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Incorporating Face-to-Face and Online Learning Features to Propose Blended Learning Framework for Post-COVID Classrooms in India

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Title: Incorporating Face-to-Face and Online Learning Features to Propose Blended Learning Framework for Post-COVID Classrooms in India
Language: English
Authors: Md. Tauseef Qamar (ORCID 0000-0001-5092-4699), Abdullah Malik (ORCID 0000-0002-0149-5549), Juhi Yasmeen (ORCID 0000-0002-2619-4435), Mohd. Sadiqe (ORCID 0000-0003-2385-6533), Mohd Ajmal (ORCID 0000-0002-1387-1986)
Source: Asian Association of Open Universities Journal. 2024 19(1):70-87.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 18
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: In Person Learning, Electronic Learning, Blended Learning, COVID-19, Pandemics, Foreign Countries, Learning Readiness, Student Satisfaction, Public Colleges, Private Colleges, College Students, Teaching Methods, Student Attitudes, Educational Technology
Geographic Terms: India
DOI: 10.1108/AAOUJ-08-2023-0097
ISSN: 2414-6994
Abstract: Purpose: This study examines learner readiness and satisfaction with blended learning systems in India's post-vaccine classrooms, focusing on the relationship between face-to-face (F2F), online learning (OL), and blended learning (BL) indicators and identifying which predictors within these systems most significantly affect learners' satisfaction (LS). Design/methodology/approach: An online survey was conducted with 451 students from both public and private universities in India. The data were analyzed using factor analysis and confirmatory factor analysis, followed by multiple regression to test the hypotheses. Findings: The findings reveal a significant positive correlation between learners' satisfaction and online learning and blended learning, with [beta] values of 28.3 and 27.2, bearing a p-value of 0.000. In contrast, face-to-face (F2F) learning was insignificant, with a [beta] value of 0.070 and a p-value of 0.119. These insights underscore the effectiveness of online and blended learning formats in enhancing learner satisfaction in higher education while also suggesting a re-evaluation of the role of traditional F2F learning methods. The research supports the integration of online learning in higher education due to its balanced mix of teacher-led and student-centered instruction, alongside the practical benefits of reduced travel costs and access to independent study resources. Practical implications: This study provides insights into student perceptions and attitudes towards blended learning in India's post-vaccine classrooms. It highlights the importance of tailoring blended learning strategies to meet colleges' and universities' diverse learning needs and goals in this evolving context. The findings serve as a valuable resource for educators and administrators, aiding in designing effective blended learning frameworks suited explicitly for higher education in India. Originality/value: While there is extensive literature on F2F, OL, and BL, limited research compares these learning approaches and their impact on learner satisfaction within the Indian higher education context. This study fills this gap by providing valuable insights for shaping educational strategies in India's post-vaccine classrooms.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1434161
Database: ERIC
FullText Text:
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IllustrationInfo
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  Data: Incorporating Face-to-Face and Online Learning Features to Propose Blended Learning Framework for Post-COVID Classrooms in India
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  Data: <searchLink fieldCode="AR" term="%22Md%2E+Tauseef+Qamar%22">Md. Tauseef Qamar</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5092-4699">0000-0001-5092-4699</externalLink>)<br /><searchLink fieldCode="AR" term="%22Abdullah+Malik%22">Abdullah Malik</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0149-5549">0000-0002-0149-5549</externalLink>)<br /><searchLink fieldCode="AR" term="%22Juhi+Yasmeen%22">Juhi Yasmeen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2619-4435">0000-0002-2619-4435</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mohd%2E+Sadiqe%22">Mohd. Sadiqe</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2385-6533">0000-0003-2385-6533</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mohd+Ajmal%22">Mohd Ajmal</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1387-1986">0000-0002-1387-1986</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Asian+Association+of+Open+Universities+Journal%22"><i>Asian Association of Open Universities Journal</i></searchLink>. 2024 19(1):70-87.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Y
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  Data: 18
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22In+Person+Learning%22">In Person Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Readiness%22">Learning Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Satisfaction%22">Student Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Colleges%22">Public Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Private+Colleges%22">Private Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22India%22">India</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/AAOUJ-08-2023-0097
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2414-6994
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This study examines learner readiness and satisfaction with blended learning systems in India's post-vaccine classrooms, focusing on the relationship between face-to-face (F2F), online learning (OL), and blended learning (BL) indicators and identifying which predictors within these systems most significantly affect learners' satisfaction (LS). Design/methodology/approach: An online survey was conducted with 451 students from both public and private universities in India. The data were analyzed using factor analysis and confirmatory factor analysis, followed by multiple regression to test the hypotheses. Findings: The findings reveal a significant positive correlation between learners' satisfaction and online learning and blended learning, with [beta] values of 28.3 and 27.2, bearing a p-value of 0.000. In contrast, face-to-face (F2F) learning was insignificant, with a [beta] value of 0.070 and a p-value of 0.119. These insights underscore the effectiveness of online and blended learning formats in enhancing learner satisfaction in higher education while also suggesting a re-evaluation of the role of traditional F2F learning methods. The research supports the integration of online learning in higher education due to its balanced mix of teacher-led and student-centered instruction, alongside the practical benefits of reduced travel costs and access to independent study resources. Practical implications: This study provides insights into student perceptions and attitudes towards blended learning in India's post-vaccine classrooms. It highlights the importance of tailoring blended learning strategies to meet colleges' and universities' diverse learning needs and goals in this evolving context. The findings serve as a valuable resource for educators and administrators, aiding in designing effective blended learning frameworks suited explicitly for higher education in India. Originality/value: While there is extensive literature on F2F, OL, and BL, limited research compares these learning approaches and their impact on learner satisfaction within the Indian higher education context. This study fills this gap by providing valuable insights for shaping educational strategies in India's post-vaccine classrooms.
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  Data: 2024
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      – Type: doi
        Value: 10.1108/AAOUJ-08-2023-0097
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 70
    Subjects:
      – SubjectFull: In Person Learning
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Learning Readiness
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      – SubjectFull: Student Satisfaction
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      – SubjectFull: Public Colleges
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      – SubjectFull: Private Colleges
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      – SubjectFull: College Students
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      – SubjectFull: India
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      – TitleFull: Incorporating Face-to-Face and Online Learning Features to Propose Blended Learning Framework for Post-COVID Classrooms in India
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