Sustainable Blended Learning in STEM Education for Students with Additional Needs (Contributions to Environmental Sciences & Innovative Business Technology) 9819934966, 9789819934966

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Contributions to Environmental Sciences & Innovative Business Technology

Neelu Jyothi Ahuja · Adarsh Kumar · Anand Nayyar Editors

Sustainable Blended Learning in STEM Education for Students with Additional Needs

Contributions to Environmental Sciences & Innovative Business Technology Editorial Boards Allam Hamdan, Ahlia University, Manama, Bahrain Wesam Al Madhoun, Air Resources Research Laboratory, MJIIT, UTM, Kuala Lumpur, Malaysia Mohammed Baalousha, Department of EHS, Arnold School of Public Health, University of South Carolina, Columbia, SC, USA Islam Elgedawy, AlAlamein International University, Alexandria, Egypt Khaled Hussainey, Faculty of Business and Law, University of Portsmouth, Portsmouth, UK Derar Eleyan, Palestine Technical University—Kadoori, Tulkarm, Palestine, State of Reem Hamdan

, University College of Bahrain, Manama, Bahrain

Mohammed Salem, University College of Applied Sciences, Gaza, Palestine, State of Rim Jallouli

, University of Manouba, Manouba, Tunisia

Abdelouahid Assaidi, Laurentian University, Sudbury, ON, Canada Noorshella Binti Che Nawi, Universiti Malaysia Kelantan, Kota Bharu, Kelantan, Malaysia Kholoud AL-Kayid, University of Wollongong, Leppington, NSW, Australia Martin Wolf, Center for Environmental Law and Policy, Yale University, New Haven, CT, USA Rim El Khoury, Accounting and Finance, Notre Dame University, Loauize, Lebanon Editor-in-Chief Bahaaeddin Alareeni, Middle East Technical University, Northern Cyprus Campus, Kalkanlı, KKTC, Türkiye

Contributions to Environmental Sciences & Innovative Business Technology (CESIBT) is an interdisciplinary series of peer-reviewed books dedicated to addressing emerging research trends relevant to the interplay between Environmental Sciences, Innovation, and Business Technology in their broadest sense. This series constitutes a comprehensive up-to-date interdisciplinary reference that develops integrated concepts for sustainability and discusses the emerging trends and practices that will define the future of these disciplines. This series publishes the latest developments and research in the various areas of Environmental Sciences, Innovation, and Business Technology, combined with scientific quality and timeliness. It encompasses the theoretical, practical, and methodological aspects of all branches of these scientific disciplines embedded in the fields of Environmental Sciences, Innovation, and Business Technology. The series also draws on the best research papers from EuroMid Academy of Business and Technology (EMABT) and other international conferences to foster the creation and development of sustainable solutions for local and international organizations worldwide. By including interdisciplinary contributions, this series introduces innovative tools that can best support and shape both the economical and sustainability agenda for the welfare of all countries, through better use of data, a more effective organization, and global, local, and individual work. The series can also present new case studies in real-world settings offering solid examples of recent innovations and business technology with special consideration for resolving environmental issues in different regions of the world. The series can be beneficial to researchers, instructors, practitioners, consultants, and industrial experts, in addition to governments from around the world. Published in collaboration with EMABT, the Springer CESIBT series will bring together the latest research that addresses key challenges and issues in the domain of Environmental Sciences & Innovative Business Technology for sustainable development.

Neelu Jyothi Ahuja · Adarsh Kumar · Anand Nayyar Editors

Sustainable Blended Learning in STEM Education for Students with Additional Needs

Editors Neelu Jyothi Ahuja Department of Systemics School of Computer Science University of Petroleum and Energy Studies Dehradun, Uttarakhand, India Anand Nayyar School of Computer Science Duy Tan University Da Nang, Vietnam

Adarsh Kumar School of Computer Science College of Computing Mohammed VI Polytechnic University Benguerir, Morocco Department of Systemics School of Computer Science University of Petroleum and Energy Studies Dehradun, Uttarakhand, India

ISSN 2731-8303 ISSN 2731-8311 (electronic) Contributions to Environmental Sciences & Innovative Business Technology ISBN 978-981-99-3496-6 ISBN 978-981-99-3497-3 (eBook) https://doi.org/10.1007/978-981-99-3497-3 © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023, corrected publication 2023 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Singapore Pte Ltd. The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721, Singapore

Preface

Blended Learning as an educational approach, presenting a combination of traditional face-to-face learning and Online Learning, has progressed tremendously in present times. While traditional learning requires the presence of both teacher and student with some elements such as time, place and pace; binding them together, online learning frees them by offering flexibility to learn at their own time, place and pace. In online learning, students have the opportunity to exercise more control over their time. They can revisit content for additional clarity. Personalized learning paths are the key highlight of the blended learning approach. Blended Learning has evolved over the years, with state-of-art models, frameworks and strategies developing over time. This text is a detailed compilation of concepts of blended learning ranging from the definition, need features, models, advantages and disadvantages and comparisons with traditional face-to-face teaching-learning, to comprehensive coverage of state-of-art evolution and progression, evaluation and effectiveness assessment. STEM disciplines comprise Science, Technology, Engineering and Mathematics. Each of the disciplines further encompasses several areas. STEM has its importance as it has the potential to transform technology users into technology creators or innovators. Fostering creativity and inculcating problem-solving and critical thinking skills is an integral aspect of STEM education that advances students to pursue lucrative careers in future. In contemporary times, the interest in STEM subjects has increased, primarily due to their contribution to the workforce and economy. Related aspects such as promoting student interest in these subjects, encouraging individuals to pursue careers in STEM, involving and exciting specific target groups such as women, especially-abled population, to choose STEM, experimenting and developing new ways of teaching STEM subjects have gained attention. The present text will comprehensively cover the blended learning approach for each of the STEM disciplines and the impact thereof. Further, the text will cover the problem-based wearable devices and their role in education programs following a blended learning approach. Blended Learning in K-12 education has an immense role as the foundation for learning for students in their early education. Its study in various scenarios, specifically during Covid-era is an interesting phenomenon to analyze. The text will cover these related perspectives.

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Chapter 1 titled “Roles and responsibilities of a virtual teacher” discussed that a virtual instructor must use technology effectively and devise innovative teaching methods. The value of socializing in the virtual world is highlighted, as well as how a virtual instructor might facilitate it on an online platform. The virtual instructor must use several evaluation methods throughout the course to track each student’s progress. Online student evaluation should reduce the use of unfair tactics, which would otherwise be prevalent. The creation of clear criteria for evaluation is also highlighted in this chapter. The chapter also describes a virtual teacher’s role in assisting children with special needs who need modified education and evaluation. Chapter 2 titled “Hybrid Learning System: Analysis, Opportunities, Challenges, and Prospects” discussed that a hybrid learning system (HLS) combines traditional face-to-face instruction with online instruction. HLS gained popularity when the COVID-19 outbreak redirected academic attention to this online teaching and learning strategy. Academic gatherings and partnerships changed to web-based learning apps to assure physical distance and prevent pandemic transmission. The chapter proposes a further study on HLS application and strategies for students with disabilities and other specific needs. Chapter 3 titled “COVID-19 Pandemic and changing dynamics in Teaching and Learning Strategies: A study of student centric Blended learning approach” discussed that the present pandemic condition has altered the dynamics of teaching and learning. A post-pandemic thinking change is necessary. We need to educate differently in this new online paradigm. Education is becoming more fun and straightforward. Technology-enhanced learning may help students finish the English curriculum more quickly. This chapter explores the results of a survey conducted among technical students on the usage of Blackboard LMS. Chapter 4 titled “Blended Learning in COVID era and way forward” discussed that Blended learning is a technology-based teaching technique that combines face-to-face instruction with an online learning system. This chapter examines the benefits of blended learning using real-life case studies from various educational institutes. It concludes that blended learning is likely to be the prevailing learning framework in the coming years. Chapter 5 titled “Blended learning in Covid era: Pre and Post Covid times, Lessons learned and the way forward” explored that Blended learning is a combination of online and offline learning that allows students to communicate with the instructor, students and the study material. This can be done by being physically present and attending lectures in a real classroom through any online platform. The onset of the pandemic triggered the development of a more digital-specific education system which made it confident that inclusive technology learning is indeed the future of education. The chapter also surveyed the pre and post COVID blended learning experiences in detail. Chapter 6 titled “An investigative study on students’ and faculty perspectives toward transition to online teaching during COVID-19 pandemic” presented a concentrated study done to understand and analyze the students’ and faculty perspectives regarding the transition from face-to-face to online teaching. An unanticipated switch profoundly affected the anticipations, assessment techniques, epistemological beliefs and participation patterns of the students and faculty. Online teaching involves the delivery of both synchronous

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and asynchronous subject matter, and building e-content for online teaching is a very tiresome and time taking task. Chapter 7 titled “Survey of Blended Learning Approaches, Frameworks, Tools and Techniques for Science and Management Students” discussed that the COVID pandemic had given a tremendous boost to the process of the blended learning approach—forcing even the reluctant recalcitrant to participate constructively in adopting this approach. Since this approach to learning is the future of all educational initiatives, it is time that we try to collate all the techniques that had been adopted to date and locate their application possibilities in the areas of science and management studies. These techniques are explored in this chapter. Chapter 8 titled “Blended Learning and STEM Education for students with special needs and learning disabilities” presented that LD affects a person’s ability to listen, speak, read, write and learn STEM. The present system pushes them to mug up at any cost and in this process, they lose interest in studies, especially science and mathematics and hence drop out. So, there is a need to develop teaching methodologies and pedagogies along with an ecosystem that takes into consideration the learning needs of students with LD. These students can be taught STEM in a fun-filled manner through small games or game boards or experimental setups or arts. In this chapter, the authors propose customized programs where students with LD will be taught STEM in the laboratory combined with activity-based learning. The results show an improved STEM learning impact for students with LD through the proposed program. Chapter 9 titled “Designing Integrative and Collaborative Learning for Students with Special Needs and Learning Disabilities in an Inclusive Classroom” discussed that the World Conference on Special Needs Education has recognized the notion of inclusive education and recommends all the states to implement the policy of inclusion. In India, the National Council of Educational Research and Training (NCERT) collaborated with UNICEF to develop Project Integrated Education for Disabled Children (PIED) in 1987. The objective of this chapter is to address different teaching strategies that educators can use to create an inclusive learning environment in their classrooms. Chapter 10 titled “Maintaining Performance and QoS of Software Tools for Remote-Teaching Environment” explored that COVID-19 has improved the use of modern technologies to provide education. Less popular are remote teaching methods like webinars and teleconferencing as well as automated examinations and evaluations. Quality of Experience (QoE) is another remote teaching service metric. The quality of Internet connections (speed, latency) may impact how students engage with Remote-Teaching technologies. This research highlights concerns in remote/blended learning and teaching. It proposes metrics to enhance the quality of remote teaching software. This chapter offers a student case study on remote teaching and learning. Finally, it discusses the study’s findings and future remote teaching improvements. Chapter 11 titled “Student Learning Outcomes and Emerging Practises of Blended Learning: A Case Study” explores the impact of blended learning on student learning outcomes and analyzes the academic and behavioral performances of students before and after using the blended mode of teaching learning and identifies various pedagogical strategies of blended learning. Chapter 12 titled “Collaborative and Sustainable Blended Learning in UTAS

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Salalah” explores the benefits and challenges associated with blended learning and the use of online collaborative tools in education, highlights different blended learning tools and platforms and trends in technology, analyzes the role of the instructor in blended learning and how they can effectively incorporate online collaborative tools into their teaching practices and implements a prototype of a blended learning concept using online collaborative tools through a concrete case study involving a programming-based course. Chapter 13 titled “Integration of Blended Mode of Technologies in Teaching and Learning of Engineering Content at Higher Education Institutions” explores the usability of the blended mode of technologies integrated into Bachelors of Engineering courses and also highlights the attitude of students toward blended learning approach in teaching engineering courses. Chapter 14 titled “Expanding the Scope of Learning Analytics in Blended Learning Environments” provides a framework for educational institutions to apply blended learning and also explores the impact of COVID-19 on education and adoption of Blended learning in education. This work has compiled a set of studies performed in recent times for K-12 education in the field of science, technology, engineering and mathematics. Further, it has prepared a set of educational frameworks necessary to understand the importance of education in dynamic changing environments that incorporate slow learners and needful students. Here, needful students include both students within the weak economical section and handicapped students. A set of case studies that explain the research practices and trends followed in the last decade to promote education from schooling to post-graduate levels, especially for needful students are also prepared. In these studies, this work has identified the major challenges in recent educational practices and proposed a framework that eases education for everyone, especially needful students. The proposed framework will be verified through current engineering practices in higher education. This work has also prepared a set of case studies relevant to learning the current practices in education at different international universities. The data for these case studies will be picked from publically available resources and platforms including research portals, authentic blogs, newspapers, research articles, journals, conferences and other relevant resources. Further, this work has compiled and collated research practices around characteristics of the STEM disciplines and the responding design of learning environments crafted to generate creativity and imagination. The interplay of media specialists, UI/UX designers, game designers and experienced designers will be brought in through case studies and product examples. This work brings design thinking as an area aligned to STEM Education opening up opportunities for the learner to rekindle imagination and actively participate in integrating the learning experience. Here, a detailed account of inclusion and sustenance, proposing novel models of educational frameworks where specially-abled learners can share learning spaces and environments with mainstream learners is discussed. Finally, this

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work exclusively covered details on the assessment of blended learning models and implementations, thereby bringing out the findings to augment future models and strengthen sustenance. Dehradun, India Benguerir, Morocco Da Nang, Vietnam

Neelu Jyothi Ahuja Adarsh Kumar Anand Nayyar

Contents

1

Roles and Responsibilities of a Virtual Teacher . . . . . . . . . . . . . . . . . . . . . Divya Ahluwalia, Navjot Hothi, and Ishwar Dutt

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Hybrid Learning System: Analysis, Opportunities, Challenges, and Prospects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sunday Adeola Ajagbe, Kazeem M. Olagunju, Oluwaseyitanfunmi Osunade, Jinmisayo A. Awokola, John B. Oladosu, and Elijah O. Omidiora

3

COVID-19 Pandemic and Changing Dynamics in Teaching and Learning Strategies: A Study of Student-Centric Blended Learning Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pooja Gupta and Shalini Vohra

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Blended Learning in COVID-19 Era and Way-Forward . . . . . . . . . . . . Avita Katal, Jyoti Upadhyay, and Vijay Kumar Singh

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Blended Learning in COVID-19 Era: Pre and Post COVID Times, Lessons Learned and Way Forward . . . . . . . . . . . . . . . . . . . . . . . . . Deepa Joshi and Aryan Jamwal

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An Investigative Study of Students’ and Faculty Perspective Towards Transition to Online Teaching During COVID-19 Pandemic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Navjot Hothi

7

Survey of Blended Learning Approaches, Frameworks, Tools and Techniques for Science and Management Students . . . . . . . . . . . . . 133 Sudarsana Sarkar and Anish Sudhan

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Blended Learning and STEM Education for Students with Special Needs and Learning Disabilities . . . . . . . . . . . . . . . . . . . . . . . 151 Lochan Jolly, Anvita Birje, and Roohi Mehta

9

Designing Integrative and Collaborative Learning for Students with Special Needs and Learning Disabilities in an Inclusive Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Pooja Khanna and Sunita Bhola xi

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10 Maintaining Performance and QoS of Software Tools for Remote Teaching Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 S. Gayathri Devi, S. Manjula Gandhi, C. Sathya, S. Chandia, and K. H. Vani 11 Students’ Learning Outcomes and Emerging Practices of Blended Learning: A Case Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247 Pratiksha Dixit and Usha Pathak 12 Collaborative and Sustainable Blended Learning in UTAS Salalah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279 Balaji Dhanasekaran, Rhouma Rhouma, and Senthil Kumar 13 Integration of Blended Mode of Technologies in Teaching and Learning of Engineering Content at Higher Education Institutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 303 Muhammad Mujtaba Asad, Kanwal Aftab, Zahid Hussain Khand, Alkarim Datoo, Hassan Syed, and Prathamesh Churi 14 Expanding the Scope of Learning Analytics in Blended Learning Environments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 317 V. Harish, Ravindra Sharma, Geeta Rana, Anand Nayyar, and Bhakti Parashar Correction to: Sustainable Blended Learning in STEM Education for Students with Additional Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Neelu Jyothi Ahuja, Adarsh Kumar, and Anand Nayyar

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About the Editors

Dr. Neelu Jyothi Ahuja is a Professor and Head of the Department of Systemics, at the School of Computer Science at the University of Petroleum and Energy Studies, Dehradun. Her Ph.D. awarded in 2010, was on the development of a prototype rule-based expert system for seismic data interpretation. Apart from academic teaching at university level (both at postgraduate and undergraduate levels), she is an active researcher. From the period of 2010 to 2017, she has been the head of the Research Centre—Computing Research Institute, spearheading intra-disciplinary research and coordinating research activities. She has successfully delivered government sponsored R&D projects and consultancies worth 1.5+ Crores since 2013. To her credit, she holds successful delivery of half a dozen R&D projects and consultancies funded by the Department of Science and Technology (DST), GOI. Currently, she is working on a research project involving the developing of AI-based tutoring tools for disabled population. Under her supervision, 11 scholars have completed their doctoral work. Currently, 06 research scholars are undergoing their Ph.D. work under her supervision. Uttarakhand Law Commission and Uttarakhand Human Rights Commission, Govt. of Uttarakhand have conferred her with Himayan Nari Sakhti Award (2020), and the Institute of Green Engineers have conferred her with IGEN Women Achievers Award (2021) in recognition of her research contributions. She has been an invited speaker on various technical and research-oriented topics at widely acclaimed forums, both national and international. She is one of the panelists of various committees, including WHO-Promotion of Assistive Products xiii

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and Technologies, ‘DST-Expert Committee for inspection and On-the-spot review of CORE (long-term) projects’. She has also been a chair at various conference sessions and different internal and external meetings/forums. Her areas of interest include Machine Learning, Intelligent Systems, Intelligent Tutoring Systems, Expert Systems, Artificial Intelligence, ICT, Object-oriented development and Programming Languages. She holds 22+ years of experience in teaching, research and project proposal development, and has published papers in journals and conferences at international and national levels. She is a member of professional societies such as IEEE, ACM and ACMWomen. As a passionate academician, she has been a strong practitioner of innovative teaching styles, pedagogical frameworks, curriculum development and experimentation. Owing to her practice and experience, she has been engaging in teaching learning conversations, mentoring activities and holistic student engagement and experience development. She strongly believes in learning to be the first step toward teaching, and teaching beyond formal classroom boundaries. Adarsh Kumar is an Associate Professor in the School of Computer Science at the University of Petroleum and Energy Studies, Dehradun, India. He received his Master’s degree (M.Tech.) in Software Engineering from Thapar University, Patiala, Punjab, India, and earned his Ph.D. degree from Jaypee Institute of Information Technology University, Noida, India, followed by Post-Doc from Software Research Institute, Athlone Institute of Technology, Ireland. From 2005 to 2016, he has been associated with the Department of Computer Science Engineering and Information Technology, Jaypee Institute of Information Technology, Noida, Uttar-Pardesh, India, where he worked as an Assistant Professor. His main research interests are cybersecurity, cryptography, network security and ad-hoc networks. He has many research papers in reputed journals, conferences and workshops. He participated in one European Union H2020 sponsored research project and he is currently executing two research projects sponsored by UPES SEED division and one sponsored by Lancaster University.

