A Qualitative Study on Practices and Issues of Blended Learning in Higher Education

Autor/inn/en	Hussain, Irshad; Shahzad, Abid Hussain; Ali, Rafaquat
Titel	A Qualitative Study on Practices and Issues of Blended Learning in Higher Education
Quelle	In: Pakistan Journal of Distance and Online Learning, 5 (2019) 1, S.189-208 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2415-2013
Schlagwörter	Foreign Countries; Blended Learning; Higher Education; Educational Innovation; Multimedia Materials; Technology Uses in Education; Social Media; Users (Information); Undergraduate Students; Internet; Learning Motivation; Cooperative Learning; Educational Benefits; Pakistan + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Instructional innovation; Bildungsinnovation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Soziale Medien; Benutzerprofil; Nutzer; Motivation for studies; Lernmotivation; Kooperatives Lernen; Bildungsertrag
Abstract	This qualitative study explored the practices and issues related to blended learning in university. It adopted purposive-cum convenient sampling technique. The researchers collected qualitative data from 30 university teachers and 60 undergraduate students through focused group interviews. The researchers did thematic analysis of the data keeping in view objectives of the study. It demonstrated that university academia and undergraduate students use online resources in support of face-to-face instruction. They get videos, PowerPoint presentations, and handouts of textual materials from such sources including YouTube, repositories, search engines and databases. Generally, they use blended instruction for every lesson and in teaching learning process. They use social media for communication and interaction purpose. The study affirmed that the blended learning involves undergraduate students actively in teaching learning process. Blended learning activities create an 'edutainment' environment and involve more senses of the students to promote and sustain their motivation to learn. It also promotes opportunities of collaborative learning i.e. pairing & sharing, and learning in their circles. Lack of university support in adopting online and blended learning formally, lack of sophisticated technology and policy guidelines of the university, authenticity of learning resources and information, and time management appeared to be the main issues of blended learning. However, in spite of these issues, the university academia and students appeared to be eager to embrace blended learning even under tight academic calendar and credit [hours] scheme having too space in the timetable and academic calendar to adopt it formally. (As Provided).
Anmerkungen	Pakistan Journal of Distance and Online Learning. Faculty of Education, Allama Iqbal Open University Islamabad, Islamabad, 44310, Pakistan. e-mail: editor.pjdol@aiou.edu.pk; Web site: https://pjdol.aiou.edu.pk/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01