A Study of the Effectiveness of Blended Learning Program for Enhancing Entrepreneurial Skills Among Women in Maharashtra

Abstract

The article emphasizes the effects of blended learning program for enhancing entrepreneurial skills among women in Maharashtra with special reference to Pune district. The present study results in the creation of the entrepreneurial skill matrix that explores the necessary skills for creative entrepreneurs. Performing the entrepreneurial skill assessment is an extremely important and foremost a step of the instructional design. A significant difference was observed in posttest and pretest scores of women students, which seemingly shows that the experimental group has increased the level of entrepreneurial skills reasonably much more in posttest compared with pretest because of blended learning interventions.

Entrepreneurial attitudes of women in the management of public organizations: a systematic literature review

“…In addition, entrepreneurial education plays a significant role as a moderator, with implications of great relevance for female entrepreneurs, promoting positive attitudes towards entrepreneurial activities and developing thinking skills (Raadabadi et al, 2014;Entrialgo & Iglesias, 2016;Marques, Valente & Lages, 2018;Yoopetch, 2020). It is crucial that entrepreneurial skills be developed from childhood, interdisciplinary in the educational context (Martens et al, 2016;Santos, Marques & Ferreira, 2017;Ondiba & Matsui, 2019;Botha, 2020;Tupe, 2020).…”

Learning Management Strategy of Communication Studies through Blended Learning in Higher Education

“…The goal of students' understanding of the learning material in the blended learning method is to help students develop better in the learning process. Tupe [21] explained the effectiveness of blended learning program could enhancing entrepreneurial skill among women in Maharashtra. On the other hand, blended learning also provides realistic, practical opportunities for lecturers and students to learn independently, be useful, and continues to grow [22].…”

B-Learning in Basic Vocational Training Students for the Development of the Module of Applied Sciences I

“…Among the main characteristics of b-learning is the fact that the teacher acts as both an online tutor and a traditional teacher [28]; promotes personal links between teacher and student [29] and between the students themselves [30]; encourages the combination of technology, learning development and teacher support [31]; facilitates the application of other teaching methods, complementary to b-learning [32]; allows for the development of synchronous and asynchronous communication [33]; focuses more on the curricular elements that the student should develop than on the environment in which he or she is developing [34]; develops ubiquitous learning [35]; eliminates spatial-temporal barriers [36]; favours the development of the digital competence of teachers and students [37]; promotes digital literacy [38]; adapts to the pace, style and pedagogical development of the learner [39]; facilitates attention to diversity [40]; provides access to a wealth of digital resources [41]; and generates a shift in roles between teachers and learners [42].…”

“…In the b-learning method, the role is active. While in the expository method, the role is passive [28][29][30][31][32][33][34][35][36][37][38][39][40][41][42][57][58][59][60].…”