About the Editors

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Dr. Anand Nayyar received Ph.D. (Computer Science) from Desh Bhagat University in 2017 in the area of Wireless Sensor Networks, Swarm Intelligence and Network Simulation. He is currently working at the School of Computer Science-Duy Tan University, Da Nang, Vietnam as Professor, Scientist, Vice-Chairman (Research) and Director-IoT and Intelligent Systems Lab. A Certified Professional with 100+ Professional certifications from CISCO, Microsoft, Amazon, EC-Council, Oracle, Google, Beingcert, EXIN, GAQM, Cyberoam and many more. Published more than 150+ Research Papers in various High-Quality ISI-SCI/SCIE/SSCI Impact Factor Journals cum Scopus/ESCI indexed Journals, 70+ Papers in International Conferences indexed with Springer, IEEE and ACM Digital Library, 40+ Book Chapters in various SCOPUS/WEB OF SCIENCE Indexed Books with Springer, CRC Press, Wiley, IET, Elsevier with Citations: 11000; H-Index: 55 and I-Index: 195. Member of more than 60+ Associations as a Senior and Life Member including IEEE and ACM. He has authored/co-authored cum Edited 55 Books of Computer Science. Associated with more than 500+ International Conferences as Program Committee/Chair/ Advisory Board/Review Board member. He has 18 Australian Patents, 4 German Patents, 4 Japanese Patents, 33 Indian Design and Utility Patents, 1 USA Patent, 3 Indian Copyrights and 2 Canadian Copyrights to his credit in the area of Wireless Communications, Artificial Intelligence, Cloud Computing, IoT and Image Processing. Awarded 44 Awards for Teaching and Research—Young Scientist, Best Scientist, Best Senior Scientist, Asia Top 50 Academicians and Researchers, Young Researcher Award, Outstanding Researcher Award, Excellence in Teaching, Best Senior Scientist Award, DTU Best Professor and Researcher Award— 2019, 2020–2021, 2022 and many more. He is listed in the Top 2% of Scientists as per Stanford University (2020, 2021, 2022) and Listed on Research.com (Top Scientist of Computer Science in Viet Nam-National Ranking: 2; D-Index: 31).

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About the Editors

He is acting as Associate Editor for Wireless Networks (Springer), Computer Communications (Elsevier), International Journal of Sensor Networks (IJSNET) (Inderscience), Frontiers in Computer Science, PeerJ Computer Science, Human Centric Computing and Information Sciences (HCIS), Tech Science Press- CSSE, IASC, IET-Quantum Communications, IET Wireless Sensor Systems, IET Networks, IJDST, IJISP, IJCINI, IJGC, IJSIR. He is acting as Editor-inChief of IGI-Global, USA Journal titled International Journal of Smart Vehicles and Smart Transportation (IJSVST) and Managing Editor of International Journal of Knowledge and Systems Science (IJKSS), IGI-Global, USA- SCOPUS Q2 Indexed Journal. He has reviewed more than 2500+ articles for diverse Web of Science and Scopus Indexed Journals. He is currently researching in the area of Wireless Sensor Networks, Internet of Things, Swarm Intelligence, Cloud Computing, Artificial Intelligence, Drones, Blockchain, Cyber Security, Healthcare Informatics, Big Data and Wireless Communications.

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Roles and Responsibilities of a Virtual Teacher Divya Ahluwalia, Navjot Hothi, and Ishwar Dutt

Abstract

The evolution of online teaching due to COVID has decisively changed the roles and responsibilities of a teacher. A virtual teacher needs to optimize technology and draft manifold ways to achieve the desired learning goals. The chapter provides a detailed set of roles and responsibilities of a virtual teacher, which are intrinsically different and perhaps more challenging than those of a traditional teacher. Various details of Synchronous and Asynchronous teaching modalities are also projected. The importance of socialization in the virtual world is very vital and how a virtual teacher can make it inherently possible on an online platform is also discussed. Student engagement is a very stimulating task that requires the virtual teacher to extensively inculcate games, quizzes, simulations, three-dimensional animations, etc., into the study material. The in-depth intricacies involved in the building of e-content are clearly outlined. The e-content must be developed to evolve different kinds of cognitive, psychomotor, and interpersonal skills among the learners. Assessment of virtual students requires a lot of strategic planning and implementation. Different modes of assessment have been enlisted, which must be employed by the virtual teacher at different stages of the course so that the learning curve of every student is clearly

D. Ahluwalia Department of Mathematics, School of Engineering, University of Petroleum and Energy Studies, Dehradun, Uttarakhand, India e-mail: [email protected] N. Hothi Department of Physics, School of Engineering, University of Petroleum and Energy Studies, Dehradun, Uttarakhand, India e-mail: [email protected] I. Dutt (B) Physics Department, Government Degree College, Solan, Himachal Pradesh, India e-mail: [email protected] © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023 N. J. Ahuja et al. (eds.), Sustainable Blended Learning in STEM Education for Students with Additional Needs, Contributions to Environmental Sciences & Innovative Business Technology, https://doi.org/10.1007/978-981-99-3497-3_1

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witnessed. Student assessment should be such that the use of unfair means is minimized, which otherwise would be very prominent on an online platform. Furthermore, the development of a well-defined rubric for assessment is also discussed wherein student expectations are clearly outlined. The chapter also outlays the role of a virtual teacher in catering to special needs students who require different or modulated form of instructions and assessments. Keywords

COVID-19 • Synchronous and asynchronous modes • Socialization • E-content • Assessment • Special needs students

1.1

Introduction

The internet has not just changed the way we learn but has also changed the way we teach. Online teaching can broadly be defined as a procedure wherein information technology and communication are used in the delivery, development, and acquisition of knowledge that takes place from different geographical locations which can be urban or rural (Sun and Chen 2016; Greene et al. 2020; He et al. 2018; Kumar et al. 2021). For online teaching, we use the internet for the release of content through learning management systems, other software, and text communications to create a learning environment (Frederickson et al. 2005). The role and responsibilities of a virtual teacher become very prominent in online teaching and the success of an online course rests on the shoulders of the virtual teacher. COVID has escalated online teaching to new scales and thereby adaptation and implementation of technology in teaching needs to be explored (Taneja et al. 2021a, b). Virtual teachers are often viewed as facilitators who are required to nurture a symphony between assorted theories and live proficiencies. A virtual teacher needs to very specifically set the learning goals and must design multiple paths for the students to reach the desired goals. Though online teaching provides a lot of freedom to the learners, it does require more discipline and seriousness from both the students and the teachers. Teachers are required to plan beforehand that all the study material is prepared and accessed by the students on time (Sime and Themelis 2020). The e-content developed by the virtual teacher should be of very high quality and must have several components to make it more engaging and fun to learn. Online teaching should foster critical thinking among the students so they develop the ability to fundamentally apply information gained through experience and reasoning for life-long learning (Hothi et al. 2019; Ha et al. 2019; Mukhopadhyay et al. 2020, 2021). Metacognitive skills should be inculcated among the students wherein learning is fostered by asking reflective questions. Furthermore, socialization with students in multiple forms is extremely important for a virtual teacher as this eliminates the sense of isolation which may be developed among the learners during online learning. Student assessment is

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another important aspect that a virtual teacher must plan and implement with precision and clear guidelines. A well-defined rubric should be followed by the virtual teacher at every stage of evaluation. A virtual teacher must be very transparent about the academic expectations of the students. It is the prime responsibility of the virtual teacher to plan the activities so that either the students get instant feedback or they are provided the same within a smaller time frame. Timely and constructive feedback (Pereira et al. 2016; Quintelier et al. 2020) is the backbone of a successful course in virtual mode (also because the student is not able to make out his performance by seeing the visual response as in the case of a classroom teacher). The virtual teacher may help to identify the strengths and weaknesses of each student. A virtual teacher must also keep in mind the special needs students when devising an online course so that the course provides the requisite flexibility and support in the new virtual environment. Objectives of the Chapter The objectives of the chapter are: • To learn various online teaching modalities such as Synchronous and Asynchronous modes; • To understand the importance and need of socialization for students in the virtual world; • To elaborate on the intricacies involved in building E-Content for online teaching; • To understand challenges faced during student assessment in online mode along with a depiction of the different modes of assessment; • And, to comprehend the details about catering to students with special needs. Organization of the Chapter The present manuscript is divided into 6 sections. Section 1.2 provides an insight into the synchronous and asynchronous modalities of online teaching. Section 1.3 focuses on the importance of socialization in the virtual world. The intricacies of building e-content for online learning are presented in Sect. 1.4. The details of the student assessment are provided in Sect. 1.5. Section 1.6 gives an overview of the role of a virtual teacher in catering to special needs students. Section 1.7 concludes the chapter with future scope.

1.2

Synchronous and Asynchronous Teaching Modalities

Online teaching modalities can be classified as synchronous or asynchronous. In Synchronous teaching, teaching and learning happen in real-time via instant messaging, chat rooms, and texting and occurs through a live instructor. On the other hand, asynchronous teaching and learning does not occur in real-time and happens on the student’s schedule (see Fig. 1.1). In this, the instructor provides material for reading, pre-recorded video lectures, audio lectures for listening, PowerPoint

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presentations for viewing, and assignments for completing, all within flexible time frames. The role of a virtual teacher is eminent in both modalities. Synchronous mode involves the meeting of the instructor and the learner in a live virtual world. In this mode, concurrent interaction takes place through live audio or video conferencing, text sharing, whiteboard sharing, live chat, and instantaneous document sharing. Synchronous teaching can take place through Learning Management System (LMS) or some other software. Institutes generally have their own LMS which have widespread capabilities (Cavus et al. 2007). The biggest advantage of synchronous media is that it is interactive rather than cognitive. It provides a feeling of community among the peers and with the faculty (Bolliger and Martin 2018). This in turn leads to a sense of satisfaction among the students and the attrition rate is also less. Synchronous teaching avoids miscommunication among the students and leads to active learning. It also provides instant feedback which is of utmost importance in online learning. It can provide institutes with a platform to invite the best experts around the globe to deliver a course or some content for its students. Real-time interactions and discussions can take place without any geographical barriers and this can foster motivation for achieving desired performance goals. The biggest disadvantage of synchronous media is that it can be very costly and may require high bandwidth for efficient transmission of content. Students and faculty may encounter technical glitches which may pose a hindrance to learning. Also, it is difficult to schedule a common shared time for virtual instructors and students who may be located in different time zones. Poor technical knowledge of the virtual teacher may lead to ineffective content delivery. Synchronous learning requires active participation between the instructor and students. However, those with poor social skills may find this modality troublesome. Introvert learners may

Fig. 1.1 Synchronous and asynchronous modes of online teaching

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not engage in active participation such as discussion forums, audio, and video chats and may be overshadowed by extrovert learners. In synchronous mode, the role of a virtual teacher is similar to that of a traditional teacher, but with added responsibilities. The virtual teacher needs to be technology savvy, must have very good social skills, and must not be hesitant in front of virtual live audiences. The virtual teacher needs to have very well prepared content for delivery and must avoid mistakes as the synchronous lectures can be recorded by the students for revision as well as the institute for maintaining archival records. The most commonly used synchronous tools are whiteboards, text-based chat, voice-based chat, audio conferencing, video conferencing, web conferencing, social networking sites, etc. Nowadays, a lot many asynchronous platforms such as Coursera, Udemy, edX, Udacity, etc., have become very popular among learners and they even provide certifications, diplomas, etc. Institutes can also use their LMS or other technology for asynchronous content delivery. Asynchronous modality has several advantages as it provides numerous opportunities to learn and process information. Both time and distance barriers are removed in asynchronous mode. It also gives immense flexibility for cognitive learning and provides an archival record of all the operations performed in this environment. The biggest advantage of asynchronous online learning is that the student can learn at his or her own pace. Time barriers are removed in this method and learning can take place according to the student’s personal schedule. This modality permits the student to seek reflection about his or her learning and subsequently answer questions or respond to discussions. Because of these reasons, students with poor learning skills can benefit immensely from this learning mode. Asynchronous learning is also quite apt for adult learners who have busy schedules but wish to pursue learning at their own time scale and convenience. Online teamwork for group projects and assignments is possible irrespective of the distance and place of the team members. Introvert learners find this mode very useful as social anxiety is eliminated for them and they feel more comfortable learning in isolation. Despite being very robust, the asynchronous mode has some inherent challenges or drawbacks. Since immediacy is missing, asynchronous platforms may lead to a sense of isolation among the learners. A lack of social interaction is thereby prominent. It may be advantageous for those who like to work in isolation, but may have a negative impact on those who like to interact socially to increase their motivation levels. However, virtual teachers can break this barrier by going online quite frequently and having social interactions with the students at different stages of the course. Another major drawback of the asynchronous mode is the lack of instant feedback. Instant feedback leads to an enriched learning experience and delayed feedback may lead to confusion and misunderstandings. For asynchronous learning, the students should muster a lot of self-discipline, motivation, and focus. However, adolescent learners may be lacking these attributes and may require adult supervision for effective learning. Another major drawback of asynchronous learning is the lack of real-time collaboration and real-time activities.

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This may in turn lead to a sense of disconnection among the learners. Currently, because of lower execution impediments, asynchronous resources are used more extensively. A virtual teacher needs to do a lot of backend preparations for asynchronous teaching. Audio, video, and text content preparation is a tedious task that also may be very time-consuming. Furthermore, there is no scope for errors and mistakes in the asynchronous content as this is not delivered in a live mode and is usually available to the students at the commencement of the course itself. Since time is not a constraint in the asynchronous teaching modality, the virtual teacher may have to work for odd hours to cater to student queries, doubts, and discussions. The most commonly used asynchronous tools are Wikis, Blogs/Weblogs, Email, Discussion Boards, Digital Library, Podcasting, E-Portfolios, Listservs, Google Documents, etc. Technical requirements and assistance play a key role in both asynchronous and synchronous content delivery. The institute needs to provide technological orientation and technical support to both the instructors and students. Furthermore, the students and faculty must be equipped with adequate resources such as a computer, camera, and microphone for participating in audio–video exchanges and synchronous chats. The technical profile of the primary and secondary internet connectivity must be predefined and the need for assistive technology must be clearly outlined.

1.3

Importance of Socialization in the Virtual World

As already pointed out earlier, online teaching may lead to a sense of isolation and severance among the learners. Every student who ventures into online learning will at some point ponder the aspect of socialization. Though online teaching can be very flexible and also can provide a lot of freedom to the learners, this freedom may lead to the development of anxiety and discomfort (Shearer et al. 2020). Thereby, the need for socialization becomes eminent. The term socialization can have different interpretations for different people. On a broader note, socialization is being able to blend in and breed connections at various levels to develop a feeling of community. Socialization literally means to develop social skills through contact with others such that one becomes knowledgeable and aware of one’s surroundings. Interaction is an important aspect of socialization and it must be inherently embedded during the process of a course design. Socialization depends upon the extent that the participants share experiences, insights, and perspectives, and how they reciprocate the sharing of others’ viewpoints and experiences. Online education leads to the construction of social knowledge. It greatly minimizes issues causing social rift such as age, socio-economic status, physical disabilities, ethnicity, gender, appearance, geographical location, etc., and can build lifelong friendships and communications. Socialization can take place between the instructor and learner and between peers. This is possible by designing activities

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within the class or outside the class. The institute can trigger socialization by offering online clubs and activities. Offering virtual clubs such as photography club, debate club, book club, environment club, poetry club, etc., can foster a great deal of socialization among the students and can enhance their learning trajectory with overall personality development. In many cases, if the geographical location of the learners is the same, then the learners can be brought to a common physical location say for field trips and other activities. Real-world activities can build strong friendships wherein students can participate in collaboration for projects and develop leadership skills. Web technologies and social networks allow communication among the learners and with the instructor by using the internet. For fruitful online communication, the role of the instructor becomes vital. The instructor must instigate prosocial behavior and must communicate positive expectations to foster self-esteem and motivation among the students. If possible, the instructor must establish close personal contact with the students so that the student realizes that there is a support system for him or her to rely upon. The online course must be developed in such a manner that there are frequent windows for taking feedback from the students. Timely feedback can provide an immediate solution to student problems and can avoid miscommunications and gaps. Furthermore, an online teacher must help students in socializing, developing positive relationships, providing them with necessary reassurance regarding their well-being, engrossing them in academic activities, monitoring their progress, dealing with their problems, and making them accept responsibility for their academic work (Shin et al. 2017). The window for peer–peer interaction must be predesigned in an online course and may include one-to-one interaction and group projects. The role of modern technology is crucial in socialization. Synchronous tools such as real-time web conferencing provide a robust platform for integrating chat, whiteboards, voice, and live videos for online one-to-one interactions, projects, and assignments. Software tools such as Adobe Connect Professional, Team Speak, etc., help in such interactions. Asynchronous tools such as wikis, blogs, emails, chats, discussion forums, etc., also help in sharing viewpoints and ultimately may lead to socialization. The minutes of these discussions can also be archived. A big disadvantage of asynchronous teaching may be the time lag that occurs between the interactions. This reduces spontaneity and may cause frustration among the students for not getting immediate feedback for their ideas or problems. This may lead to loss of focus and the students may get distracted. Social media platforms such as Twitter, Second Life, Facebook, Myspace, WhatsApp, Instagram, etc., can also be used for communication. However, they may have a disadvantage of students going off track and may use it for the sheer purpose of entertainment. Cyberbullying and miscreants with false identities may lurk in the cyberspace of students. Thereby, institutes need to establish policies and rules to address these concerns and must outline clear guidelines and procedures for the students before the commencement of a course. Institutes need to strictly restrict the chat rooms only to the students who are enrolled in the course. Herein

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the role of the faculty is very important. The faculty must monitor the communication of students on the online platforms by being a part of it and should prevent students from misusing them. The chat rooms in the LMS should only be allowed to use in the presence of the teacher.

