SWOC (Strengths, Weaknesses, Opportunities and Challenges) Analysis: Perceptions of Teachers in the Garhwal Region about Blended Learning

The COVID-19 pandemic situation has impacted the entire education system, especially universities, and brought a new phase in education, “blended learning.” The objective of the research was to study the relationship of eight independent factors: e-learning environment, e-learning facilitation, e-learning materials, e-learning technical support, instructors’ personal attention, interaction with instructors, interaction with peer students, and laboratory learning environment, in the provision of effective blended learning in higher education during COVID-19 pandemic. Additionally, an extended relationship of gender and level of course with the effective blended learning was studied. A descriptive cross-sectional study was conducted with the students of higher education institutions in the Kingdom of Bahrain, and the Kingdom of Saudi Arabia, with a self-administered questionnaire aimed to learn the students’ perception of blended learning. All levels of undergraduate and postgraduate students took part in the study with a sample size of 1229. Ultimately, this study used a Structural Equation Modelling (SEM) approach to find the positive relationship between the effective blended learning and the eight independent variables and two mediating variables in the higher education sector. The study results portrayed a positive relationship between the eight independent variables and blended learning effectiveness in higher education institutions. The findings revealed that there is a difference in the students' perception of gender, level of the course, and the effectiveness of blended learning in the HEIs. The research offers guidance to governing bodies, administrators, and teachers of HEIs in decision-making and improves their actions to provide the best teaching and learning through blended learning. HEIs need to focus on the study results to enhance blended learning effectiveness based on e-learning environment, e-learning facilitation, e-learning materials, e-learning technical support, instructors’ personal attention, interaction with instructors, interaction with peer students, and laboratory learning environment. Also, since there is a significant difference between the gender, level of the course, and blended learning, providing blended learning based on gender and level of the course needs to be concentrated on by the higher education institutions.

Blended learning has emerged as a transformative educational approach, yet understanding graduate students' perceptions and experiences remains underexplored. Given the increasing prevalence of blended learning in higher education, understanding these perspectives is vital for enhancing instructional design and improving student outcomes. This study employed a sequential explanatory mixed-methods design by first collecting quantitative data through a survey questionnaire, utilizing a stratified sampling technique to assess graduate students' perceptions of blended learning, followed by qualitative focus group discussions (FGD) with purposive sampling to gain deeper insights into their experiences and the contextual factors influencing those perceptions. Findings indicate that students show a strong personal interest in coursework (x̅=3.32), enhancing engagement and academic performance, while the flexibility of blended learning helps them balance commitments (x̅=3.34) and fosters self-directed learning. However, a need for more relevant and stimulating assignments (x̅=2.58) is evident, highlighting the necessity for continuous content adaptation to sustain motivation. Conversely, the qualitative phase provided deeper insights, revealing that students appreciate quick access to materials and improved time management, enhancing their efficiency. Despite a generally positive attitude towards blended formats, concerns about the quality and enjoyment of course materials emerged, alongside challenges in promoting ownership of learning and maintaining discipline. Engagement levels were favorable, but issues with participation and connections among peers and instructors require attention. By prioritizing the enhancement of course content, fostering collaborative opportunities, and supporting self-regulation strategies, educators can markedly improve student satisfaction and academic success in blended learning contexts.

"Flipped" instructional sequencing is a new instructional method where online instruction precedes the group meeting, allowing for more sophisticated learning through discussion and critical thinking during the in-person class session; a novel approach studied in this research. The purpose of this study was to document dental students' perceptions of flipped-based blended learning and to apply a new method of displaying their perceptions based on Likert-scale data analysis using a network diagramming method known as an item correlation network diagram (ICND). In addition, this article aimed to encourage institutions or course directors to consider self-regulated learning and social constructivism as a theoretical framework when blended learning is incorporated in dental curricula. Twenty (second year) dental students at a Northeastern Regional Dental School in the United States participated in this study. A Likert scale was administered before and after the learning experience to obtain evidence of their perceptions of its quality and educational merits. Item correlation network diagrams, based on the intercorrelations amongst the responses to the Likert-scale items, were constructed to display students' changes in perceptions before and after the learning experience. Students reported positive perceptions of the blended learning, and the ICND analysis of their responses before and after the learning experience provided insights into their social (group-based) cognition about the learning experience. The ICNDs are considered evidence of social or group-based cognition, because they are constructed from evidence obtained using intercorrelations of the total group responses to the Likert-scale items. The students positively received blended learning in dental education, and the ICND analyses demonstrated marked changes in their social cognition of the learning experience based on the pre- and post-Likert survey data. Self-regulated learning and social constructivism are encouraged as useful theoretical frameworks for a blended learning approach.

