Face Instruction. International Journal of Distance Education, 5.
Platonova Raisa I., O. N. (2022). Blended Learning in Higher Education: Diversifying Models and Practical Recommendations for Researchers. Frontiers in Education, 7.
Ruth Colvin Clark, R. E. (2016). e‐Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. Wiley Online, 7 - 28.
Schmid RF, B. R. (2014). The effects of technology use in postsecondary education: a meta-analysis of classroom applications. Computer Education, 72, 271-291.
Thorne, K. (2003). Blended Learning: How to Integrate Online and Traditional Learning. London.
B. Suraj Aravind. Exploring the Challenges and Opportunities of Blended Learning in a Technology–Enabled Education Environment. Journal of Effective Teaching and Learning Practices. 2024; 1(1):10-19