1.4

Building of E-Content for Online Teaching

The Digital revolution has indeed provided quick and easy access to study material. The development of study material for online teaching requires a great deal of effort and intensive planning. Governments around the globe provide massive funding for projects related to online content development. A lot many crucial factors must be taken into account while developing e-content so that it has a wider reach worldwide. Institutes must hire qualified and very experienced faculty for the development of e-content. The faculty should be aware of different teaching methodologies and must be adaptable to different pedagogies. Furthermore, the e-content may aim at developing different kinds of skills such as cognitive, psychomotor, and interpersonal skills. The e-content must be learner-centric and must provide an engaging learning experience (Stack 2015). It should be granular and interactive and must provide a sense of personalization to the learners. E-content which is completely text-based may turn out to be very monotonous and this could eventually drive away the student from learning. A virtual teacher should devise study material that must be very attractive, engaging, dynamic, and enjoyable. In order to make the content appealing, the teacher must inculcate games, quizzes, simulations, and three-dimensional animations into the study material. The LMS must be a user-friendly interface for both synchronous and asynchronous content delivery. The e-content developed by the virtual teacher should be visually appealing with easy navigation options. While creating the e-content, visual consistency should be taken into account. Eye-friendly colors must be used along with the right font size. The themes must be striking with easy-to-understand layouts. E-content must be designed by the virtual teacher in a structured and logical manner. The entire syllabus must be divided by the teacher into segments based on the learning time required to create a course. In synchronous mode, lecture content and lecture delivery time must be chalked out before the commencement of the course. In asynchronous mode, deadlines should be set beforehand for the total number of days/weeks required for course completion. The student must be informed about the learning outcomes and course objectives before the commencement of the syllabus. There should be a direct alignment of objectives with the assessment activities. Glossary, links, and references must be adequately placed in appropriate places. For asynchronous teaching, the learning non-interactive resources such as power points, text-based documents, and audio and video files must be of optimum quality and the virtual teacher must make sure that the content is not plagiarized. For synchronous lectures, the e-lesson should be a string of screens (which may be a PPT) that includes graphics, text and animations, and

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audio and video interactions. Furthermore, supplementary asynchronous e-content must be provided along with the delivery of the synchronous lecture. Quizzes, individual assignments, and collaborative group projects must be designed to be a part of both asynchronous and synchronous deliveries. The content should be devised by the virtual teacher in such a manner so that there is a scaffolding of the learning experience wherein there is a gradual rise from simple concepts to complex ones. Also, the quality of developed e-content should be minutely assessed by the institute and should be launched only if it matches high standards. Proper citations and permissions must be incorporated in the subject matter if at all resource material of other authors is utilized in any form for e-content development. These may include data, figures, tables, pictures, animations, and audio and video files.

1.5

Student Assessment

In the traditional evaluation system, the students tend to memorize at the last moment and appear for the examination. Therefore, the entire evaluation system was neither able to authentically evaluate the potential of the students nor able to inculcate the core values, soft skills, interpersonal skills, analytical skills, life-long learning skills, communication skills, teamwork, professional ethics, etc., which were intrinsically required from them in their professional lives (Dell et al. 2010). The entire teaching philosophy was then questionable because the results were not fruitful as expected and various gaps were found in the traditional approach. Subsequently, the teaching fraternity started exploring new ways and means by which the education system as a whole and evaluation system, in particular, may be reconditioned with a strong foundation. Educationists all around the globe realized that a new assessment policy may be framed which overpowers the trend in education leading to rote memorization and simply scoring marks by the students (Hurlbut 2018). Several brainstorming over the years resulted in the concept of Outcome-Based Education (OBE) which centers on the concept of defined goals and desired outcomes (Premalatha 2019). This was the time when a revolution was encountered in the education system. A whole new theory was developed and it was widely accepted across the globe. It was actually ‘Performance-based education’ in which the emphasis was laid on developing competencies in a student. Constructive alignment is the key to the OBE process which is aligned with learning outcomes and judiciously assess the outcomes, authentic assessment tools play a crucial role. Assessing the progress of a virtual student is critical and is of utmost importance (Holmes 2018). Through assessments, the instructor is able to identify the level of learning of the student which in turn helps the instructor to take remedial measures to assure that the aims and learning outcomes are achieved. Assessment can be formative and summative.

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Formative Assessment (for Learning)

The formative assessment is generally ‘low stake’ meaning that they have no point or less value (Schildkamp et al. 2020). It’s the responsibility of the virtual teacher to monitor the student’s learning at regular intervals and provide constructive feedback to the students so as to help them improve upon their learning. Moreover, the feedback and tips provided by the teacher would help the students to identify their strengths and weakness which in turn will aid them to ascertain the target areas where improvement is required. The role of a virtual teacher is also to improve upon the techniques used so that the teaching and learning are enhanced. The formative assessment is of utmost help to the virtual teacher to recognize the key areas where the students are struggling so that they may provide instant support and guidance or mentorship as and when required. Concurrently, they also need to understand the gaps in the skills achieved by the students or in their learning standards so that the instructional strategies may be refined accordingly.

1.5.2

Summative Assessment (of Learning)

The summative assessment is generally ‘high stake’ meaning that they have a high value. For example, Mid-term examination, End-term examination, Final Project, and Final Presentation. It’s the responsibility of the virtual teacher to evaluate the students learning by the end of the program and make a judgment about the attainment level of the students through learning outcomes. The virtual teacher intends to measure the effectiveness of the program so that corrective measures may be taken for the improvement of the program as a whole.

1.5.3

Modes of Assessment

The different modes of assessing the learning and progress of the students are assignments, quizzes, tests, group activities, verbal discussions, etc. The role of the instructor is substantial in planning the assessments in such a way that there is continuous evaluation and the student gets motivated to learn. The following are the various modes of assessment (Fig. 1.2): • Assignment: The assignments may be allocated at an individual level or to a large or small peer group. At the individual level, the students work on the problems with self-support backed up by the guidance of the mentor or teacher. This boosts the self-confidence of the student. The group assignments especially help to connect the students with their peers as well as with the instructor. The students support and help each other in finding the solutions to problems and doubts and thereby often resolve and solve the most difficult problems. This way there is a wide up-gradation and enhancement in the knowledge of

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Fig. 1.2 Different modes of assessments

the students and the spirit of teamwork is inculcated. Furthermore, a lifelong relationship is established among students. • Quiz: Quizzes may be included as an integral part of the virtual course after the completion of each topic or module. The quiz may include multiple answers, multiple-choice, true or false, fill in the blanks, match the following, etc. Small quizzes of 2–5 questions ascertain a quick review and act as a booster for the students as they get enthused to learn further by recurrent successes. This also helps the virtual teacher to instantly have an insight into the level of understanding of the student at each phase. After each quiz, the responsibility of the virtual teacher is to share the student’s feedback in general and individually if required. • Project-Based Activities and Final Presentation: In the current scenario where the industry demands a varied skill set in a student, the assessment may include project-based activities so that the students may have a chance for some handson experience and help support developing skills that are required in the real world. The final project presentation will also develop confidence in the students for the presentation skills. • Peer Assessment: The virtual teacher can meticulously plan the course by adding a component of peer assessment which will have an added benefit for the student. This component provides the student with a great learning experience and an opportunity to critically look at the peer’s assignment leading to a broader sense of understanding of the content, its way of presentation, and the resources (Double et al. 2020). It’s the responsibility of the virtual teacher to monitor that the peer grading is done fairly with proper comments provided by the peer.

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• Mid-Term Examination and End-Term Examination: Finally, at an intermediate level and end of the course, an elaborative assignment must surely be included as part of the assessment tool to have an insight into the in-depth learning of the student. At this stage, the non-performers may be motivated to go back and revise the content delivered and then reappear for the test. Thus, these are of utmost importance for the virtual teacher to know the gaps in the course design, the pedagogy used, modes of assessment, etc., and to improve upon all aspects so that the course parameters may be modified toward perfection. • Discussion Forum: During the course, some questions may be posted on the discussion forum wherein the students may be left free to post their logical views and comments within a stipulated time frame and limited words. This definitely will prove to be a fruitful way for creating a connected virtual environment through collaborative work, and in addition, enhance the learning, provided the discussion moves smoothly in the right direction. The responsibility for this, solely lies on the shoulders of the virtual teacher who will definitely make his/her presence felt at regular intervals during the entire progression of the discussion thread. Special attention is required by the virtual teacher to validate that the assignment or project report submitted by the students is their own work and that they have not duplicated the work. For this, the students may be required to submit the plagiarism report along with the write-up. Furthermore, to catch hold of the students engaged in the use of unfair means in an online examination is often a big challenge faced by a virtual teacher, especially because of the absence of physical invigilation during an exam. It would be a good practice to prepare guidelines specifying the consequences of the use of any sort of unfair means in any quiz or exam. The students should be made aware of these guidelines before the exam so that they may refrain from any such malpractice.

1.5.4

Rubric

A rubric is an assessment tool that helps evaluate the achievements of a student (Reynders et al. 2020). Well-defined rubrics play a significant role in the assessment and evaluation process. Rubric very clearly defines in writing the expectations required from a student to get a particular grade in a particular form of assessment (Dawson 2017). The rubric for online assessment should be predefined and must be strictly adhered to by the faculty during the assessment process. A rubric must have a performance criterion, rating scale, and indicators of performance. It should also be aligned with the learning outcomes of the course. Defining a rubric brings transparency and fairness to the process of evaluation. Before implementing the rubric, the faculty must test it to ensure that it is adequately measuring the variables for which it is designed. The virtual students must be apprised of the rubrics well before time so that they too are aware of the expectations desired from them.

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Catering to Special Needs Students

Students with special needs tend to require varied adjustments during the process of learning for they may find complications that may lead to impairment in learning and participation in the class (Koenen et al. 2019). They may have disabilities that can hamper learning or they may be intellectually gifted individuals whose pace of learning is far beyond average students. A virtual teacher must understand the fact that not every student has the same cognitive level. In a virtual class, there may be an enormous diversification in the student group. The students may also have varied social and cultural backgrounds, beliefs, orientations, skill sets, and levels of understanding and maybe from a different region, state, or country. Their learning habits and levels may vary abruptly. In this scenario, it’s a great challenge for the virtual teacher to sail with all the students on the same boat (Cheng and Lai 2020). The poor performance of the students may ultimately result in hampering the motivation of the student, and in some worse conditions, it leads to disengagement with the peers too. Further, if these low performers belong to socially and economically disadvantaged families, the consequences may be alarming. Thus, the responsibility of handling the low performers lies to a much extent, on the shoulders of the virtual teacher because this may have far-reaching effects on the life of a student. Some studies confirm that the role of a teacher plays a vital role in the grooming of a low performer and they are less likely to be low performing if the teacher supports them, inspires them to work hard, and consistently makes available the necessary remedial support. Therefore, it is indispensable for a virtual teacher to identify the low performers at the earliest and take immediate action to support them. There have to be some differentiators, capable of dealing with the different groups of students. Specifically, in terms of the teaching and learning process, the teacher needs to design a course that has the capacity to deal with such special students. Some additional reading materials and assignments may help the students who are slow learners and extra challenging assignments and projects can be given to students who may be very intelligent and able to cope with the content at a very fast pace. They may be given extra credits for their exceptional work and should be aptly motivated by the virtual teacher. Online learning may in fact turn out to be a boon to students with disabilities, who otherwise would find it difficult to travel to campus for face-to-face learning. Thus, the flexibility in online teaching can remove the inhibitions in learning for students with special needs. For example, students with autism spectrum disorders, have responded favorably to online technology used and it serves as a promising tool to improve their social skills to a significant level (Tu et al. 2021). In another work, for at-risk students, the negative and positive consequences of restrictive physical interventions were reported for teacher–child relationships and educational support (Willis et al. 2021).

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Case Study of an International Student Who Was Provided Special Assistance with Online Teaching—Even Semester 2021

In this section, a case study of an international student has been discussed. An African student from the Gambia took admission at the University of Petroleum and Energy Studies (UPES), Dehradun, in B.Tech Applied Petroleum Engineering. He traveled to India as a sponsored candidate to continue IInd semester from UPES. One of the authors (D.A.) was his instructor for the Engineering Mathematics course. Owing to the time lag, he missed a few classes at the beginning of the semester. Due to the Covid-19 pandemic, the classes here were running online through the LMS (Blackboard). During one of the lectures, the faculty was able to recognize the presence of a new member of the cohort. He was completely quiet during the entire class duration of one hour. After completing the topic, the faculty asked the student to introduce himself. The faculty instantly found that this student would require extra support, help, guidance, and mentoring. Being an international student he was socially, culturally, and linguistically different from others in the class. He was quite aloof and was significantly detached from his classmates. To make matters worse, he was all alone in the city with no friends or relatives and was staying at a hotel during the initial months. The faculty initiated him to watch all the recorded videos of the content already covered in the class and also rendered support to have discussions with him so that he could cope with the gaps. Both formal and informal mediums were used for having discussions with the student. The instructor had these deliberations on WhatsApp as well as on LMS. During these sessions, the faculty not only covered the subject matter, but also tried to bridge the connections of this student with his other classmates. The faculty sought interventions so that the student could tackle problems of adjustment to the overall environment in a new and unknown city. The faculty also gave him extra assignments and provided instant feedback regarding the mistakes made by him. Gradually, he was able to cope up with the subject. Furthermore, due to constant motivation and efforts, he was also able to mingle up with his fellow classmates. Owing to the overall support and mentoring, he was able to complete the course with a reasonably good score. This case study provides a deep insight into how an online instructor can uplift the morale and enhance the learning skills of students who require special attention.

1.7

Conclusion and Future Scope

In the present COVID times, the transition of teaching modality from a traditional classroom to an online environment is imminent and this, in turn, poses lot many inherent challenges to a virtual teacher. The roles and responsibilities of a virtual teacher are intrinsically different and more challenging than those of a traditional

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teacher. A virtual teacher needs to develop a symphony between technology and the achievement of learning goals in a practical scenario. A virtual teacher has to eliminate or reduce distractions on an online platform along with the development of student interest in the course. The study material must be well equipped with games, quizzes, simulations, and three-dimensional animations for better engagement of the student in a virtual mode of teaching. Further, emphasis must be on covering different kinds of cognitive, psychomotor, and interpersonal skills among the learners while preparing the e-content. A lot of backend preparations on the part of a virtual teacher are required in both synchronous and asynchronous forms of online teaching. Synchronous teaching can take place better through some software available at the institute level such as Learning Management System (LMS), chalk pad, etc. The main advantage of synchronous mode is that it is interactive and provides a feeling of community among the peers and the faculty, it leads to a sense of satisfaction among the students, and the attrition rate is also less. Furthermore, synchronous teaching avoids miscommunication among the students and leads to active learning, and provides instant feedback. It also provides institutes a platform to place experts all over the globe without any geographical barriers under one umbrella to share their knowledge and skill with its students. In synchronous lectures, the virtual teacher needs to be technology savvy, have good social skills, have very well-prepared content for delivery, and must avoid mistakes. Synchronous tools such as whiteboards, text-based chat, voice-based chat, audio conferencing, video conferencing, web conferencing, social networking sites, etc., can be used. On the other hand, asynchronous platforms have become very popular among learners and they even provide certifications, diplomas, etc., such as Coursera, Udemy, edX, Udacity, etc. Asynchronous modality provides numerous opportunities to learn with any time and distance barriers. Further, it gives immense flexibility for cognitive learning, the student can learn at his or her own pace, and learning can take place as per the student’s schedule. As a result, students with poor learning skills can benefit immensely from this learning mode. Asynchronous learning is also quite apt for adult learners and Introvert learners. Also, the asynchronous platform has some inherent challenges or drawbacks such as it may lead to a sense of isolation among the learners, and a lack of social interaction is thereby prominent, it may have a negative impact on those who like to interact socially to increase their motivation levels, lack of instant feedback, lack of real-time collaboration, and real-time activities. The most commonly used asynchronous tools nowadays are Wikis, Blogs/Weblogs, Email, Discussion Boards, Digital Library, Podcasting, E-Portfolios, Listservs, Google Documents, etc. In addition to the above-stated modes, social media platforms such as Twitter, Second Life, Facebook, Myspace, WhatsApp, Instagram, etc., can also be used for communication with little care because students may go out of track and may use it for sheer purpose of entertainment. Now at the assessment part, a lot of strategic planning and implementation is required for the virtual students. An effort should be employed by the virtual

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teacher to design different modes of assessment such as Assignments, Peer Assessments, Mid-Term Examinations, End-Term Examinations, Project-Based Activities and Final Presentations, Discussion Forums, Quizzes, etc., at different stages of the course to examine the progress of the individual student. At the same time, it is also important and challenging while assessing students’ performance on an online platform to minimize the use of unfair means. Also, the rubric for assessment should be well defined so that it clearly projects out the student’s expectation. The advent of online learning innately deprived students of socialization. Herein, the role of the virtual teacher becomes far more than a mere facilitator of knowledge and the teacher must devise approaches to muster socialization among students. Lastly, a virtual teacher must adhere to scenarios wherein he or she has to cater to special needs students who require different or modulated form of instructions and assessments. Thus, the roles and responsibilities of a virtual teacher are far more than one can anticipate and requires zeal, focus, and enthusiasm for constant improvement during online teaching. The future of online teaching would revert to a blended form and a lot of initiation, innovation, and effort are required on the part of the faculty to witness success.

