Exploring the Online and Blended Modes of Learning for Post-Covid-19
A Study of Higher Education Institutions
Dados Bibliográficos
| ID | 22045838 |
|---|---|
| Autores | Lavina Sharma (0000-0002-0619-5086, Symbiosis International University, autor correspondente), Sonal Shree (0000-0003-4247-7192, Symbiosis International University, autor correspondente) |
| Ano | 2023 |
| Volume | 13 |
| Fascículo | 2 |
| Páginas | 142 |
| Data de publicação | 2023-01-30 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Education Sciences (JOURNAL) |
| Identificadores do periódico | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Editora | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci13020142 |
| OpenAlex | W4318589311 |
| Idioma | EN |
| Citações recebidas | 6 |
| Referências citadas | 40 |
The advent of the COVID-19 pandemic brought a tectonic shift in the otherwise traditional education sector. The classroom teaching approach, which has been followed in educational institutions for a long time, suddenly shifted to include e-learning through virtual platforms. Technological savviness is no longer a choice. As institutions were contemplating opening their campuses to students, they faced a dilemma to include a mode of learning that could impact the students positively and increase their overall learning effectiveness. At the same time, a total online mode of learning was not inclusive enough for the learners without access to seamless internet connectivity. In this context, the present study aims to draw a comparison between the three modes of learning: face-to-face education, online learning, and blended learning. The difference in the three modes of learning was assessed on the content of the course, facilitation, perceived value, and learning effectiveness. The data for the study were collected from 119 students studying in Higher Education Institutions (HEIs). The study’s findings suggest a significant difference between the three modes of learning in terms of facilitation, perceived value, and learning effectiveness. However, the results also suggest that there was no significant difference between the three modes in terms of content. While content creates a more substantial impact through some parameters in one particular mode of learning, it does not create a similar impact through others. The study also delves into a pairwise comparison of each construct’s learning modes that have shown a significant difference. The results can guide institutions towards choosing a suitable mode of learning for the students by considering a holistic approach
Blended Learning · Educational technology · Facilitation · Higher education · Mathematics education · Political science · Computer Science · Educational Innovations and Technology · Online and Blended Learning · Online Learning and Analytics · Psychology
Emotional fatigue, academic engagement, and satisfaction with studies during the return to post-pandemic university attendance
Teacher, Think Twice
The Impact of a Combination of Flipped Classroom and Project-Based Learning on the Learning Motivation of University Students
Investigating the effect of artificial intelligence in education (AIEd) on learning achievement
Transitioning to blended learning during Covid ‐19
From crisis to opportunity
Methodology and Application of the Kruskal-Wallis Test
Combining the Best of Online and Face-to-Face Learning
Blended learning
Blended learning in higher education
Online teaching-learning in higher education during lockdown period of Covid-19 pandemic
Transfer of Training
What Makes Professional Development Effective?
The Effectiveness of Online and Blended Learning
Advantages, Limitations and Recommendations for online learning during Covid-19 pandemic era
User Acceptance of Information Technology
Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology
Student Perceptions of Online Education during Covid-19 Lockdowns
Blended Learning Reimagined
Flipped Classroom in the Context of Higher Education
Future Studies
Blended learning citation patterns and publication networks across seven worldwide regions
What Do We Mean by Blended Learning
A time‐based blended learning model
Evaluation online learning of undergraduate students under lockdown amidst Covid-19 Pandemic
Blended learning
Post-Covid-19 Education and Education Technology 'Solutionism
Self-Efficacy, Stress, and Academic Success in College
| Obras citantes distintas | 6 |
|---|---|
| Citações por ano | 2 |
| Intervalo de citações | 2023 - 2025 (3) |
| Velocidade de citação | recent |
| Altamente citado | Não |
| Tipos de citação | Neutras: 6 |