Discussion and Conclusion - Satisfaction of Teachers and Students with Blended Learning

Satisfaction of Teachers and Students with Blended Learning

3. Discussion and Conclusion

The above discussion on the usefulness of blended learning and the satisfaction of students and teachers revealed that this approach has been placed a very positive impact on the overall teaching-learning process all over the world. As Sharpe et al. (2006) explained that blended learning enhances learners’ enriched experiences and offer students many opportunities which would enable them to control their learning process, improve their understanding and search for new ways for improving their knowledge. The blended learning approach encourages learner-centred instruction and allows them to learn and gain knowledge at their own pace as it provides students with more flexibility in timings, space and experiences and results lead to greater accomplishment (King & Arnold, 2012; Sharpe, Benfield, & Roberts, 2006). It is also found that some researchers highlighted the dissatisfaction of the teachers and students with blended learning due to certain issues related to it, e.g., a study discussed that students identified problems with the quality of online available content, disturbance during chats and discussion on LMS forums, delayed feedback regarding their assignments, and the lack of LMS training sessions. These issues create many challenges for higher education institutions to adopt this approach properly (Jumani, Malik, & Akram, 2018). A study in Saudi Arabia showed that changing the culture of traditional instruction into blended learning requires a great amount of time and efforts especially in developing countries (Vaksalla, et al., 2019). Vasantha (2018) pointed out that the development of technology and the advancement of digital operations has brought about vital changes in every field of life, particularly in the teaching-learning process. Due to the rapid growth of the digital world, numerous changes have been taken place in educational environments as students and teachers spend a lot of time on the internet to accomplish various tasks. Vaksalla et al. (2019) also pointed out that many people complain of becoming socially isolated of the wastage of their time due to such extensive use of technology and the internet. This sometimes disturbs their social life and leads to the development of antisocial behaviour. So, it is important to ensure a balance among all activities and implement good management of time to bring a balance in their personal and social lives.

4. Recommendations

Based on the above-mentioned content, it is recommended that the development of an active blended learning environment may be ensured by university administrators for the promotion of student-centred learning activities.

All educational stakeholders including the government and non-government departments, higher education commissions, teacher and student unions may put in deliberate efforts for the promotion of an online learning platform with enriched learning experiences. For supporting students’ learning as well as ensuring their higher level of satisfaction and motivation for learning, it is recommended that higher education institutions may adopt and utilize available online social communication tools. As has been asserted by Ismail (2018) faculties may create a balance between traditional and innovative learning strategies for making the learning process enjoyable and a source of fun with the major aim of supporting students’ learning.

The common problems that arise in blended learning programs are related to the internet connection and a greater

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especially for technology-related tasks (Tayag, 2020). This piece of research also provided a deep discussion and suggestions for higher education institutions regarding how they can engage in the successful implementation of blended learning programs. The students realized the assistances of the blended learning approach in their learning process and emphasized that technology-related issues must be resolved so that they can avail the maximum benefits of this approach. The teacher, on the other hand, stressed proper training related to the development of new pedagogies suitable for blended learning, the provision of related skills, and ample time for developing effective instructional materials and activities following the blended learning method (Tayag, 2020).

Mustary (2019) researched Japan and Bangladesh, and the main aim of this study was to determine some specific means that could help in maintaining the quality of blended learning programs. This study exposed that in Bangladesh, students and teachers were not satisfied with the current condition of blended learning usage in educational institutions and the unavailability of related facilities such as lack of internet farcicalities, poor infrastructure, weak electricity supply and the lack of proper computer knowledge and related training on the part of the teachers. Nonetheless, in Japan teachers and students feel dissatisfaction with blended learning due to lack of collaboration among various stakeholders, the demands of students for more recreational activities and mainly the incongruity among teachers, parents and government (Mustary, 2019)? The study also came up with the conclusion that overall blended learning programs are of great value for students, teachers and the community at larger levels. According to the results of this study, it is realized that the government is the key agent which needs to play a significant part in exterminating all obstacles and providing maximum facilitation for the successful implementations of blended learning programs in all educational institutions.

3. Discussion and Conclusion

4. Recommendations

The common problems that arise in blended learning programs are related to the internet connection and a greater

number of online assignments. University authorities may take initiatives for minimizing the effects of these problems on blended learning programs. It has been suggested by researchers (Vaksalla, et al., 2019) that for making blended learning successful, attractive and effective, directions regarding its easy usage may be provided in the curriculum itself and a chatbox may be created for students. For getting expected outcomes, students may be equipped with adequate knowledge and skills to navigate the various tasks that are being assigned to them.

From the available literature, it has been explored that due to the improper alignment between face to face and online learning sessions, the inadequate spacing of activities, and the lack of consideration for the provision of prerequisite skills, students’ satisfaction remains low with blended learning courses. Students are also facing problems regarding multiple online tasks to be done at a time, the feedback of teachers and the skills required for the completion of online tasks. For ensuring students satisfaction, an alignment between online and face to face learning tasks may be ensured so that students may easily share their concerns regarding learning tasks.

Along with students’ related concerns, it has been also reported by researchers that in blended learning courses teachers are facing problems related to the availability of sufficient time for the preparation of instructional materials, training for new pedagogy and inadequacy of technical skills. Though, teachers are aware of the fact that for the successful implementation of the blended learning technique, it is required to get adequate training a specific set of learning paradigms and strategies. But, unfortunately, training regarding these aspects remains superficial and educational administrators cannot ensure the development of the required competence among teachers. For the successful implementation of the blended learning technique, it is recommended that concerned educational authorities may take initiative for providing ICT infrastructure to all higher education institutions, restructure the curriculum and assessment system and ensure continuous professional development of the teachers with the major of making them technologically smart. It has become the need of the hour to provide adequate ongoing pedagogical and technical support not only for teachers but also for students of blended learning programs, so that they may overcome problems that are creating hurdles to thrive in a blended learning classroom.

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