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Hybrid Learning System: Analysis, Opportunities, Challenges, and Prospects Sunday Adeola Ajagbe , Kazeem M. Olagunju , Oluwaseyitanfunmi Osunade , Jinmisayo A. Awokola , John B. Oladosu , and Elijah O. Omidiora

Abstract

A hybrid learning system (HLS) is a technique of combining traditional faceto-face teaching with the online teaching method. It is otherwise known as a blended learning system (BLS). It is an e-learning technique that relies on a web app and ensures effective teaching and learning between the instructors and students, some HLS applications also come with the flexible technique where students will have a replay of the class or session. The HLS technique has developed over time with low patronage until the advent of COVID-19 pandemic which shifted the attention of academia into this online teaching and learning method. While the COVID-19 pandemic shuts down teaching and learning completely in basic and upper basic schools in the year 2020, higher institutions

S. A. Ajagbe · K. M. Olagunju · J. B. Oladosu · E. O. Omidiora Ladoke Akintola University of Technology, Ogbomoso 201214, Nigeria e-mail: [email protected] J. B. Oladosu e-mail: [email protected] E. O. Omidiora e-mail: [email protected] S. A. Ajagbe (B) First Technical University, Ibadan 200255, Nigeria e-mail: [email protected] O. Osunade University of Ibadan, Ibadan, Nigeria e-mail: [email protected] J. A. Awokola Mobile and e-Computing Research Group, Faculty of Computing and Informatics, LAUTECH, Ogbomoso, Nigeria e-mail: [email protected] © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023 N. J. Ahuja et al. (eds.), Sustainable Blended Learning in STEM Education for Students with Additional Needs, Contributions to Environmental Sciences & Innovative Business Technology, https://doi.org/10.1007/978-981-99-3497-3_2

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and researchers found soft landing in blended learning systems for teaching and learning. Academic conferences and collaborations gathering shifted the venue to various web learning applications to ensure physical distance and reduce the spread of the dreaded pandemic. This has popularized HLS and its effectiveness in education. Hence, this chapter proposed an analysis of HLS applications and concepts, opportunities and challenges of HLS. The results show an improvement in usability, and research in HLS is improving. It also reveals the ability of BLS to ensure smooth academic during the pandemic as well as limitations in examination and assessment conduct. There are also limited studies and applications of BLS for physically challenged students (ear impaired and blind). The study identified innovative techniques in e-learning and its contributions to educational developments with particular attention in COVID-19 pandemic period. The chapter recommends improved research in HLS application and techniques that will ensure students’ examination and assessment as well as the application that would make physically challenged and other students with special needs use HLS effectively. Keywords

Blended learning • Information and communication technology (ICT) • Hybrid learning system • Tertiary education • Traditional learning • Face-to-face classroom • Learning management system (LMS)

2.1

Introduction

Technological advancement coupled with significant integration of information communication technology (ICT) to human day-to-day activities has been resulting in indisputable and irreversible evolution of virtually every sector of human endeavor over centuries. This technological evolution as we may call it has its imprints on all areas of human activities without exception to the human learning pedagogies, training and development landscape. There has been an obvious transformation in the learning systems in the world over the last few decades due to the advancement in technology, and it has led to a series of modifications in the applications and approaches of learning systems, which has invariably reshaped the challenges and changed the direction of learning system today (Wang et al. 2015). It can therefore be said that advancement in technology seems to be directly proportional to the modifications in the learning system. The improvement in information technology has brought about laudable reshaping and improvement to the way and manner of teaching and learning in the world ranging from the definition, need, features, models, advantages and disadvantages, evaluation, effectiveness assessment, parallels to traditional face-to-face learning, to in-depth discussion of current-state evolution and progression (Ajagbe et al. 2021). Transmission and dissemination of knowledge, information, and data were achieved initially through the mouth-to-mouth process, which made teaching and learning processes to be initially based on physical contacts between the teachers

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and the students, or knowledge disseminator and knowledge inquisitor as the case maybe. This ancient system of learning later developed as technology improved. Advancement in technology brought about the development of writing materials, while improvement in science made humans explore the process of communication to the point of learning to read and write. Therefore, the learning system in ancient times involved basically the interaction between the teacher and students or learners in a physical learning environment; this learning system necessitated the need for physical contact or a face-to-face meeting for teaching and learning to take place, while today physical contact is not necessarily a requirement for teaching and learning to take place due to the presence of the Internet connectivity and other supporting technological tools (Muthuprasad et al. 2021). The current design of HLS is still limited to a restrictive definition that includes online learning as a necessary component. The HLS research and practice focuses on various types of network technologies and appropriate resources, such as online learning platforms like Moodle and Blackboard; e-learning curriculums such as MOOCs and SPOC; and other e-learning applications including e-Bag, public WeChat, virtual societies, and many more. The objectives of this chapter are as follows: i. To provide a concise expositional review of the traditional and e-learning approaches; ii. To discuss regarding the concept of HLS, the three classes of HLS, covering the need, features, models, effectiveness assessment, comparisons between the kinds of learning systems; iii. To produce a detailed analyses regarding state-of-the-art evolution, the component of HLS, and the categories of the effective learning strategies; iv. To discuss the opportunities of HLS with respect to the education of disabilities, training of employees of corporate organization, advantages and disadvantages of HLS; v. And, to enumerate the challenges of HLS with respect to the students with special needs and conduct. Organization of the chapter The remaining part of the chapter is organized as follows: Sect. 2.2 highlights analysis and the concept of the hybrid learning system. Section 2.3 elaborates the various opportunities in the use of HLS. Section 2.4 discusses the challenges of HLS. Section 2.5 concludes the chapter with future scope.

2.2

The Analysis and Concept of Hybrid Learning System (HLS)

The indelible effects of advances in technology cannot be overemphasized on teaching–learning pedagogy (Bediang et al. 2013). These effects have become more pronounced since the advent of COVID-19, which has led to an increase

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Fig. 2.1 Hybrid learning system

in the level of acceptance and implementation of Hybrid Learning System (HLS) in recent times. It is a known fact that every learning style has its associated merits and demerits; however, the major edge of an HLS is that the hybridization leverages the merits of one component to overcome the demerits of the other component in the blend and vice versa (OECD 2016). Therefore, the concept is far more effective than both the face-to-face as well as e-learning as individual component because it is trying to give both instructors and students the advantages of both methods using some technological infrastructures (Spallino 2015). Blended Learning (BL) courses combine e-learning and classroom learning activities while maximizing resource utilization helps improve learning outcomes for students and addresses crucial institutional challenges in educational sectors (Garrison 2004). It was also determined that “as an instructional tool", it put students at the center of the learning process and provides them with educational autonomy, pedagogical variation, and self-reflection” (Dar et al. 2016). In general, BL combines the best features of online educational content delivery in order to personalize learning, make the most of classroom interaction and live instruction by combining them to stimulate a diverse community of learners, purposeful reflection and differentiated instruction from student to student (Watson 2012). Figure 2.1 depicts an hybrid learning system, it shows how HLS interconnects the e-learning and conventional face-to-face learning, taking the advantages of the duo for forming a more efficient information technology-based infrastructure for learning.

2.2.1

Concept of Learning

The significant transformational improvements witnessed over the decades have revolutionized the learning system among humans, which has led to three major classifications of learning system approaches. This section has classified the concept of learning systems into three main categories, namely, traditional learning, e-learning, and the Concept of HLS. Traditional learning A traditional learning system (TLS) is a system that offers face-to-face teaching experiences for the dissemination of information and transmission of knowledge

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(TLS is an ancient learning model). A face-to-face learning system is a foundation of learning patterns in the world. This style of learning features the physical contact of the teacher/instructor and students (Vallée et al. 2020). The concept of the face-to-face model of training necessitates the availability of students for customary in-classroom guidance. Thus, the model can be viewed as biased for the individuals who might have contending requests and needs that make consistently on-campus participation troublesome, if certainly feasible (Eftekhari et al. 2016; Oweis 2018). In this regard, most disabled students have been denied access to quality education in most underdeveloped and developing countries. It is one the earliest learning models ever known or developed. However, it has been improved upon in several ways, yet its inability to drive effective learning and training in a technology-driven society as we have today is one of the basic reasons why a more effective learning model is needed. E-learning In contrast to traditional learning, the concept of electronics learning also known as “E-Learning: requires the use of technology to aid learning or as a medium to make learning possible (Olatunde et al. 2021). This is usually referred to as computer-based instruction or computer-aided instruction. This model does not necessarily require the physical presence of students as in the traditional face-toface model. The e-learning model of training allows learners to attend to other pressing requests and needs without affecting the effectiveness required in learning. It ultimately gives room for flexibility at various levels. However, the most pronounced demerit of the e-learning model is boredom (Srinivasan et al. 2021). The Hybrid learning system as an instructional model combines the concept of face-to-face system with online system of learning and training to produce a more effective model of learning and training known as Hybrid Learning System (HLS). Valverde-Berrocoso et al. (2020) conducted a thorough literature review to identify (i) research topics, (ii) relevant theories, (iii) the most explored modalities, and (iv) the research methodology employed in e-learning research. For bibliographic management and text mining, the study used the PRISMA protocol and other technologies. The material was chosen from three first-quartile publications specializing in Educational Technology that were indexed in JCR-SSCI. The final sample consisted of 248 items. Three key nodes emerged from the text analysis: (i) online students, (ii) online teachers, and (iii) curriculum-interactive learning settings. The most explored e-learning modality was discovered to be MOOC. The most commonly employed theories in the papers examined were the Technological acceptance model (TAM) and the community of inquiry. A case study was the most commonly used methodology. Learners are in charge of the material, learning sequence, learning pace, and time, and, in certain cases, media in e-learning, which caters to a variety of learning styles. Because of the large amount of e-learning media-generated throughout the years, e-learning enhances access to high-quality educational materials. It also improves online and computer skills (Dikilita¸s and Bostancıo˘glu 2019). E-learning technologies make it easier and faster to revise and update electronic

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educational resources than it is to do so with printed materials. Courses and other e-learning materials are standardized in terms of content and delivery, and they can be designed to include outcomes evaluation that provides quick feedback on whether or not learning has occurred. The following points highlight additional benefits of E-Learning Technologies: • E-learners have higher retention rates and greater material use, leading in higher levels of knowledge, skills, and attitudes (Srinivasan et al. 2021). • When compared to traditional instructor-led instruction, it can save you a lot of money (Valverde-Berrocoso et al. 2020). • Easy accessibility (files, videos, and other materials can be easily accessed). • Time savings. • Self-pace learning. • Increased retention for students. • Easy examination, marking, and grading system in accordance with the global standards. Hybrid Learning System A holistic overview of HLS presents HLS from varying scopes leveraging on the known perspectives of the system such as the Educational Perspective, Holistic Perspective, the Corporate Training Perspective, the Pragmatic Perspective, and the Chief Learning Officer Perspective, thereby offering an analysis of HLS by identifying what is blended, why we need to blend and the extent to which we can blend in the implementation of HLS (Saghafi et al. 2014). It equally examines the approaches and strategies employed as blending styles and instructional methods to achieve a hybrid learning system in teaching–learning activities today. It also unfolds the advantages of HLS without failing to reveal its challenges like instructional design challenges, technical challenges, and organizational or structural challenges. Tools that can result in successful BL are equally itemized and possible future prospects of the system are herein stated providing a holistic presentation on HLS. It is important to note that implementation of HLS should be according to diverse learning needs and cultures (Bonk and Graham 2009) and its analysis should be based on the perspectives from which it can be viewed. Due to its immense benefits, HLS was proposed for medical education in the Colleges. The approach encompasses a combination of the online learning management system with the existing traditional system of medical diagnosis (Vallée et al. 2020; Hartnett 2016). This implies that medical education is gradually going digital in it is being done in other developed nations, and should endeavor to maximize technology as a tool for deeper and more effective medical education (Ali et al. 2017). The Business Environment (BE) approaches were offered by Pavlidou et al. (2021) as a knowledge dynamics area that includes intellectual, emotional, and spiritual knowledge, as well as a related framework to assist the development and analysis of a hybrid learning environment that would promote BE. In an interview-based study, the students’ impressions of how the installation of an HLE in a postgraduate course spurred knowledge dynamics for the BE are explored

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using the established framework (Murshid 2013). The results reveal that the HLE stimulated several elements of knowledge due to the variety of learning modes (face to face and e-learning), the internationalization of the course-level curriculum, and the diversification of learning sources. These findings point teachers in the right direction for future implementations and evaluations of similar methods, since the knowledge framework serves as a compass (Pavlidou et al. 2021). There is an effective way by which education is a vital necessity to society, especially medical education being of inevitable importance to human lives can be sustained even in the midst of this pandemic. This inevitably necessitates a complementary change in approach to medical education from the long-established pedagogical approaches to learning which includes traditional teaching in classrooms—where the teacher is at the center of the system, to a student-centered system which can best be offered through online learning management systems (LMS). There has been a movement in medical education practice from traditional means of instruction to other media that involve online, distance, or e-learning; according to research and the College of Medicine, the University of Ibadan is one of the first institutions to embrace this online method of education to complement the current traditional method especially in the area of medicine, thereby forming a blended-approach to medical education in Nigeria (Oyewumi et al. 2015). Perspectives to Hybrid Learning Systems Educational Perspective: In the academic environment, hybrid learning refers to courses that integrate e-learning activities with traditional learning activities in a well-planned, pedagogically valuable manner, and when online activity replaces a portion of face-to-face time (Kaur 2013). Lu (2021) recommended creating a mixed learning system in which pedagogical, social, and technical designs were all geared toward encouraging critical thinking for ease of use and improved performance. The study’s goal was to find out how students felt about the learning environment’s design and how it affected their critical thinking. The study employed a questionnaire and an interview to collect data using a mixed-method approach. The data analysis found that the students had generally positive impressions of the setting and that they thought the integrated learning environment may help them develop critical thinking skills in several areas particularly academics. The results of a large-scale questionnaire study yielded 1903 legitimate responses. In the meanwhile, nine kids were questioned. According to the finding, blended learning is not generally available in Chinese colleges. Although students’ engagement and knowledge of blended learning are restricted, the majority of students have a positive attitude about it and are willing to use it in the future (Zhang et al. 2020). It is largely concerned with combining two opposing paradigms, the conventional classroom as synchronous and online as asynchronous (Laster et al. 2005). Holistic Perspective: This implies the delivery of instructional materials through the use of multiple media. It involves the blending of instructional media and a traditional learning system (Lu 2021). It seldom includes an integration of media to enhance instruction, irrespective of the blend of synchronous or asynchronous

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media. While the studio environment has been marketed as an appropriate teaching setting for project-based courses, there have been few substantial qualitative evaluations conducted. In a qualitative comparative manner, this study responds to this demand by using known techniques. The goal of the research was to study the constraints and benefits of both a face-to-face and a virtual design studio with the same level of expertise by architecture students and instructors at an Australian institution, to determine the best mix for an HLS that maximizes learning. The major result is a multidimensional holistic blended system that is sufficiently versatile to adapt to varied settings, fostering constructivist learning, self-management, and individualized learning environments (Wexler 2008). Corporate Training Perspective: This referred to the utilization of a variety of instructional materials to offer a single course like a sales training course that included pre-reading, lectures and plays other related roles (Danko et al. 2014). Chief Learning Officer Perspective: This presents it as “the execution of a learning system that integrates multiple delivery methods thereby creating for the target audience the best possible learning solution (Peters 2009)”. Pragmatic Perspective: This implies delivery of instructional materials through a blend of face-to-face classroom activities and through a distance learning approach, such that courses are taught both in the classroom learning style and at distance learning style, using a blend of different pedagogic strategies such as: • Blending any form of instructional materials such as CDs, films, web-based training (Kaur 2013). • Mixing or mixing instructional materials with actual job responsibilities to achieve balanced learning and working environment (Blended learning 2012). • Blending different pedagogical approaches like a cognitive, behaviorism, constructivism learning approach to produce an optimal learning output with or without the use of state-of-the-art instructional materials (Kaur 2013). Reasons for Hybridization in Learning Pedagogy Six major reasons were identified among many other reasons why an instructor or student might choose a hybrid learning style over any other learning options (Osguthorpe and Graham 2003). Bonk and Graham (2009) introduced the emergence of BL and define it by stating that BLS joins face-to-face instruction with computer instruction infrastructure to improve the learning environment and condition. People preferred HLS for three reasons, according to the study: enhanced pedagogy, expanded access and flexibility, and increased cost-effectiveness (Bonk and Graham 2009). The reasons stated above primarily answer the question “why do we blend?” or why hybridization in learning system. To further expatiate on these itemized points, let us consider the pertinent matters that surround learning systems and point out the uniqueness of hybrid learning system as follows: access to knowledge, pedagogical richness, interaction with others, personal representation, and revision easiness. Flexibility: Who settles the choice or who is liable for the acknowledgment of the mix (student–educator–shared liability)? This is one of the reasons why a hybrid

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learning system is embraced by many institutions because it affords students the right to be part of the decision-makers in the learning process, unlike the traditional learning system. Flexibility covers decision-making on what to blend, how to blend, and when to mix anything in the learning process. HLS makes it possible for learners to be well carried along as co-decision-makers for effectiveness to be achieved in the learning process (Kurucay and Inan 2017). Interaction: It is an indispensable part of learning. Interaction enhances community building, or informal and social collaboration within the learning environment (Chou et al. 2018). This contact must include a social component as well as a cognitive component. An HLS makes effective interaction through peer review, group assignments, forum discussions, and collaborative assignments just to mention a few. Organizational Information: Hybrid learning system makes it possible to inform students of the learning objectives, content, and learning activities before the start of the learning activity. It is such an organized learning system (Vo et al. 2017). Used technology: Most learners in this tech-age are familiar with technology and tools used in hybrid learning systems; hence it makes learning friendlier for them (Owston et al. 2019). Expectations: From the organizational information, the instructor clarifies expectations and layouts the objectives (Çirak Kurt et al. 2018). Peer assessment: The students observe or evaluate each other’s work or processes, and they provide feedback, comments, or opinions to one another. This happens either as peer review (assessment) or comment in the discussion forum. Tracking learners: The use of e-tracking systems to monitor students’ progress makes it easier for learner’s records to be tracked, to monitor students’ learning (Powell et al. 2015). Reminders: A hybrid learning system makes it easy for the instructor to remind students of upcoming deadlines, events, and assignments. Teacher assessment: Teachers can easily be evaluated at the end of every course or week or month depending on the format selected. Such teacher’s assessment is usually anonymous; therefore, students are free and sincere in their assessment of their teacher. Teacher’s assessment results in better delivery by teachers (Hill 2015). Clarifications: The instructor gives additional clarifications; he/she changes tasks when necessary and can refer the students to read additional materials for better communication of idea (Lersilp et al. 2016). Summative assessment: The HLS makes evaluation of students’ learning easy, such as summative tests (quizzes, surveys, group project evaluations, and presentations). Grading can be done automatically by setting the grade book ahead. Feedback: After examinations, term paper presentations, group assignment activities, or any other assessment, the instructor delivers comments to the students in form of feedback (Flywel and Jorosi 2018). Final exam: A final examination that qualifies learners for certification or diploma is usually conducted at the end of the learning process (Zimmerman 2008).

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Motivating: The HLS makes the process of generating students’ interest easy. It helps learners to believe in their own capacities, gives learners responsibility, and presents the learning content in a captivating way (De Barba et al. 2016). Concentrating and exerting effort: The HLS helps concentrated learning to be achieved. The theoretic part is either taught first, while the practical, lab, or handson activity follows (Boelens et al. 2017). Appraising: Hybrid learning system allows the instructor to point out the relevance of a course or task. Dealing with emotions: A hybrid learning system also allows the instructor to reassure learners to help reduce fear and/or anxiety and let students experience success (Schwenger 2016). In summary, it has been found out by various researches carried out that hybrid learning systems enhanced students’ performance both at the K-12 and in higher education.

