Blended Learning and Analysis of Factors Affecting the Use of ICT in Education

Deshpande, Sushama; Shesh, Amit

doi:10.1007/978-981-15-4851-2_33

Cited by 13 publications

(11 citation statements)

References 2 publications

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“…The idea of combining several instructional approaches is not new. Teachers have been employing novel and imaginative concepts in planning their lessons, and they have attempted to combine lectures and activities throughout the instructional process (Deshpande & Shesh, 2021). Blended learning is an instructional and learning experience that comprises in-person and online learning.…”

Section: Blended Learningmentioning

confidence: 99%

Qualitative Content Analysis of Teachers’ Perceptions and Experiences in Using Blended Learning during the COVID-19 Pandemic

Batac

Baquiran²,

Agaton

2021

IJLTER

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The unexpected COVID-19 pandemic has closed schools and shifted the mode of education to digital and distance learning methods. However, the socioeconomic status of students affects their access to education. Blended learning, which includes online classes, television and radio broadcasts, and modular lessons, offers a more inclusive education that caters to the needs of the students. While the subject has been discussed in the literature from the perspective of the learners, this paper explores the perceptions, experiences, and insights of teachers in the Philippines on blended learning at the time of the pandemic. This study surveyed 39 basic education teachers and analyzed the data using qualitative content analysis. The results showed an agreement on teachers' perspectives about the effectiveness of educational policies implemented and the government's response to the pandemic. Despite the flexibility in using blended learning, the teachers experienced various challenges in applying this method during the pandemic, such as readiness, technology literacy, access to technology, financial difficulties, and health risk. These findings suggest the government and other education stakeholders provide additional financial support to schools during the pandemic; enhance the professional development activities for teachers; and continue developing learning platforms allowing open access to quality and reliable educational resources during and beyond the pandemic.

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Section: Blended Learningmentioning

confidence: 99%

Qualitative Content Analysis of Teachers’ Perceptions and Experiences in Using Blended Learning during the COVID-19 Pandemic

Batac

Baquiran²,

Agaton

2021

IJLTER

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“…Therefore, especially teachers must closely follow 21st century skills and use these skills in language teaching (Ilhan, 2004). They should apply to information and communication technologies (ICT) in education (Deshpande & Shesh, 2021). 3D video, smart board, info graphic and presentations, and virtual reality and augmented reality are the most important examples of 21st century digital arts.…”

Section: Introductionmentioning

confidence: 99%

The Effect of 21st Century Skills Training on Foreign Language Teachers’ Perceptions Regarding Their Educational Technology and Materials Development Competencies

YENİ

2022

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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“…Stimulation of technological inclusion is practical and an effective technique that is applied in every field of energy, which reduces humans distances. It fluctuates according to the progressive intensity and necessities of societies (Bennett et al, 2008;Deshpande & Shesh, 2021;Qaddumi et al, 2021;Supardi et al, 2021). Empirical evidence of contemporary technological progress was observed from 1997-2006.…”

Section: Introductionmentioning

confidence: 99%

Revealing the Effects of Teachers Stimulating Technological Inclusion on University Students Educational Gains: A Comparative Study

Hassan

Nawaz

Faiz

2021

HSSR

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Purpose of the Study: The purpose of the current research was to measure the effect of male and female teachers technological inclusion used to stimulate university students educational gains. The research have intends to determine the effect of current practices occurring in public and private universities of District Lahore of the Province-Punjab. Methodology: The researchers structured quantitative research leading to a positivist paradigm adopting ex post facto design to determine the effect of public and private universities teachers stimulating technological inclusion on students educational gains. The researchers administered a self-constructed questionnaire on a sample of 600 respondents. The researchers ran regression analysis and independent-sample t-test to find out effect and comparison. Main findings: Findings of regression analysis revealed that teachers stimulating technological inclusion affect 68.70% of students educational gains whereas critical thinking and problem solving 66.70%, creativity and innovation 66.70% and, health issues affect 69.10% of students educational gains. Male teachers were more stimulating their technological inclusion as compared to female teachers. Likewise, private sector university teachers were more stimulating their technological inclusion on their students educational gains as compared to public sector university teachers. Applications of this study: The results of the current research will be applicable for male and female sector universities teachers working in public and private sectors. They will be realistically aware of the actual use of their technological inclusion used to stimulate their students enrolled in other provinces of the Pakistan including Punjab for acquiring better educational gains. The findings of the research will be pertinent to provoke the intends of future research scholars to establish the effect of technological inclusion on social, political, economical, and cultural transformations aspects, unfolding the technological dimensions of artifact, knowledge, process, and volition. Novelty/originality of this study: The researchers days-and-nights effort bring fruitful consequences in contributing to this evidence-based literature to the existing body of knowledge in the field of teachers technological inclusion. The authors have tremendously determined the effects of teachers technological inclusion used to stimulate university students didactic learning which was never done before from a Pakistani Perspective. The researchers have covered a similar topic to ensure the relevancy, accuracy, and uniformity to engage the attentions of the readers in data sharing.

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Blended Learning and Analysis of Factors Affecting the Use of ICT in Education

Cited by 13 publications

References 2 publications

Qualitative Content Analysis of Teachers’ Perceptions and Experiences in Using Blended Learning during the COVID-19 Pandemic

Qualitative Content Analysis of Teachers’ Perceptions and Experiences in Using Blended Learning during the COVID-19 Pandemic

The Effect of 21st Century Skills Training on Foreign Language Teachers’ Perceptions Regarding Their Educational Technology and Materials Development Competencies

Revealing the Effects of Teachers Stimulating Technological Inclusion on University Students Educational Gains: A Comparative Study

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