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.
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