2.2.2

The Hybrid Learning System’s Components

The descriptive model of a Hybrid Learning System shown in Fig. 2.2 depicts where the major components of a typical HLS architecture are presented for better understanding. The design of an HLS is based on these three major components, namely, learning environment, instructional component, and media component. These three works interact together on an HLS architecture for effective education delivery. The learning environment accommodates both the instructional materials and media for good service delivery. The architecture is a description of a system or phenomenon that accounts for the interaction of the components of HLS. It can be used to investigate the characteristics of HLS further. As a result, an HLS can be utilized as a guide for analyzing and combining distinct components that result in a learning environment that is instructional sound (Kaur 2013). Also, in similar but separate work, (Hrastinski 2019; Protsiv et al. 2017) believed that most blended learning models had focused on physical- or surface-level traits rather than pedagogical or psychological ones. Fig. 2.2 Components of hybrid learning system

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Technology is a tool that, when used effectively in the classroom, provides meaningful results. It should supplement rather than replace traditional medical education for improved education and medical delivery (Hui 2016). The importance of good teachers in the learning process should not be underestimated. By providing relevant information, as well as assessment, guidance, and examples, good teachers shorten the learning process (Gagon et al. 2009). They inspire and motivate students, generate real-time interactions, and use their knowledge and abilities to teach and enhance the learning process—all of which are highly regarded characteristics of an improved learning environment (Ma et al. 2019). Furthermore, if not properly directed, self-teaching could be ineffective. For instance, important information or educational resources may be missed by students (Zehry et al. 2011; Vermunt and Verloop 1999). Table 2.1 categorizes and discusses five known learning strategies, focusing on the effective systems, description, instructional activities (examples), and references. The idea is to identify the usefulness of these factors in imparting knowledge to potential students in the HLS environment. Regulation for Effective HLS There are regulations that assist the growth of HLS. One of these regulations is self-regulation, and this has become a significant aspect of HLS for success in mixed learning contexts due to the enhanced flexibility and autonomy of learners using the system (Barnard et al. 2021; Chumbly et al. 2017). Self-regulation abilities entail successful participation in HLS works including organization, discipline, time management, competency in using technology to promote learning, and self-efficacy to take control of processes (Çebi and Güyer 2020; Laer and Elen 2018). As a result, multiple studies have revealed that improved flexibility and learner control are particularly useful for high achievers or students with self-regulation skills, but low achievers may lack the necessary skills for independent learning (Shen et al. 2011). As a result, the third difficulty is to figure out how to make these students’ learning processes easier in HLS. (Vermunt and Verloop 1999) provided an architecture of instructional services to aid students in self-regulating their learning in this regard. Table 2.2 describes and illustrates examples of the four categories of regulative systems, namely, orientation and planning, monitoring, adjusting, and evaluation.

2.3

Opportunities of Hybrid Learning System

The acceptance and implementation of HLS have opened up endless possibilities in teaching–learning strategies. Consistent research in HLS has resulted in improvement in the usability and its applications (Raes et al. 2013). Synchronous hybrid learning system review reveals two major categories of benefits, namely, (1) benefits to the organization in terms of educational access and instructional efficiency and (2) pedagogical advantages that improve learning quality.

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Table 2.1 Categories of affective learning system Affective systems

Description

Example (instructional activity)

References

Motivation

Develop and maintain a willingness to learn, as well as expectations for the course and the learning process’ outcomes

Students are encouraged Me¸se and Sevilen to believe in their own (2021) potential by the educator

Concentrating and exerting effort

Concentrate on task-relevant components (rather than distracting, non-task-relevant ideas), and engage in mental activities that take effort

The instructor Halverson and incorporates variety and Graham (2019) pauses or advises against studying for too long in a row

Attributing and judging oneself

Assign causative The instructor stimulates Kintu and Zhu elements to learn realistic attributions (2016) outcomes and form judgments about oneself as a learner

Appraising

Assign subjective values The lecturer emphasizes to learning tasks, and the importance of a you’ll be more willing certain course or job to put forth the effort

Dealing with emotions

Develop and maintain The instructor reassures Timperley et al. positive sensations of students and ensures that (2007) well-being, self-efficacy, they are successful dedication, as well as deal with unpleasant emotions

Nortvig, et al. (2018)

Education for learners with disabilities One of the major applications of HLS is to help learners with disabilities, as learners with disabilities mostly require special education which will offer them the same level of quality education that other students have access to; this will give no room for discrimination. (Sener ¸ et al. 2020; Facharzt et al. 2013) believed that most administrators in correctional facilities believe grade-level expectations should not apply. This ideology is in direct contradiction of federal policies such as the Individuals with Disabilities in Education Act (IDEA) and the No Child Left Behind (NCLB) legislation that is supposed to ensure all youths have access to a rigorous education curriculum (Graham et al. 2005). The application of hybrid learning is to help learners with disabilities calls for improvement in the current state of the art in a blended learning system for the effective learning experience to be actualized.

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Table 2.2 Categories of regulative system Regulative strategies

Description

Example (instructional activity)

References

Orienting and planning

Prepare and design the learning process by examining characteristics of the learning task, and determining learning goals, prior knowledge, or time constraints

The instructor introduces the course and activates learners’ prior knowledge

Bergland (2017)

Monitoring

Observe whether the learning process progresses according to the plan

The instructor administers regular tests to assess students’ competencies

Henrie et al. (2017)

Adjusting

Change the initial learning plan based on the monitoring activity’s findings

The instructor gives additional explanations

Redmond et al. (2018)

Evaluating

Assess how closely the The instructor provides final learning outcome summative tests and corresponds to the sample exams original plan and how well the learning process has progressed

Sinatra et al. (2015)

Training of employees in corporate sectors In the training of staff or employees of a company, the companies can be more efficient by using learning resources while offering employees more learning flexibility and improved performance support by developing learning strategies that incorporate a wide variety of learning activities such as classroom instruction, virtual meetings, online books, mentoring, self-paced study, simulations, and assessment (Ucar and Kumtepe 2020). The employees have the option of selecting the sort of learning that best meets their learning style, time constraints, and information requirements. Blended learning is frequently misunderstood as a haphazardly assembled hodgepodge of instructor-led classes, self-study courses, corporate library resources, and other seminars and conferences. Another way is by creating learning techniques that incorporate a wide assortment of learning exercises—classroom guidance, online meetings, online books, mentoring, independent review, re-enactments, and appraisals—organizations can all the more proficiently use learning assets while offering representatives seriously learning adaptability and further developed execution support. Representatives can pick the sort of discovery that best suits their specific learning style, the measure of time accessible, and the sort of data required. Time and again mixed learning are considered some sort of quickly blended “learning stew,” a potluck mix of educator drove classes,

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self-concentrate on courses, corporate library assets, and different workshops and gatherings (Liu et al. 2016; Dorman 2012). Advantages and Disadvantages of Hybrid Learning System Some of the advantages that make HLS a better choice for educational purposes according to (Ajagbe et al. (2021); Bamoallem and Altarteer (2021)) are well-suited for large groups, great for the non-technology fans and more fun, better preparation and feedback, self-pace learning, increased retention for students, employees set their own pace, and its reduction in costs. It enhances readability and fast learning, conversely, the setbacks highlighted according to (Espino-Díaz et al. 2020) are a temporary increase in the workload, it has reduced motivation, knowledge of basic technology, as well as plagiarism and credibility issues.

2.4

Challenges of Hybrid Learning System

The advent of Coronavirus pandemic known as COVID-19 have greatly affected the world education system and it is almost speaking doom on the African education system at the moment; as all institutions of learning from primary to postgraduate level have been shut down since March 2020 due to the lockdown policy to help combat the spread of the pandemic (although they are gradually reopening). It implies without a doubt that COVID-19 has changed a lot of things about human life, especially with respect to education pedagogy (Ajagbe et al. 2021; Graham et al. 2005). Although the HLS technique has developed over time with low patronage until the advent of COVID-19 pandemic that shifted the attention of academia into this online teaching and learning method. While the COVID-19 pandemic shuts down teaching and learning completely in basic and upper basic schools in the year 2020, higher institutions and researchers found soft landing in blended learning systems for teaching and learning. International conferences are now online based reducing the extent of familiarizations and collaborations of scholars. The advent of COVID-19 has also exposed the level of the technological infrastructure of almost every country of the world in respect of education. Due to confinement and distant education, 92.8% of teachers suffer from emotional tiredness, stress, or agony, according to a poll of more than 10,000 teachers. Teachers cited excessive bureaucratic tasks, imprecise directions, a lack of teleporting help, and a lack of technical means as the main issues (Espino-Díaz et al. 2020). Poor online education infrastructure, a lack of e-training for the teachers, an information gap, and a complex home environment are all potential challenges for such programs. This analysis proposes teacher training through a series of training guidelines to meet the specific challenge of teacher training. This study is based on the fact that education professionals have a major lack of digital competency and knowledge of how to use ICT. In the current environment of school closures and the necessary adaption of online instruction, this question becomes critical

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(Szadziewska and Kujawski 2017). The challenges of HLS are categorized into three (3) categories—technical, organization, and instructional challenges. Technical Challenges Getting technology to work on networks is not a technological challenge. Rather, they comprise using and supporting necessary technology to ensure the program’s success. Among the technical challenges are assuring that participants are able to use the technology effectively, resisting the impulse to utilize technology just because it’s there, and ensuring secured examination conduct (Ozamiz-Etxebarria et al. 2021; Kumar et al. 2021; OECD 2016). Organizational challenges It is a known fact that many managements frequently believe that HLS is the way to go for training programs of staff, but it fails to recognize its complexity that requires consideration beyond a single program. Organizational challenges include but are not limited to the following: overcoming the idea that HLS is not as effective as traditional classroom training, the instructor’s position is being redefined, and managing and tracking the progress of participants (Ha et al. 2019). Challenges of instructional design When it comes to learning using technology, the focus is frequently on the technology installation, leaving the design of relevant material with insufficient time and resources to produce a successful program. Instructional design challenges include instead of focusing on what to teach, consider how to teach; matching the most effective delivery medium to the performance goals; and keeping online offerings interactive rather than just “talking at” participants; using “non-live” components to ensure participant commitment and follow-through; and assuring that all of the blend’s components are in sync (Ikhwan and Widodo 2019; Lalima and Dangwal 2017; Hofmann 2011). Challenges of HLS for Students with Special Needs Another prominent challenge in HLS that was also identified, reviewed, and discussed is the issue of students with special needs. In addition to presenting the evidence from the literature, our observation is that examining the impact of HLS on the student with special needs is still an under-researched topic (Kozuh et al. 2015). Few high-quality researches on the function of HLS in special education have been found, and those that have been found only provide minimal evidence that combining sophisticated technology with traditional approaches has the potential to increase the learning environment for students with special needs (Zavaraki and Schneider 2019). The authors investigated the perspectives of learners with visual impairments on the use of blended learning to combat COVID-19 problems in higher education institutions. A telephonic semi-structured interview guide was used to collect data on a visually impaired learner enrolling at the University of Eswatini in this narrative case study. The study attempted to answer two main research questions: what was a visually impaired learner’s experience with

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HLS during COVID-19? and what was the academic experience like for a visually impaired learner during the emergency HLS? The study discovered the following: (i) incompatible equipment, (ii) a poor Internet connection, (iii) difficulties logging in and maneuvering Moodle, and (iv) the necessity for a step-by-step tutorial to assist visually impaired learners in mastering the Moodle platform. As a result, the study suggested (a) raising disability awareness, (b) installing JAWS software in computer labs, (c) intensive Moodle training for visually impaired students, (d) the need for a resource center that caters to various impairments, (e) technologically savvy lecturers to troubleshoot, and (f) chances for students to access low-cost equipment through institutions (Ferreira-Meyers and Pitikoe 2021; Hu 2016). As more classroom teachers adopt an HLS architecture, working as both a teacher and a course designer, it’s crucial to consider how students with SLD in K-12 blended learning settings perceive accessibility in the instructional materials used by their teachers. Interviews with people diagnosed with SLD who were also enrolled in a high school senior level blended history course were done using a phenomenological research approach. Participants gave the researcher information on taking future blended courses, course material accessibility, and learning management system accessibility. The participants were generally striving for success; however, the educational materials lacked accessibility elements (Frankenfield 2020). Alvarado-Alcantar and Keeley (2020) in their work presented a case study of effective instructional strategies and technologies used for HLS in USA graduate courses. Five categories of data was gathered: (i) student interviews, (ii) course evaluations at the midpoint and at the end, (iii) two rounds of online debates, (iv) 4 weeks of online reflection journals, and (v) the instructor’s reflection. Thematic analysis and descriptive statistics was used to analyze qualitative and quantitative data. The study’s credibility was determined using a variety of ways. In HLS, effective and ineffective educational tactics, as well as the usage of technology, were discovered. Students liked real-time interactions with peers and the instructor, according to the findings. Appropriate asynchronous talks, on the other hand, were deemed less effective in HLS. Furthermore, timely feedback from peers and the instructor inspired students and enhanced their work quality. Learning technologies played an important part in HLS, but their use should be simplified and streamlined. To lessen learners’ cognitive load, technical assistance was required and students with special needs were not considered in the study. Similarly, (Zhu et al. 2021) in their own study from the China Normal University (ECNU) in Shanghai discussed a case study undertaken at Shanghai’s East China Normal University (ECNU) that focuses on examples of HLS from the micro- to macro-levels. As good exemplars, three blended learning instances representing the class, course, and program levels were chosen. Each of these situations is described in detail, including the history, design, and implementation, as well as the opinions of individuals involved. Furthermore, the frequent obstacles stated and seen in the blended learning practice at ECNU are examined. At the end of the chapter, the strategies and important projects associated with blended learning at ECNU are discussed. The provision for special students was not also

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considered in this case study. Gu (2016) presented a case study to show how Chiang Mai University (CMU) is constantly improving its HLS version and how the university’s technical infrastructure supports teaching effectively. The current state of CMU’s blended learning techniques and the evolution of their growth are discussed, followed by a quick introduction to CMU. Three aspects of technological and human resource development under CMU include digital infrastructure, e-learning, and digital teaching staff and students, as well as the university’s new model of investment in wireless network provision. The study concluded with lessons gained, concentrating on the most important success criteria in the adoption of HLS approaches in the institution of higher learnings. Challenges of HLS for Examination Conducts Many scholars including Heilporn et al. (2021) came out with different novelties providing one solution or the other to improve HLS in their works but none of these works was able to propose a lasting solution to the challenges of HLS for the examination conducts. The challenges of integrating a reliable security device that will make HLS effective for the conduct of examination are yet to be addressed. An attempt to use HLS for the conduct of examination has faced a serious setback as a result of examination malpractice by the students (Adesina et al. 2022). The introduction of a security device to HLS architecture that will be able to track and monitor students using HLS for examinations for effectiveness is scary. Boelens et al. (2017) affirmed that the major challenge of HLS is the use of HLS for the conduct of the examination. Case Studies of Challenges in HLS Online assessments and examination architecture named proctor are emerging technology environments (Thanomporn 2016; Awotunde et al. 2023). The acceptability of the technology is threatened by the ability to detect malpractices correctly. Schwenger (2016) in his work was corroborating this thought, the tertiary institution students who are mature and still participate in examination malpractice both in pen-on-paper exams and e-exams were the focus. Zimmerman (2008) opined that there is weak regulation to challenge examination malpractices generally in many countries and the available regulations are also silent when it comes to the conduct of e-exams. All these challenges are limiting factors to the acceptability of HLS and beacon the attention of IT experts for improvement and nail this problem on the board to improve the acceptability of HLS in the education system.

2.5

Conclusion and Future Scope

This chapter defines a hybrid learning system (HLS) as a technique of combining traditional face-to-face teaching with the online teaching method. It is also referred to as a blended learning system (BLS). It analyzes the concept of HLS viz-a-viz components, opportunities, the regulations guiding HLS as well as the opportunity of using HLS by organizations to train their employees easily were discussed.

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The challenges and direction of a blended learning system as a class of learning system approaches were also enumerated for possible improvements. Three concepts of learning were discussed: traditional, e-learning, and hybrid learning systems. A quick and concise expositional review of the three classes of learning system approach was done, covering the regulation for effective HLS, effectiveness assessment, comparisons between the kinds of learning systems, to comprehensive coverage of state-of-the-art evolution and projected future directions. Three challenges of HLS were recognized: technical, organization and instructional design challenges. This study observed limited studies and applications of HLS for students with special needs, and it is a prominent challenge that researchers should look into, using cutting-edge technology to provide solutions and applications for the blind and deaf students, and students with other special needs. This accounts for the low turnout of students with special needs in schools (primary, post-primary, and higher institutions) across the world. Our study also observed that none of the technologies provided was used for the conduct of the examination. The prospects of HLS are not revealing enough until researchers look into these important areas. Hence, our future direction in the area of HLS is to come up with solutions to these areas to enhance the acceptability of HLS as a veritable tool in the academic environment.

