The impact of the coronavirus disease 2019 (COVID-19) pandemic has traumatized the entire world. COVID-19 has prompted experts to rethink the suitable pedagogies of teaching–learning that will prove to be sustainable with the global health crises going on. Blended learning is one of the models proposed by various educationalists and research scholars that appears to be a viable and best-fit solution for educational institutes for at least a period of a few months postpandemic. This study investigates the readiness of in-service teachers considering them as learners toward blended learning and its six dimensions. The results indicated that there existed a correlation among the six dimensions of blended learning while considering the readiness of in-service teachers toward blended learning. In addition, the results indicated that both male and female teachers and teachers who have and have not attended/conducted webinars/lectures/Faculty Development Programs online have had no difference in their readiness toward blended learning.
Blended learning is the application of Information and Communication Technology in the instructional designs and processes in such a way that it can support and complement face-to-face delivery models effectively. It offers the teachers and the students to get access to information-rich resources anywhere and anytime. It also has the potential to ensure educational equity for all learners with complete transparency of rendering education to the community of learners. Today, blended learning has become the need of the hour looking into the aspects of global pandemic of COVID-19 and implementation of Education 4.0. The study consists of 313 in-service teachers from India belonging to various types of Educational Institutions. Simple random technique of sampling was used to collect data. The interaction effect of gender and teachers who have attended/conducted webinars/ workshops/ conferences/FDPs online or not on their attitude towards blended learning and its six dimensions viz. learning flexibility, online learning, study management, technology, classroom learning and online interaction was studied. Also, the interaction between the effects of highest educational qualification of teachers and teachers who have attended/conducted webinars/workshops/conferences/FDPs online or not on their attitude towards Blended Learning and its six dimensions was considered. Analysis for the testing research hypothesis was done using the IBM Statistical Package for Social Scientists (SPSS-26). The results indicated that there was an interaction between gender and teachers who have or have not conducted/attended webinars/conferences online towards blended learning and online learning dimension. Results also showed that based on the interaction effect of the highest qualification of the teacher and the teachers who have actually implemented teaching and learning through online line sessions varied in their attitude as far as study management and classroom environment was considered. Implementation of blended learning for professional growth of school teachers post pandemic will push the boundaries of learning by creating opportunities for collaboration of various educational societies throughout the globe, enhance constructivist learning and also help in following social norms set to fight against COVID-19.
The pandemic of COVID-19 has been declared a Public Health Emergency and is of International concern. In the 21st century, everyone is a global citizen. Keeping in mind that the teachers are powerful agents of change and caregivers for the next generation of scientists and doctors, their professional needs cannot be compromised due to the uncertainties that will occur post-pandemic. Sustaining safe school operations or reopening schools after a closure requires many considerations. Similarly, the professional growth of teachers of all types of educational institutions also needs reconsideration. The present situation (of the year 2020) in the world demands teachers and educators to adopt blended learning teaching practices. These practices will not just be for teaching but also for learning. There are several digital educational resources, such as the SWAYAM MOOCs and NPTEL courses are available for the teachers. Along with, many premium global institutions are conducting skill development webinars, short term courses, etc to train and better equip teachers with e-learning tools and technologies. The present study addresses the attitude of 313 teachers towards blended learning approach and its six dimensions viz. learning flexibility, online learning, study management, technology, classroom learning and online interaction as a strategy to meet their professional needs post COVID 19 pandemic era. The present study investigated the attitude of male and female teachers towards blended learning and its dimensions. Also, the study aimed to find the difference in attitude of teachers teaching in English medium institutes and those teaching in institutes having other languages like Hindi, Marathi, Telugu, Kannada, Tamil, etc as their medium of instruction. The results indicated that the attitude of male teachers is greater than that of female teachers with respect to online learning. Also, teachers teaching in English medium institutes have a positive attitude towards Learning Flexibility dimension of blended learning when compared to those teaching in institutes having other medium of instruction. There is a need for a paradigm shift in the education system to create and enable technology dependent learning environments post COVID-19 pandemic which will help in maintaining safety and enhance learning experiences not just for students but for teachers' professional growth.
The impact of the pandemic has been felt through all sectors of the global society including the field of education. The pandemic is a strong indication of the fact that things will not be the same as they were before. Similarly, the educational institutes that were working regularly would also undergo a change in the methodologies that they will adopt post-pandemic. Many research scholars and educationalists believe that a blended learning approach will become a reality as a dominant pedagogy for the teaching-learning process. The current situation demands a proactive strategy where not only students but teachers are also considered as learners while talking about their professional growth through seminars, conferences and refresher courses. The present study lays emphasis on embracing the blended learning approach in professional development training courses for school teachers which will provide an opportunity to inculcate educational programs across disciplines in Indian as well as global communities. The study consists of 169 in-service school teachers from India. Simple random technique of sampling was use to collect data. The attitude of school teachers towards blended learning and its six dimensions viz. learning flexibility, online learning, study management, technology, classroom learning and online interaction was studied. Also, the effect of gender and location of educational institutes where they teach was considered. Analysis for the testing research hypothesis was done using the IBM Statistical Package for Social Scientists (SPSS-26). The results indicated that both male and female teachers have similar attitudes towards blended learning but their attitudes varied while considering the six dimensions. Also, it was found that school teachers teaching in urban areas had a more positive attitude towards blended learning and its dimensions as compared to those teaching in rural areas. Implementation of blended learning for professional growth of school teachers post pandemic will push the boundaries of learning by creating opportunities for collaboration of various educational societies throughout the globe, enhance constructivist learning and also help in following social norms set to fight against COVID-19.
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