This study aims to compare student perceptions of online, offline, and blended learning involving 28 students from the 2018 batch of Mathematics Education Study Program, Faculty of Teacher Training and Education, Sembilanbelas November Kolaka University as research subjects. The data were collected by non-test using a questionnaire instrument of student perceptions including online, offline, and blended learning as many as 23 statement items followed by interviews related to student perceptions. The results of this study indicate that the mean student perception of learning is positive with the following details: (1) the mean percentage of student perceptions of online learning is 77.92%; (2) the mean percentage of students' perceptions of offline learning (face-to-face) is 82.86%; and (3) the mean percentage of students' perceptions of blended learning is 73.98%.

The learning system regularly undergoes changes that require instructors and learners to utilize electronic media and online networks to carry out the learning process, with the hope that learning can be more productive. This study aims to analyze students' perceptions of learning that combine conventional methods and online methods, as well as see their effectiveness in laboratory-based courses. This study used 165 students as a sample and 15 students as participants for semi-structured interviews. Data were collected using a closed questionnaire that has been tested for validity and reliability and interviews. The research findings show that students' perceptions of blended learning in the effective category and active blended learning contribute to students in learning. The findings of this study can be input in improving the quality of learning in higher education and improving graduate achievement

COVID has posed several challenges for higher education. There is a rise in blended teaching and learning models that can improve the quality of education, observed Raman. Classroom interaction vital in quality of education is affected by power distance between the teacher and students, states Kasuya. Much research has been done on blended learning but hardly any on the role of power distance in blended learning in higher education, specifically post COVID. Keeping in mind the growing significance of blended learning shortly, it becomes strategically important to understand the role of power distance in blended learning in higher education post-COVID-19. This research paper tries to address the research gap. The study is exploratory, exploring the role of power distancing in blended learning formats during post-COVID-19. The findings indicate that there is a relationship between power distance and the autonomy of an individual. The higher the power distance between a teacher and a student from the teacher’s perspective, it becomes teacher-centred learning. So blended learning with the best of low power distances in terms of the media and delivery mechanism of offline and online ensures the mitigation of power between the teacher and the taught. The research will help the universities create a perfect blended learning format that enhances the quality of higher education. Due to the paucity of time and resources and a ban on respondent interaction due to pandemics, this research is based on secondary data analysis.

Blended learning research and practice have been areas of growth for two decades in Canada, with over 95% of Canadian higher education institutions involved in some form of blended learning. Despite strong evidence based research and practice blended learning, for the most part, has remained at sidelined in Canadian universities. The article argues the need for blended learning to situate itself within the timely and crucial Higher Education Reform (HER) agenda. By aligning the affordances of blended learning with the components of HER, blended learning can clearly serve as an enabler for HER. Keywords : Blended learning, Higher Education Reform. References AKYOL, Z.; GARRISON, D. R.; OZDEN, M. Y. Online and blended communities of inquiry: Exploring the developmental and perceptional differences. The International Review of Research in Open and Distributed Learning , 10(6), 65-83, 2009. ALLEN, I. E.; SEAMAN, J. Going the distance : Online education in the United States, 2011. 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The Promise and Practice of Blended Learning. 2010. Retrieved from: http://hosted.mediasite.com/mediasite/Viewer/?peid=b093b6024bb349feae7ba771bd29d9b61d LAUMAKIS, M.; GRAHAM, C.; DZIUBAN, C. The Sloan-C Pillars and boundary objects in framework for evaluating blended learning. Journal of Asynchronous Learning Networks , 13(1), 75-87, 2010. LOPEZ-PEREZ, M.V.; PEREZ-LOPEZ, M.C.; RODRIGUEZ-ARIZA, L. Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers & Education , 56(3), 818-826. (2011). MOSKAL, P.; DZIUBAN, C.; HARTMAN, J. Blended learning: A dangerous idea?. TheInternet and Higher Education , 18, 15-23, 2013. http://dx.doi.org/10.1016/j.iheduc.2012.12.001 . OWSTON, R. Blended learning policy and implementation: Introduction to the special issue. The Internet and Higher Education , 18, 1-3, 2013. http://dx.doi.org/10.1016/j.iheduc.2013.03.002 . PICCIANO, A. G. Blended with purpose: The multimodal model. 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This research aims to refine the model of blended learning in higher technical education institutions using cloud-based information and communication technologies (ICTs). The study objectives include determining the role of cloud technologies among contemporary ICTs, analyzing the utilization of cloud technologies in traditional, online, and blended learning, and augmenting the blended learning model with mobile and cloud technologies. The research focuses on the implementation of ICTs in the higher education system of Ukraine. The subject of investigation encompasses the use of cloud technologies and other ICT learning tools in traditional, online, and blended learning. The research methods employed involve analyzing educational programs, monographs, dissertations, articles, conference materials, and online resources. Additionally, targeted pedagogical observations, interviews with educators and students, and analysis of teachers' practical experiences are conducted. The findings emphasize that among various ICTs available for instructional purposes, cloud technologies stand out as facilitators of harmonious integration between the components of traditional education and technology-mediated learning. A promising approach to organizing the learning process, referred to as blended learning, involves the integration of traditional, distance, electronic, mobile, and cloud technologies. The study explores the model of blended learning in higher mathematics education for students in technical institutions, leveraging innovative ICTs. The primary conclusions and recommendations highlight the prevailing trend of transitioning towards blended learning in higher education and the need for further development of cloud technologies in instructional settings. Cloud technologies are particularly valuable for fostering student autonomy, enabling distance learning, and facilitating collaborative research, thereby supporting ongoing monitoring of learning outcomes and timely adjustments to optimize learning experiences.