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Spallino J (2015) Retrieved from blended learning leads to student success: https://www.method schools.org/blog/blended-learning-leads-to-student-success Srinivasan S, Ramos J, Muhammad NA (2021) Flexible future education model—Strategies drawn from teaching during the COVID-19 Pandemic. Educ Sci 11(9):557. https://doi.org/10.3390/ educsci11090557 Szadziewska A, Kujawski J (2017) Advantages and disadvantages of the blended learning method used in the educational process at the faculty of management at the university of gdansk, in the opinion of undergraduate students. In: 10th annual international conference of education, research and innovation, pp 3938–3946. https://doi.org/10.21125/iceri.2017.1051 Thanomporn L (2016) A case study of how the technological infrastructure of Chiang Mai University supports blended learning practices; blended learning for quality education higher education: selected case studies on Implementation from Asia-Pacific. United Nations Educational, Scientific and Cultural Organization Timperley H, Wilson A, Barrar H, Fung I (2007) Teacher professional learning and development. New Zealand Ministry of Education Ucar H, Kumtepe A (2020) Effects of the ARCS-V-based motivational strategies on online learners’academic performance, motivation, volition, and course interest. J Comput Assist Learn 36(3):335–349 Vallée A, Blacher J, Cariou A, Sorbets E (2020) Blended learning compared to traditional learning in medical education: systematic review and meta-analysis. J Med Internet Res 22(8):e16504. https://doi.org/10.2196/16504 Valverde-Berrocoso J, Garrido-Arroyo MC, Burgos-Videla C, Morales-Cevallos M (2020) Trends in educational research about e-learning: a systematic literature review (2009–2018). Sustainability 12:5153. https://doi.org/10.3390/su12125153 Vermunt JD, Verloop N (1999) Congruence and friction between learning and teaching. Learn Instr 257–280 Vo M, Zhu C, Diep A (2017) The effect of blended learning on student performance at courselevel in higher education: a meta-analysis. Stud Educ Eval 53:17–28. https://doi.org/10.1016/j. stueduc.2017.01.002 Wang Y, Han X, Yang J (2015) Revisiting the blended learning literature: using a complex adaptive systems framework. J Educ Technol Soc 18(2):380–393 Watson J (2012) Blended learning: the convergence of online and face-to-face education. http:// www.inacol.org/research/promisingpractices/NACOL_PP-BlendedLearning-lr.pdf Wexler S (2008) E-learning Guild’s research report, synchronous learning systems. Retrieved from E-learning Guild’s research report, Synchronous learning systems Zavaraki E, Schneider D (2019) Blended learning approach for students with special educational needs: a systematic. J Educ Soc Policy 6(3). https://doi.org/10.30845/jesp.v6n1p12 Zehry K, Halder N, Theodosiou L (2011) E-Learning in medical education in the United Kingdom. Procedia Soc Behav Sci 15:3163–3167 Zhang Y, Chen T, Wang C (2020) Factors influencing students’ willingness to choose blended learning in higher education. In: Cheung S, Li R, Phusavat K, Paoprasert N, L (Kwok, blended learning. Education in a smart learning environment. ICBL 2. Lecture notes in computer science, vol 12218. Springer, Cham. https://doi.org/10.1007/978-3-030-51968-1_24 Zhu M, Berri S, Zhang K (2021) Effective instructional strategies and technology use in blended learning: a case study. Educ Inf Technol 26:6143–6161 (Springer). https://doi.org/10.1007/s10 639-021-10544-w Zimmerman B (2008) Investigating self-regulation and motivation: historical background, methodological developments, and future prospects. Am Educ Res J 45:166–183

3

COVID-19 Pandemic and Changing Dynamics in Teaching and Learning Strategies: A Study of Student-Centric Blended Learning Approach Pooja Gupta

and Shalini Vohra

Abstract

The year 2020 proved to be a challenging era around the globe. The current pandemic situation completely changed the dynamics of teaching and learning strategies. State governments across the country began temporarily closing schools and universities in the second week of March 2020, as a precaution against the spread of the new coronavirus. The epidemic has also had a considerable impact on higher education, which is a key driver of a country’s economic future. During the post-pandemic environment, a huge shift in mindset is required. The new shift in the existing structure of teaching and learning structure is the need of the hour. In this new online paradigm shift, a new way of teaching is required. In the previous two decades, the teaching and learning environment has changed dramatically with the introduction of new trends in teaching and learning techniques, education is becoming more exciting and simpler. Technology-enhanced learning provides a support system that may make it easier to complete the English curriculum with ease. This chapter examines the findings of the survey done among technical students regarding the use of Blackboard LMS as an actual teaching and learning approach and a way forward. Keywords

Pandemic • Strategy • e-learning • Technology assimilation • Blackboard LMS

P. Gupta (B) · S. Vohra University of Petroleum and Energy Studies, Dehradun, India e-mail: [email protected] S. Vohra e-mail: [email protected] © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023 N. J. Ahuja et al. (eds.), Sustainable Blended Learning in STEM Education for Students with Additional Needs, Contributions to Environmental Sciences & Innovative Business Technology, https://doi.org/10.1007/978-981-99-3497-3_3

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Introduction

The current pandemic situation completely changed the dynamics of teaching and learning strategies (Bal and Malkoc 2020). Thanks to the incorporation of expertise and discipline into the teaching and learning process, the expressions like ‘hybrid learning,’ ‘blended learning,’ and ‘online learning’ have converted to the most famous buzzwords of our century. Teaching and learning have become more entertaining and educational as a result of technological advancements. Traditional methods of information platforms are equally successful, but the arrival of technology has made instructors’ jobs more accessible to students. The most significant benefit of online knowledge is that it is adaptable, flexible, and focused on learning. State governments across the country began temporarily closing schools and universities in the second week of March 2020, as a precaution against the spread of the new coronavirus. The pandemic has also wreaked havoc on higher education, which is a crucial determinant of a country’s economic future (Alsobhi et al. 2021). During the post-pandemic environment, a huge shift in mindset is required. A new shift in the existing structure of teaching and learning structure is a need of the hour. A new approach is needed to teach in this altered online paradigm shift (Cranfield et al. 2021). In the previous two decades, the teaching and learning landscape has changed dramatically. Every educational setting now includes “e-Learning” or “Technology Assimilation in Education.” as an integral part of the system. With the introduction of new trends in teaching and learning activities, education is becoming more exciting and accessible. Traditional methods of information platforms are equally successful, but the arrival of technology has made instructors’ jobs more accessible to students. The most important benefit of online learning is that it is significantly more compliant, stretchy, and focused on learning. The goal of the chapter is to “understand and execute best practices so that learners find appropriate exposure to the world.” Students’ perceptions of online/blended English language instruction are explored in this chapter. During the course’s initial rollout, several students struggled to adapt to new teaching and learning methodologies. To address the situation post-pandemic, the chapter examines the online environment, which supports bridging the gap between learners and facilitators by suggesting and adopting new and upgraded teaching pedagogy.

3.1.1

Organization of Paper

The rest of the chapter is organized as: Sect. 3.2 discusses the literature review of models based on Blended teaching and learning practices, Sect. 3.3 discusses the applied methodology along with the survey details conducted to follow students’ best practices, and Sect. 3.4 concludes the chapter with future scope.

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Literature Review

The use of technology to learn a second language has increased in the previous two decades. The introduction of modern technology is said to assist both pupils and teachers. According to investigators, technology aids in the expansion of teaching methods as well as student knowledge (Mohammadi et al. 2011). Technological advancements have accompanied the expansion of English and are transforming the way we interact (Shyamlee and Phil 2012). Teachers can use technology to help them achieve their instructional objectives. As school diversity grows, so does the difficulty for instructors. As a result, educators must continue to investigate and acquire the information and abilities required to satisfy the requirements of English language beginners and all students (Li 2013). Maria Andrade claims that Technical Skill, according to April 2014, is a fantastic resource for allowing students to practice their English abilities without disturbing the reactions of their peers or even the teacher. English language students can use technical competence to interact with classmates in class as well as real-life audiences outside of classrooms, cities, and even across the world (Li 2013). Teachers can use technology to help them achieve their instructional objectives. As school diversity grows, so does the difficulty for instructors. According to Maria Andrade, April 2014, technology is a fantastic resource for allowing kids to practice English abilities without being concerned about the reactions of their peers or even the teacher. Technology integration has been proven to be useful in a variety of situations. The coronavirus pandemic has contorted the teaching–learning process of the entire education system and has triggered the hybrid interface between tutors and learners leading to disruptive teaching methodologies (Al-Ataby 2016). With the introduction of new trends in teaching and learning practices, innovative teaching and learning strategies that combine synchronous, self-study with asynchronous interactions via the virtual medium to promote effective learning, better understanding, and active executing skills are required (Armour et al. 2020). E-learning provides a learning environment that tech-savvy students prefer, but in the pandemic and post-pandemic period, there is still a need for an active technique for accommodating an increasingly varied student body and enhancing the learning environment. The future of learning is now dependent on technology-integrated open-source digital solutions including learning management software for creating a seamless bridge between conventional learning patterns and cross-integration with the virtual classroom for enhancing students’ engagement in the online environment also to vanish the monotony of the online environment at the same time. The NEP 2020 refocuses higher education’s goals and function on developing contributing citizens who can help construct a more egalitarian, inclusive, and plural society. Advanced teaching and learning approaches in higher education must integrate synchronous, self-study, and asynchronous interactions through both virtual and real-world mediums to improve effective and retentive learning and vocational skills in order to achieve this goal. As a result, the future of learning in the pandemic and post-pandemic ages is becoming increasingly reliant on technology.

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Group projects and e-portfolios help learners become more autonomous and creative in their learning process. A smooth transition between traditional learning patterns and their cross-integration is possible with integrated open-source digital solutions and learning management software.

3.2.1

Model-Based on Blended Teaching and Learning

Blended learning and teaching are a combination of traditional teaching and elearning. It provides different styles of learning, replicas of teaching, and styles of learning which enables effective learning process. Blended teaching help students to develop and apply new concepts through technology, in alignment with learning outcomes. A properly developed Course Plan provides a framework for a course. Outcomebased course plan for English Communication enabled the students to achieve their desired outcomes related to the course. At the end of the course, students are able to comprehend and summarize various structural principles prerequisite to English Communication for engineering students and able to classify and formulate the elementary intricacies of scientific and technical writing using applicative grammar construct. Students equipped to apply appropriate language skills for academic/ experimental/creative writing also analyze and evaluate receptive and productive abilities. Based on a variety of task/machine-related activities, they studied how to create a target and scenario-based communication processes in proper English for language learning, as well as how to build various structures, principles, and mechanics of grammar for proper English usage. Through a knowledge of the four pillars of the English language, namely, (listening, speaking, reading, and writing) LSRW, the course emphasizes the expansion of students’ language and communication abilities, perilous thinking skills, and problem-solving skills (Listening, Speaking, Reading, and Writing). The course is designed so that students obtain a better understanding of the complexities of technical communication while also brushing up on their English grammar. The course is developed in such a way that students gain an appreciation for the intricacies of technical communication while simultaneously brushing up on their English grammar. Assess pupils’ presentation skills as well. The entire race is broken down into three parts: TC stands for Technical Communication, Advanced Grammar, and Workshop on Language. The decision was made to educate all three components using an online interface and technical assistance for enhancing their abilities.

3.2.2

Past Trends in English Language Teaching

Over the last few decades, English Language Teaching (ELT) has seen significant changes in the curriculum and strategy. It was a problem for English language

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teachers to teach English to native learners once English was included in the curriculum. Earlier, the goal of studying English is to pass an exam, not to be taught as a ‘Skill.’ The teachers generally used the ‘Grammar-Translation Method’ for teaching ‘Knowledge’ topic. This method requires the teacher to translate every single word into their original tongue in order for the students to acquire English. As a result, the learners’ ability to develop oral competency is nil. Other than the lecture approach, there are numerous other ways to be utilized for teaching English effectively. They are the audio-lingual, direct, and bilingual methods.

3.3

Methodology

Various English language programs have been established, using the most up-todate trends and resources, to provide students with an English learning environment in which they can converse and acquire language competency. Through a range of online activities, the program’s purpose is to enhance English LSRW. The goal of this research is to find out participants’ experience with using technology in English linguistic knowledge activities. This study is unique in that it presents survey results as well as a course overview for B.Tech students, with attention to English communication. The Five C’s approach helps to deliberate while assimilating ICT/technologydriven activities for the students through the below-mentioned diagram (Fig. 3.1). Through these methodical tools, the learners enable to grasp knowledge over the four skills of communication-LSRW (Fig. 3.2).

Fig. 3.1 Five C’s

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Fig. 3.2 LMS

3.3.1

Blackboard as a Tool

There are a multitude of platforms and apps available but the Learning Management System is one that universities frequently employ. LMS (Learning Management System): a system for delivering online and instructor-led courses in business and education. It’s a piece of software that’s designed to make the administrative side of online learning easier. A Learning Management System (LMS) is also known as a Course Management System (CMS) or a Virtual Learning Environment (VLE). There are two types of learning management systems: proprietary and open source. “Blackboard,” one of the most frequently used LMS platforms in the world, and one that we have utilized for online learning, is an example of a proprietary (for-profit) LMS. Having a similar open-source LMS would be beneficial. Webinars are one of the tools we use in Blackboard to conduct guest lectures for students by international dele-gates/lecturers/speakers, resulting in universal exposure to various international accents, vocabulary, and articulation of speech while also making students tolerable, adjustable, and supple. These activities expose students to multilingual communication from around the world at home. Blackboard portal images (Fig. 3.3).

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(a) Screenshot-1

(b) Screenshot-2 Fig. 3.3 Blackboard screenshots

3.3.2

Survey

Under Graduates, B.Tech 1 and 2 semester class is one of the participants, in the case study. This study is based on the feedback of students and the instructor who worked with them, as well as a course review based on output. Participants came from a wide range of backgrounds and had various levels of internet and technological knowledge. The instructor created a range of tasks as part of their online curriculum (English: Technical Communication and Grammar) (Fig. 3.4).

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(a) Screenshot-3

(b) Screenshot-4 Fig. 3.4 Blackboard screenshots

3.3.3

Activities Available

Blended-mode activities: The students participated in a variety of activities, both in person and online. Learning Management Systems (LMS), which include a variety of features or gears that improve the knowledge procedure in an improved system, are supplied to students for online study. Different Learning Management systems with the tools given are available all around the world, and these technologies deliver straight assistance for statements in the online sequence. The subsequent basic communication tools of LMS are as follows:

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Announcement forums: Allows all learners in a course to see announcements from the school and the instructor. While logged in, can access LMS in a variety of ways, including the basic home page, depending on your LMS. Some LMSs organize and show announcements by Institutions, Courses, and Organizations. Discussion Board: This is a platform that allows students and instructors to communicate with one another. Students can access discussion boards in most LMSs via a main discussion board page. And each forum may have a distinct topic or theme. Instructors can then function as moderators of the discussion boards by making posts accessible to all students. Email: Email within an LMS allows users to send and receive private and group communications without needing to use external email services like Gmail. Virtual forums: Like discussion forums, virtual forums permit students and teachers to communicate knowledge in real time. Teachers are urged to set up virtual office hours, during which they attend the computer-generated forum at predetermined times, in order to improve their usage of the technology. Students will be able to ask specific questions and receive answers, as well as share their newfound knowledge about course material. Following the completion of the course, students were asked the following questions: Q1: What did you enjoy best about the way this course was delivered? Feedback: • Our teacher did an excellent job delivering the course. Our errors are recorded in this discussion board, and with experience, we have learned to remedy them. • The course is divided into weekly sections extremely nicely. The course and discussion materials are distributed weekly in a very attractive way. • Have a variety of new and interesting themes. • There is ongoing education. • Ongoing assessment. • Exceptional resources. • Improved learning and comprehension. • The course was informative and beneficial. We learned a lot from this course because every student had a different perspective on the same topic. As a result, we learned a lot from this online course since every student had a different perspective on the same topic. Question 2: What did you hate about the way this course was delivered? • • • • • •

Time constraints in the tests irritate me. Nothing. There are instances when I am unable to comprehend things correctly. Marks got cut for case-sensitive reasons. There are less reading materials. The level of difficulty required to increase.

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Q3: Receiving incessant feedback about the progress of learning the course (Fig. 3.5). Question 4: On a scale of 1–10, rate your overall satisfaction with this online course (Fig. 3.6 and Table 3.1). Because of the anti-plagiarism mechanism included in the activities designed, students could not simply copy and paste text from existing resources such as books, Google, or Wikipedia when posting the discussion/assignments. This tool has served as a wake-up call for scholars to take a unique and innovative approach to write their assignments and conversations. This has reduced plagiarism and, in turn, made the instructor’s evaluation process more translucent and straightforward.

Feedback 70 60 50 40 30 20 10 0 Agree

Disagree

Cant say

Strongly agree

Fig. 3.5 Feedback output

Count 1 to 2 3 4 5 6 7 8 9 10 0

5

10

15 Count

Fig. 3.6 Overall experience output

20

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Table 3.1 Rubrics of assignment and discussion Criteria

Exemplary (20)

Content

Task

Average (13–8)

Developing (7–2)

Needs work (1–0)

Exemplary Accomplished understanding understanding of the concepts and correct use of the concepts

A general understanding and correct use of the concepts

A minimal understanding and correct use of the concepts

No understanding or correct use of the concept/ no submission

It works as an example for others

It includes all components required

It includes most components required

It includes some components required

It is missing some critical comments

It is clear and easy to understand, uses appropriate language

It is not consistently clear and easy to understand, and uses inappropriate language

It is unclear or difficult to understand, minimally acceptable language

It is unclear and difficult to understand, uses inappropriate language. No submission

Expression It is clear, coherent, and well-organized with appropriate language

Accomplished (19–14)

Criteria Exemplary (20) Accomplished (19–14) Average (13–8) Developing (7–2) Needs Work (1–0)

Rubrics were created for each activity and are accessible to students This has made the review process more transparent and easier to grasp. The following are examples of mistakes made by students: • Thoughtless typing mistakes. • Incorrect sentence bordering. • The use of slang, such as ‘U’ instead of ‘You’ “Howz” instead of “How is,” “2 k” in place of “took.” Casual and careless use of language has been observed. • Punctuation and grammatical errors. • Peculiar remarks are made. • Repetition of ideas.

3.3.4

Best Practices for Students

Following is the list of best practices recommended for students: • Check to see that your browser and computer are both up to date. Take the practice test if your instructor has provided one.

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• To avoid issues, BB Learn recommends emptying the cache on your computer before beginning a test. • Turn off any pop-up blockers. The instructions for this will differ depending on the browser. If you have any issues, contact the Support Center for instructions on how to check for pop-up blockers in your computer and browser settings. • During a test, avoid using your browser’s back, forward, or refresh buttons. This can cause your exam to be interrupted and you to be kicked out. Users should only use the arrows within the testing window or the Question Completion Status to go from one question to the next. • Even if the response is slowly getting to the next question, only click the “next question” arrow once if the exam questions are shown one at a time. As you progress from one question to the next, blackboard saves each one automatically, so there’s no need to hit save before moving on to the next. That would only add to the time between questions. • Be aware that neither blackboard nor your browser stores text as you type it if you are composing an answer in a text box. One method is to often click the save button next to the question to ensure that the text you’ve typed so far is saved. Typing replies is another alternative that may be more secure. • Make sure to click “Save and Submit” to actually complete the test and ensure that you see a response from Blackboard Learn that your test was successfully submitted. • Do not use the “Enter” key. That will cause the exam to submit in most instances. • In some questions, the scroll wheel can change answers, e.g., multiple choice. Do not use the scroll wheel because it may cause a browser to go back or refresh, and/or leave the test. • Make sure you do not have more than one browser window opened to blackboard; this can cause problems submitting your exam. Through best practices, learners find suitable exposure to the world of the internet. The uncluttered mediums have enabled scholars to augment their creative, analytical skills, and problem-solving skills to investigate and select evidence from numerous resources. Overall, the blackboard is considered an asset to the students, as well as teachers, during the time of pandemic and post-pandemic. This tool has served as a wake-up call for students to take an innovative and inventive approach to write their assignments and conversations. This system has reduced the chances of fabrication and plagiarism, as a result, made the instructor’s evaluation process more visible and straightforward. Rubrics for each activity are accessible to learners as soon as they open the discussion/assignment so that they are aware of the instructor’s expectations and the criteria for judging their posts. This has increased transparency in both knowing the evaluation process and identifying the students’ weak areas. The research looks into student perceptions of online/blended English language learning. Some students had difficulty adopting new teaching and learning techniques during the course’s initial deployment; they preferred traditional

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lecture-style knowledge and did not put in the work required to profit from a technology-cohesive learning strategy. Students are exposed to new technology, enjoy studying, and have the opportunity to increase their knowledge. Students’ IT skills grew as technology advanced. It also improved their learning capacities, increased their interests, and enlarged their learning options. The emphasis of this course is on implementing new knowledge that promotes and enhances language learning by mixing online and face-to-face training and also the majority of students like it. Despite the fact that e-learning provides a learning environment that tech-savvy students choose, there is still a need for an effective strategy to accommodate an increasingly diverse student body while also improving the learning environment. During pandemics and in the aftermath of pandemics, the future of learning is now reliant on technology-integrated open-source digital solutions, such as learning management software, to create a seamless bridge between traditional learning patterns and cross-integration with the virtual classroom to improve student engagement in the online environment while also dispelling the monotony. The current pandemic situation appears to be difficult, but we must bridge the gaps between learners and facilitators by proposing and adopting new teaching pedagogy.

