Student Teachers' Attitudes towards Blended Learning

Abstract

This study investigated the attitudes of student teachers towards several dimensions of blended learning to determine their readiness for blended learning. The study also sought to find out if teachers' attitudes towards blended learning were related to age, sex, year group, student specialization, part-time or full-time status and place of residence. The study adopted a survey research methodology to examine students' attitudes towards blended learning. Respondents consisted of 807 student teachers from two campuses of a university in Trinidad. Analyses for the research questions consisted of t-tests, analysis of variance, Pearson Correlation Coefficient using the Statistical Package for Social Scientists (SPSS-V. 17). Exploratory factor analysis with varimax rotation was used to determine the underlying factor structure of the blended learning scale. Exploratory factor analysis supported six factors that explained 56.3% of the variance. Reliability estimates ranged from .731 to .857. Results indicated that teachers viewed learning flexibility and technology as the most important or valued aspect of blended learning. There were also significant differences in students' attitudes based on sex, part-time/full-time status, primary and secondary specialization, age and year group. There was a significant positive correlation between online learning and online interaction and technology. Significant negative correlations were found between online learning and classroom learning and online environment. Implications and recommendations for improvement were suggested for creating an improved survey instrument and providing a more supportive blended learning environment.

Blended Learning: The New Normal Teaching - Learning Pedagogy Post COVID-19 Pandemic

“…Based on the nding of this study, male students had a more positive attitude towards online learning than female students. Similar ndings were also reported by studies conducted by Yau and Cheng (2012), Shashaani and Khalili (2001) and Birbal et al (2018) who also found that males have more con dence in using technology for learning than female learners. The differences in attitudes of male and female teachers may be because female teachers have a lower computer self-e cacy which could be a result of cultural factors whereby females are made to believe that computers are the domain of males as far as Indian culture is considered.…”

“…250 teachers were working in educational institutes having English language as their medium of instruction whereas 63 were teaching in institutes having other medium of instruction like Hindi, Marathi, Urdu, Telugu, Kannada, Tamil, etc. The questionnaire for the present study was adapted from Birbal et al (2018) study on learners' readiness for blended learning. The instrument consisted of 34 items that measured learners' attitudes towards six different aspects of blended learning: learning exibility (4 items); online learning (8 items); study management (6 items); technology (4 items); classroom learning (5 items) and online interaction (7 items).…”

Student Teachers' Attitude and Self-esteem towards Online Learning: Application of Rasch Measurement Model

“…This implies that respondents have a confident feeling in making mistakes in giving instruction through online platforms. Students experience and skills in using technologies are among the factors that can influence the student teacher's perspectives and attitude toward distance and online learning (Birbal, Ramdass & Harripaul, 2018). Lack of skill is another element that can result in technological barriers which will lead to demotivation and weaker intentions toward online learning as well as their confidence.…”

Readiness of In-service Teachers Toward a Blended Learning Approach as a Learning Pedagogy in the Post-COVID-19 Era

“…A total of 288 teachers had attended/ conducted webinars/lectures/FDPs online whereas 25 had not. The questionnaire for the present study was adapted from a study by Birbal et al (2018) on learners' readiness for BL. The instrument consisted of 34 items that measured learners' attitudes towards six different aspects of BL: learning flexibility (four items); online learning (eight items); study management (six items); technology (four items); classroom learning (five items); and online interaction (seven items).…”