The academic year 2020/2021 in higher education institutions in Ukraine began under the conditions of deteriorating epidemiological situation caused by the spread of Covid-19 pandemic. Students’ training was recommended to be carried out in the form of distance learning or blended learning. This research aims to analyse Master students’ perceptions of blended learning in the process of studying English in higher education institutions. The study presents the integrated course “Foreign Language for Specific Purposes (English)” developed for Master students of Pavlo Tychyna Uman State Pedagogical University. The experiment involves 84 respondents. The empirical basis of the study is the results obtained during three-months’ work with master students. Theoretical, empirical and statistical methods are used to conduct the study. The study investigates benefits and challenges of blended learning in studying English by Master students. The results of the questionnaire indicate the quality of teaching the course “Foreign Language for Specific Purposes (English)” as moderately positive and point out blended learning as an essential streamlined approach for creating effective learning experiences. The obtained results confirm the favourable Master students’ perceptions of blended learning in studying English during Covid-19 pandemic. Based on the findings of the study, which indicate benefits and challenges of blended learning in studying English, the authors give recommendations to improve the course “Foreign Language for Specific Purposes (English)”.

Blended learning, an innovative approach that combines traditional face-to-face (FTF) instruction with online elements, has gained prominence in education. This article provides a comprehensive overview of blended learning, including its definition, advantages, disadvantages, and various factors that affect the effectiveness of this teaching and learning approach. It also explores students’ and teachers’ perceptions of blended learning and the challenges and issues that may arise in its implementation. Blended learning has been found to provide several benefits such as personalized learning, flexibility, improved engagement, cost-effectiveness, accessibility, and real-world skill development. However, it also presents challenges related to technological dependence, digital inequality, reduced face-to-face interaction, and assessment difficulties. Instructors may face challenges in terms of preparation, time management, and scheduling. Factors affecting learning in a blended environment include pedagogical approaches, technology infrastructure, teacher skills and training, student engagement, assessment methods, cultural and social context, and time management. Students and teachers generally perceive blended learning positively, citing improvements in learning outcomes and teaching practices. While blended learning offers a sound pedagogical approach, successful implementation requires addressing technical barriers, ensuring engagement, effective assessment and evaluation methods, effective time management, and providing instructor training and support. Data privacy and security, social isolation, and course redesign are also important considerations in implementing blended learning. In conclusion, blended learning is a versatile and effective educational approach with many advantages and challenges. To ensure its success, careful planning, continuous evaluation, and support for educators and learners are essential to create rich learning environments in a rapidly evolving educational environment.

Significant transformations have occurred in the educational field due to the continued progress in information technology and thus blended learning has gained significant attention worldwide, providing students with diverse learning opportunities. To stay up-to-date with the advancements in educational technology, English teachers at Chinese universities have incorporated blended learning into the instruction of English Extensive Reading Course. English Extensive Reading Course is a mandatory course designed for students learning English as a foreign language, focusing on practicality, humanity, and communication. This study investigates teachers’ perceptions of blended learning in blended learning of English Extensive Reading Course, employing semi-structured interviews. This study identifies critical challenges teachers come across in blended learning of English Extensive Reading Course, including reduced teacher-student interaction, challenging selection of teaching materials and students’ insufficient learning engagement. To improve students’ effective learning experience, three strategies are adopted by teachers, involving in establishing clear course objectives, injecting materials from diverse resources and organizing appealing course activities. Additionally, the study highlights the multifaceted roles teachers undertake in blended learning environment of English Extensive Reading Course. These roles include course designer and organizer, learning facilitator, and instruction deliverer, with the first two roles being particularly significant. It is revealed that proper implementation of teachers’ roles can facilitate students’ effective learning experience in blended learning of English Extensive Reading Course.