3.4

Conclusion and Future Scope

The number of schools and institutions using blended learning has increased as a result of the expansion of Internet connectivity and interactive Web applications. Early research suggests that students have favorable opinions about participating in Blended Learning courses as opposed to the traditional classroom, despite the fact that implementing Blending Learning is a complex process because educators must determine the ideal blend of face-to-face activities and online learning activities when designing courses. In the near future, teachers and students will need to collaborate and share ownership in choosing the finest guiding principles for an approach that redefines what it means to teach and learn. Schools should also keep implementing innovative or disruptive technologies that are cost-efficient, deliver excellent instruction, and personalize learning for the students. With the introduction of new trends in teaching and learning methodologies, education is becoming more engaging and straightforward, which has had a significant impact on the teaching and learning environment, seamless connection between conventional learning methods and cross-integration with the virtual classroom and helped instructors to increase student engagement in that environment by removing the monotony. The future of learning is now dependent on technologically integrated open-source digital solutions.

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References Al-Ataby A (2016) Innovative teaching tools for large multicultural cohorts in electrical engineering and electronics. In: 2016 11th European workshop on microelectronics education (EWME). IEEE, pp 1–6 Alsobhi A, Meccawy M, Meccawy Z (2021) The impacts of E-learning readiness in higher education during COVID 19 pandemic. Int Trans J Eng Manag Appl Sci Technol 12–12 Armour K, Goodyear V, Sandford R (2020) The digital age challenge: preparing physical and health educators to understand and support ‘online’ youth Bal E, Malkoc N (2020) Problems Faced by education and educators during the coronavirus disease (Covid-19) process. Ambient Sci 351–354 Cranfield DJ, Tick A, Venter IM, Blignaut RJ, Renaud K (2021) Higher education students’ perceptions of online learning during COVID-19—A comparative study. Educ Sci 11(8):403 Li N (2013) Seeking best practices and meeting the needs of the English language learners: using second language theories and integrating technology in teaching. J Int Educ Res (JIER) 9(3):217–222 Mohammadi N, Ghorbani V, Hamidi F (2011) Effects of e-learning on language learning. Procedia Comput Sci 3:464–468 Shyamlee SD, Phil M (2012) Use of technology in English language teaching and learning: an analysis. In: International conference on language, medias and culture, vol 33, no 1, pp 150–156

4

Blended Learning in COVID-19 Era and Way-Forward Avita Katal, Jyoti Upadhyay, and Vijay Kumar Singh

Abstract

The implementation of social distancing after COVID 19 pandemic has resulted in the shutdown of institutions, both nationally and regionally, in the countries. Various governments adopted technology-based methodology to ensure that students get access to learning resources while staying at home to avoid total curriculum interruption. Information and Communication Technology (ICT), has permeated the educational disciplines. The term “e-learning” has emerged because of the current inclusion of ICT in academic settings. Following the incorporation of this technology into the classroom, several problems are discovered, resulting in the “Blended learning” (BL). BL is a technology-based teaching technique that combines face-to-face instruction with an online learning system. In blended learning, the term “blend” refers to the incorporation of digital knowledge as well as in-class activities and supervision. BL is a stage between in-person instruction and online distribution of content. Blended learning in comparison to online learning that can take place on or off campus models, takes the form of pre-planned chained or combination models. The purpose of this chapter is to investigate the benefits of blended learning using real-life case studies from various educational institutes. The chapter concludes that blended learning is an effective approach to distance learning in terms of

A. Katal (B) School of Computer Science, University of Petroleum and Energy Studies, Dehradun 248007, Uttarakhand, India e-mail: [email protected]; [email protected] J. Upadhyay School of Health Sciences, University of Petroleum and Energy Studies, Dehradun 248007, Uttarakhand, India V. K. Singh Faculty of Law, SRM University, Delhi-NCR Sonepat 131029, India © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023 N. J. Ahuja et al. (eds.), Sustainable Blended Learning in STEM Education for Students with Additional Needs, Contributions to Environmental Sciences & Innovative Business Technology, https://doi.org/10.1007/978-981-99-3497-3_4

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student training perception, student engagement, and student–teacher engagement, and that it is likely to be the prevailing learning framework in the coming years. Keywords

Blended learning • COVID-19 education • New normal

4.1

•

E-learning

•

Digital transformation

•

Higher

Introduction

Learning in the Covid-19 era demands the separation of teachers and pupils. This situation poses a tough opportunity for students and faculty in terms of executing learning outcomes via an appropriate blended learning strategy. Blended learning (BL) is described as a combination of traditional classroom teaching approaches with online education for learners pursuing the identical subject in the same program. It is billed as a “considerate blend of in-person and online learning activities.” (Garrison and Vaughan 2008). There are also blended models in which students take certain topics at traditional institutions while others are digital. BL, in other words, is a means of offering educational encounters that mixes F2F and digital learning. Learners are not needed to be physically available in a single place for the innovation components of these institutions’ teaching, but they may be technologically linked through online groups. For example, in one blended learning course, participants may join a classroom teaching class taught by an instructor while also individually undertaking online course elements. Online learning experiences can augment or replace classroom-teaching time, and they might involve varied levels of engagement, or just time alone and in solitary educational and learning tasks. In a powerful BL opportunity, on the other hand, both in-person and online learning content and activities are integrated and this work together towards learning goals utilizing the same information. Many educational processes are combined, supplemented, and planned to run in parallel. BL is often referred to as hybrid learning or mixed-mode learning. These instructional training methods use a range of education-learning situations and differ in terms of concept and implementation. One of the government’s attempts in combating the spread of Covid-19 is in the realm of education. The necessity for distant learning in the period of the Covid-19 pandemic is a reform in the learning system that the government is striving for in order to reduce the frequency of Covid-19 spread around the world. This shift in the learning system presents a challenge for the educational sector to adjust to new habits in the instruction and learning mechanism. In the Covid-19 era, combining two learning environments, synchronous (at the same time) and asynchronous (at different times), has been shown to be successful for material delivery, active learning, and improving student engagement (Sunasee 2020). One of the developments of the BL approach is the integration of these two learning environments (Febriantoro 2018). Lecturers play a critical part in the efficacy of a

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lecture course, since they are the ones who decide on the best approach for learning activities. There will undoubtedly be some challenges in its implementation, as well as adjustments to the present learning system, one being at the end Lecturers, as educators who play a key role in the delivery of lectures. They lack confidence, time and motivation to learn new topics in order to teach, utilizing the blended learning strategy. Technology is hailed as a powerful tool for decreasing educational disparities (Graham 2016). Individuals regard technology as a facilitator of inclusion and equity in education in three ways (Graham 2016): (1) boosting personalized control over one’s learning in general of topic, delivery method, and level of learning; (2) lowering access to learning as a democratization tool; and (3) expanding personal influence over one’s own learning in general of content, delivery mode, and pace of learning. With huge investments in material development and instructional technology such as Open Educational Resources (OERs) and Massive Open Online Courses, these promises have yet to be achieved (MOOCs). Academic establishments frequently confront issues relating to the overall applicability of their programmes to graduates’ post-graduate education or employment and to the real academic credentials in the education system (Collins 2011). Enhancing intercultural inclusion, lowering dropout rates, promoting seamless transfers from academic activities to first jobs, and adopting adaptable and appropriate lifelong procedures are just a few of the issues. Organizations, need novel structural modifications to meet these problems. Nevertheless, these issues must be examined first through interdisciplinary, multi-level research that considers social, educational, economical, demography, and financial elements of education. Technology is depicted in the literature as a sophisticated factor that operates in a variety of educational situations. In this situation, it is not the technology that drives the transformative process in blended learning initiatives, but rather how it is used. Moreover, data is essential throughout the whole process of innovation, first to recognize the need for innovation, and then to analyse path planning (as a critical ingredient in technology acceptance and dissemination stages) (Rogers 2003). One of the most difficult aspects of incorporating new technologies, according to Selwyn (Education and Technology: Key Issues and Debates: Neil Selwyn: Bloomsbury Academic n.d.), is establishing how they will affect the learning environment. These alternatives, in the majority of cases, reveal a trend of inaccuracy in technology adoption. Consequently, the implications and findings of using ICT in classrooms are difficult to suppress (Laumakis et al. 2009). Furthermore, according to Fagerberg et al. (2009), individual and organizational cognitive skills are traditionally path-dependent, which limits how new blended learning solutions can be implemented. The following research queries are addressed in the chapter: RQ1: Does a Blended Learning ecosystem boost learner engagement with their colleagues, educators, and teaching materials, and is it regarded as a good observation? RQ2: Why and how different models of blended learning were developed?

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RQ3: What are the different conceptualizations of blended learning? RQ4: How blended learning can be applied at different levels? RQ5: How blended learning will shape the education in future? Organization of chapter The chapter is organized as follows: Sect. 4.2 describes the background of blended learning, Sect. 4.3 explains the advantages of blended learning, and Sect. 4.4 compares blended and online learning followed by Sects. 4.5, 4.6 and 4.7 that describes the need for blended learning models and conceptualizations of blended learning respectively. Section 4.8 describes the blended learning in pre- and post-COVID era, Sect. 4.9 describes the blended learning at different levels, Sect. 4.10 describes the teacher’s perspective to choose blended learning, Sect. 4.11 describes the challenges in implementing blended learning, Sect. 4.12 describes the future of blended learning. Section 4.13 highlights the case study based discussion. And, finally, Sect. 4.14 concludes the chapter with future scope.

4.2

Background

To develop a fortunate BL approach, it is prudent to study as much as possible about its fundamental concepts and ideals. This section discuss the historical events that influenced BL essential ideas along the way. • First Distance Course (1840s): Sir Isaac Pitman established the first distant learning course (Eftekhari 2021). Though prior variants of the concept occurred, Pitman’s was the first to resemble remote education, as we understand it today. Shorthand was the focus of his class. Pitman gave abbreviated manuscripts to his pupils through postal cards, with the expectation that they would return them for assessment and revision. Although technology and portable gadgets were not engaged and would not be available for another century, good input and assessments maintained critical components of the process. • Mainframe Computer-Based Training (1960s and 1970s): Contemporary computer training can be traced to microcomputer and mainframe teaching in the 1960s and 1970s. It was the first time that a big number of employees inside a firm were educated to not rely on hard copies or F2F instructions. Workers obtained the knowledge easily by entering onto their personal computers. • Technology Based on Television to Facilitate Live Instruction (1970s–1980s): At this stage in the BL timeline, businesses began employing multimedia streams to instruct their employees. To integrate new workers or broaden the technical skills of current workers, the instructor was no longer required to be physically present on-site. The learning process was enhanced by making it highly participative and entertaining. Participants might speak with their colleagues, see the teacher on TV, and even email concerns or questions. Among the most successful satellite-based education case studies was the Stanford University Digital TV program. Stanford built in its video system in the 1970s and 1980s so that

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instructors could deliver lessons in multiple locations throughout San Francisco at the same moment, and it is still active today. Rather than mailing or couriering projects to instructors, learners can now contribute their work for approval electronically. • CD-ROM Training and Rise of LMS (1980s and 1990s): Along with technology, BL methodologies and solutions arose. CD-ROMs were originally employed by universities to provide more engaging learning opportunities, such as those incorporating multimedia content. This mechanism could handle larger volumes of data, making it ideal for distant learning. Computer-based programs provided a rich and complete teachable moment for the first stage in the online expertise. It has even replaced face-to-face training in some circumstances. This year also saw the first Learning Management Systems emerge (LMS). They did not, nevertheless, have the same capacity as today’s substitutes. • First Generation of Web-Based Instruction (1998): Starting with the first phase of web-based learning in 1998, BL and eLearning as a whole have seen tremendous change over the following two decades. Machines were no longer just for corporations and the wealthy few, but also for the general population. As time went on, yet more households sought to purchase personal computers for their children’s delight, and corporations rendered PCs readily accessible to users. Machines started to offer greater interactivity. Graphics, audio, and video became more realistic, while technologies increased network speeds and made web-based learning resources more accessible to practically everyone. Instead of providing CD-ROMs to students, firms might merely publish information, online examinations, and projects to the internet, which students can view with a mouse click. Several CD-ROM makers sought to offer their teaching materials on the internet without taking any alterations at first. They knew immediately, however, that their previous internet content, such as huge video recordings that took a few minutes to download, might have to be tweaked to address the requirements of internet users. • Blended Learning Integration (2000 Until Today): Technology is always developing, and an increasing number of organizations and commercial educational establishments are starting to see the benefits of a BL strategy. Schools and teachers have access to a myriad of technology tools and apps, spanning from active situations in the classroom to seminars and video classes. Employers may train their employees at any time and from any location, and online learners can engage in online communities and active eLearning programs from everywhere on the planet. Increasingly, the mix of face-to-face teaching with innovation learning is providing new and imaginative techniques to improving the educational results and creating teaching quite enjoyable, engaging, and useful. Usta and Mehmet Özdemir (2007) investigated students’ attitude toward mixed learning environments and discovered that learners have generally good attitudes about BL environments. The study’s findings also demonstrated that there is a

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high level of contact between students and instructors in this sort of environment. In three-year research comparing face-to-face, online, and BL approaches, the authors in (EDUCAUSE Center for Analysis and Research | EDUCAUSE, n.d.) discovered that blended teaching consistently outperforms the other two methods. Dowling et al. (2010) studied the relationship between student outcomes and hybrid delivery. The findings of their investigation revealed a link between students’ final grades and enhanced learning outcomes. Furthermore, (Osorio Gómez and Duart 2012) investigated a hybrid postgraduate program at a Colombian institution and discovered that students had a highly good assessment of the subjects and educational style in the program. Tselios (2011) explored Greek students’ attitudes about BL in a similar way. The findings revealed that perceived utility and ease of use both had a favorable influence on attitudes towards implementing blended learning at the institution. In terms of employing different tools, (Dzakiria et al. 2006) asserted that the contact among instructors and learners, as well as intellectual debate via synchronously or asynchronously video conferences, is an advantage given by blended learning platforms.

4.3

Advantages of Blended Learning

RQ1: Does a Blended Learning ecosystem boost learner engagement with their colleagues, educators, and teaching materials, and is it regarded as a good observation? Figure 4.1 shows the advantages of blended learning.

Fig. 4.1 Advantages of blended learning

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Better engagement: ‘Engagement’ in the context of teaching and learning can be broadly characterized as a set of positive student behaviors, despite its many different interpretations. Attention to and completion of work, visibility and active participation in that work, and equivalent involvement in interactions with peers, the teaching team, and the larger university community are examples of these. According to anecdotal evidence, mixed course teaching offers more content distribution possibilities and could be more effective than primarily online or completely classroom-based lessons. BL integrates the ease of online learning with the personalization and actual implications of in-person guidance. It aids in increasing engagement with the target audience, as well as reducing churn, increasing revenue, and contributing to company’s success. There are different types of engagement approaches in blended learning. These are social engagement, cognitive engagement, behavioral engagement, collaborative engagement and emotional engagement (Redmond et al. 2018). Learning through exploration and research: Through study and research, students may reinforce the ideas taught in the classroom. Students can explore the large quantity of internet materials accessible to them on their own to go further into the subject. Blended learning, in essence, gives students a degree of autonomy, allowing them to take care of their own learning and create their own learning goals (The Benefits of Blended Learning n.d.). Prior to face-to-face presentations, students can use online learning to examine essential ideas and topics. This gives students some familiarity with the content, allowing them to spend more time on fun and engaging activities. Blended learning allows students to try out new software and devices. Learning how to use such technologies helps them prepare for future endeavors. Self-paced Learning: Traditional classroom arrangements have a key flaw in that they do not meet individual learner and memory demands. Not all students are able to comprehend and retain things in the same way. A hybrid technique guarantees that learners who fall down in classroom have exposure to online materials that will assist them in catching up. Fast pupils may also move to the next stage. Consequently, BL reduces stress while enhancing enjoyment and information transfer (Mucshini and Siswandari 2020). While some instructors may still maintain that a traditional classroom is the “richest” teaching medium, blended training provides abundant possibilities for the teacher and students to form social bonds. Merging the effective components of a well-designed online programme with the face-to-face consultations and interactions provided by a blended course maximizes learner involvement by meeting more educators’ learning preferences, such as those who prefer the versatility of distance learning and those who prefer live, engaging conversations. Since they provide educational content in a number of formats, blended or hybrid courses address a diversity of learning styles. When pupils meet online instead of in the lecture hall, they are sometimes forced to be more ready and engage more aggressively in the educational method. As a result, they may be less likely to be disengaged and passive. One of the most frequently mentioned advantages of BL is flexibility (What Are the Benefits of Blended Learning? | Blog | Online Digital Marketing Courses n.d.).

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Learning by Doing: Since learners are constrained to the knowledge offered by the lecturer, classroom instruction can sometimes be rote learning. However, with blended learning, teachers may inspire students by including them in projects that require them to go outside the bounds of the classroom and learn by doing. This also increases their research abilities and capacity to locate the materials they require to achieve their objectives (Wannapiroon 2014). Blended course delivery allows students who have many commitments outside of school to have some of their education available in an e-learning format, allowing them to be more flexible. Students have also praised the potential to save commuting time and travel expenses associated with face-to-face course delivery. Blended learning approaches work around a student’s busy schedule while yet providing the social ties needed for effective communication, resulting in increased retention and achievement. Increased Focus: The millennial generation’s attention span is dwindling. With so much internet material available on cell phones, learners may watch whatever they want as long as it retains their interest. Learners are more likely to stay engaged on a subject for longer periods of time when technology is integrated into classes than when books and paper materials are used. Blended course delivery allows students who have various commitments outside of school to have a portion of their courses available in an e-learning format, giving them more freedom. Today’s learners can take lessons in a variety of ways. As technology users, many young learners are used to and favor a digital platform. Aside from offering educators with pleasure, the different styles of learning may also be a more efficient way for student to acquire. BL encourages self-learning by asking learners to search for information internet on their own than reliance on a professor in a school environment. Garrison and Kanuka (2004) asserted that BL is more effective than conventional lecture instruction since it enables for more interactive and fun exercises in the lecture hall, which can lead to higher efficacy.

