Investigating the Benefits and Challenges of Blended Learning Approaches at the University Level
DOI:
https://doi.org/10.55737/qjssh.546834164Keywords:
Blended Learning, Educational Disparities, Faculty Readiness, Digital Access, Educational ChallengesAbstract
This research paper investigates the benefits and challenges of implementing blended learning approaches at the university level in Pakistan. Blended learning, characterized by the integration of traditional classroom instruction and digital resources, has gained prominence as a potential solution to educational disparities. The study employs a mixed-methods research design to offer a nuanced understanding of this educational paradigm. The research draws upon a diverse population, encompassing educators from both public and private universities in Lahore, Pakistan. A sample of 400 university teachers was selected to represent this population, enabling a comprehensive examination of their perceptions and experiences with blended learning. Quantitative data from a Likert-scale survey assessed educators' views on blended learning benefits and challenges. Statistical analyses included correlation analysis, t-tests, chi-square tests, and logistic regression to explore relationships, differences between public and private university educators, and predictors of challenges in blended learning experiences. The findings of this study reveal a complex landscape. Blended learning is perceived as a promising avenue for reducing educational disparities and enhancing access to quality education, especially in underserved regions. This research underscores the importance of targeted support mechanisms for disadvantaged students and the need for meticulous planning and robust support systems to maximize the potential of blended learning.
References
Afzal, A., & Rafiq, S. (2022). Impact of teachers' instructional techniques on student involvement in Class: A case study. UMT Education Review, 5(2), 184-204. https://doi.org/10.32350/uer.52.10
Afzal, A., Rafiq, S., & Kanwal, A. (2023). The influence of teacher-student relationships on students’ academic achievement at university level. MARCH, 39(01), 55-68. https://doi.org/10.51380/gujr-39-01-06
Almaiah, M. A., Al-Khasawneh, A., & Althunibat, A. (2020). Exploring the critical challenges and factors influencing the E-learning system usage during COVID-19 pandemic. Education and Information Technologies, 25(6), 5261-5280. https://doi.org/10.1007/s10639-020-10219-y
Alvarez, I., Guasch, T., & Espasa, A. (2009). University teacher roles and competencies in online learning environments: A theoretical analysis of teaching and learning practices. European Journal of Teacher Education, 32(3), 321-336. https://doi.org/10.1080/02619760802624104
Awan, A. G., Siddiqui, F., & Hassan, M. M. (2020). Blended Learning in Higher Education: A Pakistani Perspective. The International Review of Research in Open and Distributed Learning, 21(2), 153-172.
Babbie, E. R. (2016). The Practice of Social Research (14th ed.). Cengage Learning.
Bishop, J., & Verleger, M. (n.d.). The flipped classroom: A survey of the research. 2013 ASEE Annual Conference & Exposition Proceedings. https://doi.org/10.18260/1-2--22585
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approach. Sage publications.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319. https://doi.org/10.2307/249008
Garrison, D. R., & Vaughan, N. D. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. John Wiley & Sons.
Garrison, D., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105. https://doi.org/10.1016/j.iheduc.2004.02.001
Garrison, D., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105. https://doi.org/10.1016/s1096-7516(00)00016-6
Government of Pakistan. (2019). National Education Policy 2019. https://mofept.gov.pk/PolicyDetail/MGMxNjQwNjUtYjVjZS00OGZlLWI2NzYtMjNhMjFmNjgzY2U2
Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953-1960. https://doi.org/10.1016/j.compedu.2011.04.010
Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). A framework for institutional adoption and implementation of blended learning in higher education. The Internet and Higher Education, 18, 4-14. https://doi.org/10.1016/j.iheduc.2012.09.003
Haque, A. U. (2017). Challenges and opportunities of implementing blended learning in higher education. Journal of Education and Learning, 11(2), 109-116.
Higher Education Commission of Pakistan. (2021). List of Recognized Universities and Degree Awarding Institutions. https://www.hec.gov.pk/english/universities/pages/recognised.aspx
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2013). The Difference Between Emergency Remote Teaching and Online Learning. Educause Review, 27.
Hussain, R., & Khan, I. (2017). Integration of Technology in Higher Education: A Review of Pakistani Universities. International Journal of Educational Technology in Higher Education, 14(1), 40.
Jonassen, D. H. (1991). Objectivism versus constructivism: Do we need a new philosophical paradigm? Educational Technology Research and Development, 39(3), 5-14. https://doi.org/10.1007/bf02296434
Kamran, F., Kanwal, A., Afzal, A., & Rafiq, S. (2023). Impact of Interactive Teaching Methods on Students Learning Outcomes at University level. Journal of Positive School Psychology, 7(7), 89-105. https://spe-jpsp.com/wp-content/uploads/2023-1-8.pdf
Khan, A., & Hasan, A. (2020). Faculty perception of blended learning: An exploratory case study in Pakistan. International Journal of Higher Education, 9(2), 132-144.
Liaw, S., & Huang, H. (2013). Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in E-lEarning environments. Computers & Education, 60(1), 14-24. https://doi.org/10.1016/j.compedu.2012.07.015
Mahmood, K. (2019). Digital divide in Pakistan: A case study of remote areas of Punjab. Journal of Research and Reviews in Social Sciences, 4(3), 81-92.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2013). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. US Department of Education.
Naveed, Q. N., Khan, A. M., & Ali, S. (2019). Blended Learning: An Innovative Approach to Improve Education in Pakistan. The Journal of Applied Business Research, 35(1), 99-106.
Owston, R. D. (2013). Blended learning for professional development: An evaluation of a program for middle school mathematics and science teachers. Journal of Technology and Teacher Education, 11(2), 267-292. https://www.yorku.ca/rowston/TCRfinal.pdf
Pew Research Center. (2021). Internet/Broadband Fact Sheet. https://www.pewresearch.org/internet/fact-sheet/internet-broadband/
Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice. Wolters Kluwer.
Quality Matters. (2018). Quality Matters Higher Education Rubric, Sixth Edition. Quality Matters.
Rafiq, S., Afzal, A., & Kamran, F. (2022). Impact of School Environment on Students’ Academic Achievements at the University Level. VFAST Transactions on Education and Social Sciences 10(4), 19-30.
Rogers, E. M. (2003). Diffusion of Innovations (5th ed.). Free Press.
Shah, A. (2020). Higher Education Expansion in Pakistan: A Critical Analysis of Opportunities and Challenges. International Journal of Education, 12(1), 21-35.
Smith, J. (2008). Research methods in the social sciences. SAGE Publications.
Smith, J., Brown, A., & Johnson, C. (2020). Innovations in Higher Education: Blending Traditional and Technology-Mediated Instruction. Journal of Higher Education, 45(2), 167-184.
Staker, H., & Horn, M. B. (2012). Classifying K-12 Blended Learning. Innosight Institute.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of Research in Education, 34(1), 179-225. https://doi.org/10.3102/0091732x09349791
World Bank. (2020). Pakistan - Higher Education Reforms Project. https://documents1.worldbank.org/curated/en/160471623384399430/pdf/Disclosable-Restructuring-Paper-Higher-Education-Development-in-Pakistan-P161386.pdf
World Bank. (2021). Pakistan - Country Snapshot. https://www.worldbank.org/en/country/pakistan/overview
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Ayesha Kanwal, Aroob Zahid, Ayesha Afzal
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
