Blended Learning

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