This study aims to measure the level of self-directed learning readiness of prospective science teacher students studying with blended learning. This study also investigates the relationship of self-directed learning readiness with students’ perceptions of blended learning. This research uses a quantitative method involving 28 students of prospective science teachers in the mathematics faculty and natural sciences at Medan State University. Data were collected using a learning independence questionnaire, which was first validated by two learning experts. Measurement of learning independence is done after students undergo one semester of blended learning. In general, student learning independence is at a moderate level. Analysis based on gender shows that there are no statistically significant differences between men and women in learning independence. This study also revealed that differences in learning outcomes are influenced by the level of learning independence, especially in the "selfcontrol" aspect.

The purpose of the article is to present the results of a study of the possibilities of an integrated approach to the introduction of blended learning in higher education. The issue of applying new forms of creating the educational process is still relevant. The pandemic has intensified the discussion around the variety of software tools and methodological techniques that are used in distance and blended learning. At the same time, the normative, technical and psychological limitations of their application remain, and the very concept of blended learning is still being refined. The article summarizes the theoretical developments on the issue of blended learning, emphasizes the relevance of the problem of its implementation, specifies the stakeholders and their positions, and formulates proposals for options for teaching in a blended format.Materials and methods: the first part of the article was written in line with a review study, namely, a quantitative analysis and comparison of the content of scientific publications on the topic under study. To prepare the second empirical part, the authors conducted a survey of students on popular options for the implementation of blended learning, the results of which were processed by systematizing the collected data, working with specialized software products, Internet sources, and graphical presentation of the results.Results. Internal and external stakeholders in the implementation of blended learning in higher education have been identified. It is emphasized that with the unity of the goal - improving the quality of the educational process - their requirements are somewhat different and form a peculiar set of tasks that should be taken into account when introducing blended learning, with the unconditional priority of the positions of a lecturer and a student. Based on the bibliometric analysis of the definition of “blended learning”, a rapid increase in the number of publications on the topic is shown, which clearly illustrates the interest of the pedagogical community. The data characterizing the opinion of students about the introduction of blended learning are given. To improve the efficiency of the educational process, it is proposed to use integrated solutions for the implementation of blended learning in higher education, taking into account the opinions of all interested parties, and above all lecturers and students.Conclusion. The results of the study contribute to the specification of directions for further work to improve the practice of introducing and using blended learning by higher education institutions.

This study aims to identify and analyze main information, publication growth, the growth of this journal, growth by institution, research productivity, publications by country, publications by subject, publications by document type, thematic maps, network visualization, overlay visualization, density visualization, relationships between authors. The research used bibliometric method. Collecting data by searching through the Scopus database with the keywords Blended Learning in Higher education with the categories Article title, Abstract, Keywords in the period 2005-2021. Data were analyzed by year, author, origin of author and subject using Microsoft Excel 2010. Meanwhile, the publication development map was analyzed using R-Studio software, and VosViewer. The research results from this article itself found that the USA was the most contributing country regarding the topic of Blended Learning in Higher education with 16 documents and the most productive author on the topic of blended Learning in Higher Education was Najeh Alsalhi from Ajman University with 4 documents. Originality This study is the first to review and map the study of Blended Learning in Higher Education using bibliometric analysis, using data from year to year. All articles published in the journal have been reviewed in terms of methodology, country/country group of cases and topics/subtopics for future research.

The practice of blending online learning and face-to-face learning has become ubiquitous across many tertiary institutions both worldwide and nationwide, especially amid the Covid-19 pandemic. This paper is based on the part of a study investigating how language teachers perceive blended learning and how they adopt this model in their teaching practice to adapt to the new normal. The participants include 50 teachers who are teaching languages such as English, French, Russian, Chinese, Japanese, and Korean at Hue University, located in central Vietnam. The data was collected through a survey and then supported by follow-up interviews with 10 of the surveyees. The findings reveal teachers' perceptions of blended learning in terms of its necessity, feasibility, usefulness, and ease of use, as well as their confidence and intention of continuation. In addition, the study also reflects the reality of how blended learning is currently applied by these language teachers regarding such factors as how the online component supports the face-to-face component, how online and face-to-face classroom activities are blended, when online and face-to-face elements are arranged, etc. There is also a comparison of these teachers’ responses based on their teaching expertise to see whether they perceive and use blended learning differently.