BLENDED LEARNING.pptx
- 1. Presented By- Santu Biswas Faculty, Dwijendralal College, Krishnanagar, Nadia, West Bengal santubiswas031@gmail.com
- 2. INTRODUCTION Science & Technology are accelerating factor of Fourth Industrial Revolution in which Digital Automation, Artificial Intelligence, Information Communication Technology (ICT) are at its momentum. Digital era and globalization has led to a new trend in education. One such trend Blended learning is most important one. Blended learning is the thought fusion of online learning with conventional learning. Blended learning is an opportunity of the combination of face-to- face and online delivery methods which influences students' perceptions on the learning environments to a great extent. The blended classroom of the future can leverage the power of online courses and free up classroom time for interactive collaboration and discussion, testing and problem-solving, redefining how education is administered, while at the same retaining the ethos of India’s traditional classroom system.
- 3. SIGNIFICANCE OF THE PRESENT STUDY COVID-19 has created an atmosphere for technology-enabled learning in higher education in India. It is time that policy-makers and educators took advantage of the current situation to reform Indian higher education and create a resilient system that supports equity, excellence and expansion. It can promote deeper learning, reduce stress, and increase student satisfaction. Teachers can become more engaged with their students. Blended learning presents an increased opportunity for students to connect with their professors and teachers. So, in this perspective the title of “BLENDED LEARNING: THE NEW NORMAL IN INDIAN HIGHER EDUCATION ” very significant and relevant.
- 4. STATEMENT OF THE PROBLEM: The present study attempts to describe the Technology Based Teaching-Learning Model: Blended Learning. In this Pandemic situation the most attractive and flexible learning model is Blended Learning Therefore the researcher considered the title of the problem as: “BLENDED LEARNING: THE NEW NORMAL IN INDIAN HIGHER EDUCATION ”.
- 5. OBJECTIVES OF THE STUDY The Present Study was Undertaken to Achieve The Following Objectives- To find out the necessity of Blended Learning in Higher Education. To relevance the Blended learning in the New Normal Perspectives.
- 6. METHODOLOGY: It is a Qualitative study. It is based on official documents and secondary data. The conclusion made in the study is based on Secondary sources. The Secondary sources data relating to the journal, article, newspaper etc. Some related information’s were extracted from various websites.
- 7. Discussion: Objectives-1: To find out the necessity of Blended Learning in Higher Education. Currently, blended learning is trending among higher education institutions around the globe. Despite its popularity, no model exists that describes the motivation that affects instructors’ opinions and beliefs regarding online learning. The use of technology can be seen as an innovative challenge to restructure of T-L process and integrate ICT in Independent, Collaborative and interactive work. Ease Of Access: blended learning system provides several learning models such as flex, self-blend, rotation, and enriched-virtual that could easily meet the needs of any personal student requirement.
- 8. Cont… Interactive Pedagogy: blended approach to learning managed to cause better student engagement which is more difficult to achieve in a traditional classroom. Cost Effectiveness One of the most significant quality of this particular trend in blended learning is that it works both ways, meaning that both users and providers of the program can experience cost savings. Students could benefit from reduced transport costs. As for universities, cost effectiveness is achieved through much faster and more effective access to global market as well as by reductions in the physical space requirements.
- 9. Cont…. Improved Academic Achievement: Finally, with the benefits of blended learning method such as time/space flexibility and a variety of appropriate learning models which result in better academic achievement, more interaction is being created constantly.
- 10. Objectives-2:- To relevance the Blended learning in the New Normal Perspectives. The modern purpose of education is to prepare humanity for an unpredictable world. Precisely the sort of world that is unexpectedly brought to a standstill within a matter of weeks ,by a rapidly spreading epidemic that leaves government across the world perplexed and struggling with the impossible choice between lives and livelihoods. In this perspective Blended learning as a key element of present education system. Adopting blended learning as a policy in Indian higher education institutions could also help to reduce the unreasonable focus on examinations, paving the way for continuous formative assessment and use of alternative assessment methods recommended by UGC.
- 11. Cont…. Source: https://www.linkedin.com/in/agarwaledu?trk=author_mini-profile_title, Published on June 9, 2020
- 12. Cont… Blended learning is help to reduce physical attendance in favour of video conferencing. Blended learning helping to create smaller groups that allow for appropriate social distancing. Blended learning to go back to frontal lessons as the prevalent mode of teaching with technology supporting the learning process more than ever.
- 13. CONCLUSION India is better prepared than most other countries to integrate information and communications technology (ICT) more effectively and adopt blended learning. Already huge amounts of digital educational resources, such as the Consortium for Educational Communication’s undergraduate e-courses, INFLIBNET’s e-PG Pathshala, SWAYAM MOOCs and NPTEL courses, are available to be used by teachers and students. With the UGC’s focus on integrating ICT in teaching and learning by 2022 as part of its quality mandate, Indian higher education could take the next leap and consider ‘blended learning’ as a policy to deliver teaching and learning.
- 14. References: Bonk C.J., & Graham, C.R. (2006). The handbook of blended learning environments: Global perspectives, local designs. Baldwin-Evans, K. (2006). Key steps to implementing a successful blended learning strategy. Industrial and Commercial Training, 38(3), 156–163. Bonk, C., & Graham, C. (2006). Blended learning systems: Definition, current trends, and future direction. In C. J. Bonk and Charles Graham (Eds.), Handbook of blended learning: Global perspectives, local designs (pp. 1–21). San Francisco, CA: Pfeiffer Publishing. Cleveland-Innes, M. (November 2017). Facilitation and teaching presence: Using the community of inquiry in blended and online learning environments. Invited presentation. KTH Royal Institute of Technology, Faculty Development Course, Stockholm, Sweden. Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7, 95–105.
- 15. Cont…. Stacey, E., & Gerbic, P. (2008). Success factors for blended learning. In Hello! Where are you in the landscape of educational technology? Proceedings ASCILITE Melbourne 2008 (pp. 964–968). Retrieved from http://www.ascilite.org/conferences/melbourne08/procs/stacey.pdf University of Waterloo Centre for Teaching Excellence. (n. d.). Best practices for designing blended learning courses. Retrieved from https://uwaterloo.ca/centre- for-teaching-excellence/resources/ blended-learning/best-practices-designing- blended-courses Wang, Y., Han, X., & Yang, J. (2015). Revisiting the blended learning literature: Using a complex adaptive systems framework. Journal of Educational Technology & Society, 18(2), 380–393.
- 16. Thank You