4.4

Online Versus Blended Learning

70/20/10 is a learning and development theory that encompasses all of the many methods in which people learn. This strategy is based on learning from experiences, connecting with people, or via training. According to the 70/20/10 learning and development paradigm, only 10% of learning occurs in a traditional classroom setting. The remaining 20% and 70% are derived through developing connections (i.e., peer contact) and hard assignments, respectively (Clardy 2018). The most common issue with e-learning programmes is that they are removed from the users’ everyday lives. While online learning tools might assist users in memorizing theoretical concepts, these learnings frequently lack context and new knowledge does not stick unless it is contextualized. The primary advantage of e-learning is that it is fully timed and location agnostic. Most online courses allow users to determine their own pace and select their own study time. Blended learning, on the other hand, may support a wider range of educational styles. Unlike e-learning, it does not attempt to mold all participants into the same mold. Rather, it takes individual

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education methods and interests into consideration so that users may get the best of their preferred learning channels. When integrated with peer-to-peer interaction and dialogues, a unique learning portal blends learning and really equips students for success. While these formative linkages contribute for just 20% of learning, it is that 20% that may greatly affect a teaching moment. E-learning is great for quick, strategic education programs that contain practical how-to videos, performance tasks, and ideally practice sessions where participants can openly express ideas and discuss in the training process. BL, on the other hand, is best suited for relatively long, highly sophisticated corporate active learning, such as training courses, wherein students must constantly apply what they have taught to their work and receive adequate assistance from the community of learners. It can be seen that in some cases, integrating BL with F2F instruction, digital media, and digital communication with straightforward navigation between subject items leads to favorable student impressions (Turek n.d.). This contrasts with unfavorable student impressions in situations when students must navigate online learning with little or no face-to-face training. While not thoroughly investigated and not part of the research topic, it is not unexpected that no association between learning method and grade point averages is found. Web based learning is a technique of instruction used during the latest COVID19 epidemics. Due to Malaysian Movement Control Order (MCO) constraints, which take effect on March 18, 2020, faculty members and pupils have been required to use suitable digital sites. In essentially, the MCO forbids Malaysians from participating in or arranging widespread occurrences or large happenings, and public and private instructional organizations are not allowed to conduct classes. The only way to continue courses was through eLearning. A questionnaire on online learning was conducted by a private university in Malaysia (Yusuf 2020). The investigation included 20 lecturers (educators), and all of the attendees were the first teaching fully classes online (100%). Thirteen (65%) of the total respondents were female, with the remainder seven (35% of total participants) being male. Attendees in this questionnaire derived from three major departments: business, accounting, and information and technology. Each user’s class had between 16 and 88 students. The results indicate that the teachers were using two (2) approaches to learning and teaching, first sequential education–learning and then asynchronous learning. In the first technique, instructors and learners encountered and conveyed in an online course (synchronous teaching and learning approach). For lecturers and learners who really do not yet have reliable internet connectivity, the second (asynchronous learning) technique was utilized, that permitted teachers to upload videos, recording presentations, and learning materials to students who could study afterward and at any time when the internet was steady. There have also been teachers who used both synchronous and asynchronous methods concurrently. In total, 60% of teachers noted connection issues, whereas 40% disclosed no issues with internet connectivity. Teachers who used synchronously or asynchronously methodologies in the learning experience attributed for 10% and 5%,

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respectively, whereas the majority of teachers (85%) used a mixture of both procedures. It was asserted that one of the variables that resulted in the establishment of both instructional practices was poor/slow internet connection. Consequently, children with low or no internet connectivity may profit from attending these teachers’ video lectures. It was found that learners did not even attend the timetabled meetings for six (6) causes. Sick leave/health problems, personal problems, no broken desktop, no straightforward assessments from classmates, no/poor internet connectivity, and an uncomfortable home life (not ideal), according to teachers. From the above study it can be concluded that the online classes are not satisfactory because educators are less centered on online courses, the platform/medium of teaching is unsatisfactory, and pupils are abandoning teaching aids such as novels and personal computers in their hostels. Pupils’ internet connectivity is so poor that presentations must be exceeded the scheduled time, teachers’ unsteady internet connectivity interrupts courses, and educators do not participate the online course as timetabled. A case study about blended learning of students at University of Bisha included students enrolled in Department of English (Boys–Girls)—Full semester (Hassan Ja’ashan 2015). A sample group of 130 (80 boys, 50 girls) pupils from the Department of English, College of Science and Arts (boys and girls), University of Bisha (326 male students + 285 female students = 611 students) in eight various levels of undergraduates participated. A survey dispersed to 130 students was used to collect the necessary data. The survey forms would include declarations on a closed-ended Likert scale (quantitative data). A five-point Likert scale was used to score the questionnaire (Strongly Agree-Agree-Undecided-Disagree-Strongly Disagree). The data was gathered using a questionnaire developed after conducting a critical review of the literature in this field. The survey was designed to elicit students’ views on Blended Learning in Language lessons. In the third experiment, the process of obtaining private information and queries was used. The respondents’ private details would include their grade level (1st–8th), GPA (grade point average) (2–5), gender (male and female), opinion about studying English courses as a BL mode, not whether they had did receive appropriate instruction in the use of BL. 54 (41.4%) of 130 respondents agreed that blackboard activities are presented logically. About 24 people (18.5%) were undecided. Approximately half of the respondents (39.2%) believed that blackboard actions provide them with opportunities to read, with 27 (20.8%) strongly agreeing and 10 (7.7%) strongly disagreeing. BL activities were engaging, as per 42 (32.3%) of survey participants, with the remaining 31 (23.8%) unconvinced. Even so, 13 (10.0%) of those polled strongly disagreed. Roughly 35 (26.9%) of people agree that BL enhances teacherstudent interaction. Only 32 people (24.6%) agreed wholeheartedly. However, 13 people (10%) were vehemently opposed. It was discovered that 33 (25.4%) of those polled were unsure about clarity of the BL tasks, 31 (23.8%) disagreed, and 16 (12.3%) strongly agreed. It was discovered that 38 (29.2%) of participants believed that they might learn from Blackboard in their own unique way. Around 30 (23.1%) of the respondents were undecided, while 19 (14.6%) strongly agree and disagree.

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From the above case studies, it can be concluded that completely online learning faces numerous challenges like internet connectivity issues, platform friendliness issues whereas blended learning provides learning satisfaction to the students and also helps them to make study more collaborative, interactive and interesting. Learners are motivated to take possession of their own active learning by using BL, and they can choose and how to use assets supplied. BL appears to be a larger growth area than digital training.

4.5

Need for Blended Learning Models

Modeling and theory development are critical steps in the knowledge generation process. Models and theories, by definition, seek to provide a common language and focal point for the activities that take place in a scholarly community. According to authors in (Burkhardt and Schoenfeld 2016), a “fairly robust theory framework allows for a clear emphasis on critical concerns and gives sound (although still restricted) direction for the construction of improved solutions to important problems”. Researchers in less mature fields struggle to define words and build applicable models, whereas researchers in more mature domains have standard language and generally recognized models and theories that drive inquiry and practice. In the field of blended learning investigation, insufficient attempt has been done to grasp the creation and implementation of the concept (Drysdale et al. 2013). Since BL research is still in its infancy, it is linked to both innovative educational work and remote learning study. For numerous decades, educational technology has battled to identify its theoretical foundations (Mc Dougall and Jones 2006). A comprehensive theoretical framework known as technological pedagogical content knowledge (TPACK) has lately acquired considerable attention (Mishra and Koehler 2006). Blended learning may be an efficient choice for schools and colleges looking for methods to provide tailored learning experiences for their students without growing their budgets. This kind of education mixes face-to-face instruction with online learning and has had positive outcomes since it was first studied as an educational technique. In fact, as per study undertaken by the US Department of Education in 2010, BL classrooms outperform their face-to-face, non-hybrid equivalents academically. This could be due to fact that this fast-evolving model not only improves the adaptability and personalization of individual learning opportunities, but also allows instructors to spend much more time as training coaches.

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4.6

Models of Blended Learning

RQ2: Why and how different models of blended learning were developed? Blended learning, according to Watson (2008), is a significant part of a spectrum from completely online and traditional face-to-face situations. The BL continuum is divided into the following groupings: (1) A completely online program in which all learning occurs digitally and at a distance with no face-to-face element; (2) A completely online curriculum with the option of face-to-face instruction, however this is not essential. (3) Mostly or entirely online content with selected weekdays necessary in the lecture or computer rooms; (4) Mostly or entirely online content in the computer room or lecture wherever learners gather each day; (5) Classroom teaching with major, obligatory online elements that increase knowledge. Staker and Horn (2012) presented four BL models that they said describe the vast majority of blended active learning in the K-12 industry. These are as follows: (1) The rotation strategy, in which learners rotate among several modes of education, particularly online courses. Additional alternatives include real education, team projects, and personal coaching. (2) The flex model, in which the material is primarily provided online and learners progress within their own speed. The instructor or other professionals give face-to-face support when required via tasks such as small-group teaching, team projects, and levels of capability. (3) The selfblend approach, in which learners supplement traditional classes including one or more online classes. (4) The enriched-virtual approach, wherein learners divide their attention between lectures and online study. Caner (2006) offered a technique for discovering excellent blends as compared to good blends that take advantage of the benefits of face-to-face education and minimizing the disadvantages of online learning. The author illustrated the method by contrasting the benefits and drawbacks of doing discussion groups in rooms versus online places. New BL approaches discovered that most blended courses in institutions now fall into one of four categories: rotation, flexibility, la carte, and enriched virtual. While the Christensen Institute developed these concepts to serve as a useful common taxonomy for discussing blended learning in reality, it is crucial to emphasize that many schools do not depend only on one of these models (Understanding Different Blended Learning Models n.d.). Educators and classroom managers may employ many models or blend parts from the models that they find particularly successful to create something new for the requirements of their learners. There are different models in blended learning which are explained below: Rotation model: In this type of BL, student’s cycle between several stations on a set timetable, either working online or meeting with the teacher face-to-face. Because many primary schools are already set up to have kids cycle between stations, the rotational model is extensively employed in elementary schools (80% of elementary schools in California that implement blended learning use the rotating model). Figure 4.2 describes the rotation model. This model appears to be the most popular in the following settings:

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Fig. 4.2 Rotation model

• Elementary classrooms where instructors have previously utilized and are familiar with traditional learning stations. • Elementary classes in which pupils are segregated depending on their reading and math proficiency levels. As a result, kids who score well in arithmetic but not in reading may benefit from face-to-face contact with their teachers before rotating to the online learning stations for math. Teachers can provide more individualized help to challenging learners depending on their needs. Flex Model: While the Flex model’s foundation for learning outcomes is digital, learners still spend the majority of their time in the classroom. Children are enrolled in the Flex model gain from self-paced online learning as well as direct teacher help in the classroom. Instructors get more time to support learners who are failing or to go further in subject areas that a student has mastered since learners spend more time learning core information online. To support this training curve, instructors might use teamwork, project-based learning, or one-on-one coaching help. Many teachers are probably familiar with the Flex model; several of the early instances of the Flex model were credit recovery programs or different training institutes, where learners receive more freedom to finish coursework. Figure 4.3 shows the pictorial representation of the Flex model. This paradigm appears to be most popular and successful in the following contexts: • Alternative school environments where the bulk of the student population is deemed at-risk. • Traditional school arrangements have always been ineffective for these children. Alternative educational settings for students who are enrolled in work-study programs, have poor attendance, or have been assigned to a part-time schooling program. The Flex Model is typically used in secondary school.

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Fig. 4.3 Flex model

À La Carte model: Students enrolled in the La Carte model can select whichever classes to study online to supplement their current coursework at their school’s website. This method is especially common in high institution, when learners may choose to register in a program that their college does not currently provide, including an Excellent Credit class or a specialized teaching assistantship. Using the La Carte method, a learner might finish this course entirely on internet, either during a study hall session or after school. This notion varies from complete online classrooms in that students do not receive the entire school environment. Some courses are provided online, whereas some are offered in-person, enabling students to engage with lecturers and peers. Figure 4.4 demonstrates the steps of A La Carte model. Enriched Virtual: The Enriched Virtual method enables learners to devote the vast majority of their time online independently doing tasks, including in learning sessions with their teacher as needed. While e learning is crucial in the Enriched Virtual model, it differs from full-time virtual institutions in that F2F study is required rather than being elective. In fact, some full virtual institutions have moved to an Enriched Virtual model in order to provide students with crucial educational experiences. The Enriched Virtual model is an option to full online learning in which students perform the bulk of their assignments online these days which is outside school while still taking classes for required F2F learning sessions with a teacher. Enriched Virtual courses, unlike the Flipped Classroom, do not often need daily classroom attendance; some initiatives, for instance, may only require twice-weekly participation. Figure 4.5 describes the enriched virtual blended learning model.

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Fig. 4.4 A La Carte model

Fig. 4.5 Enriched virtual blended learning model

4.7

Blended Learning Conceptualizations

RQ3: What are the different conceptualizations of blended learning? Graham (2006) described BL as the method that mixes face-to-face training with computer-mediated teaching. According to (Garrison and Kanuka 2004), BL is the deliberate integration of face-to-face learning experiences in the classroom with e-learning actions. Consequently, one can conclude that the most critical elements of BL are face-to-face and online guidance or education. Allen and Seaman proposed a third, less well-known definition: “A program that combines online and in-person delivery. A significant percentage of the curriculum is supplied online, and online conversations are commonly used, with fewer face-to-face encounters.” The first three conceptualizations that follow are dependent on the above literature proposed according to the definitions discussed before. The following concepts were discovered in the research on BL. Figure 4.6 shows the blended learning conceptualizations.

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Fig. 4.6 Blended learning conceptualizations

4.7.1

The Inclusive Conceptualization

According to the inclusive conceptualization, BL should be regarded in an inclusive way. As shown in a review of the literature, the three most prevalent forms of BL were integrating educational modality (or delivery medium), integrating teaching methods, and integrating face-to-face and e-learning. On the one hand, it may be argued that the idea of blended learning is that it means different things to different people, demonstrating “blend learning’s untapped potential” (Driscoll 2002). On the other hand, it could be claimed that a lack of specificity for BL is a problem. Many organizations and institutions employ e-learning. It’s debatable if such settings should be called BL or if they’ve become the standard in schooling. In one research, 612 on-campus classes were categorized as blended learning courses based on the presence of a LMS, which was only used in a restricted number of the programs (Park et al. 2016).

4.7.2

The Quality Conceptualization

The quality notion of blended learning emphasizes the improvement of quality, or other positive outcomes, by deliberately integrating the advantages of face-toface and online learning. Garrison and Kanuka (2004) defined blended learning as “the international integration of classroom face-to-face learning experiences with online learning activities”. Considering the thin edges among these concepts, they distinguished blended learning from improved lecture or wholly online learning encounters. Garrison and Kanuka (2004) highlighted the considerable difficulty of BL because no two blended learning strategies are identical. They developed the term “blend learning” to characterize the strategic combination of face-to-face and digital training. Research shows that the goal should be for face-to-face and online teaching and learning to compliment one other by including diverse benefits (Bicen et al. 2014;

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Çakır and Bichelmeyer 2013; Deschacht and Goeman 2015). With a few instances, though, it is rarely stated what these advantages are. Zacharis (2015) stated BL as a way for learners to study outside the university. Consequently, since lecturers only have so much time in the classroom, a lecture could be extended online via a chat forum or other medium. A similar example is the flipped classroom approach, in which “participants accessed learning materials such as video lectures at home, so that in-class face-to-face time was used for classroom discussion on the subject and for carrying out student-centered learning activities such as group work” (Tan and Hew 2016).

4.7.3

The Quantity Conceptualization

The quantity conception of blended learning emphasizes the quantity of face-toface and online learning. Allen and Seaman characterize a mixed learning course as follows: “Course that integrates online and face-to-face delivery.” A large portion of the course is available on the internet, and online conversations are commonplace, with less face-to-face interactions. “They also suggested that in BL, 30–79% of material should be delivered online. Various examples of how to calculate the necessary number of face-to-face and online education–learning can be found in the literature in order to be included in (Bernard et al. 2014). According to a meta-analysis of BL and technological use in postsecondary learning, face-to-face instruction must account for at least 50% of total course time. Porter et al. (2014) looked at institutions’ definitions of blended learning, finding that the percentage of mandatory online instruction was often approximately 50%. Diep et al. (2017) investigated two blended learning models, one with 25% online content and the other with 50% online content. More examples that are particular can be found in the literature. For example, (Zacharis 2015) detailed how a standard full-time college program transformed into a BL course in which 16 h of classroom teaching was replaced by online self-study modules: “From being a traditional campus-based full-time course, it has evolved into a blended learning course in which online activities replaced 16 h of classroom lectures with online self-study modules”. Another study looked at a course that required “two hours per week in a computer lab, two hours per week synchronously on the Internet, and communication asynchronously on the Internet” (Bicen et al. 2014).

4.7.4

The Synchronous Conceptualization

Blended learning from a synchronous perspective emphasizes real-time teaching and learning for both on-campus and online learners. “Learning and teaching where remote students participate in face-to-face classrooms using rich-media synchronous technologies such as video conferencing, web conferencing, or virtual

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worlds” is how blended synchronous learning is defined. Its use of various innovations to enable sequential group discussion, solving problems, collaborative effort, and student engagement sets it apart. This concept encompasses a broad array of new upgrades, ranging from allowing online members to enroll scheduled school grounds courses via Skype on iPads and laptops to cooperative learning across the physical and virtual worlds.

4.7.5

The Digital Classroom Conceptualization

The digital teacher’s blended learning concept emphasizes the use of online classroom tools. The use of electronic technology in classrooms is referred to as “blended learning.” Many of these tests are performed in K-12 classrooms, but there are also publications from higher education institutions. In one study, educators used a tablet pc and earphones provided when they entered the class to obtain audiovisual doctrines. Another study looked at a curriculum that was produced for use in schools and included both online and paper resources (Çakır and Bichelmeyer 2013).

4.7.6

Other Conceptualizations

Oliver and Trigwell (2016) indicated that the phrase BL simply refers to the blending of two or more distinct of data. Blending e-learning with formal instruction, online learning with face-to-face learning, media, settings, learning theories, learning objectives, and pedagogy were identified as various types of mixtures. According to (Oliver and Trigwell 2016), because of the range of views, virtually everything can be regarded BL. More than a decade later, there are many different conceptualizations of BL in the publications. According to suggestions, BL should thoughtfully incorporate various learning techniques, use active learning schemes and a wide range of pedagogical practices, has both interrupts and synchronization web-based learning, offer additional direct exposure to rich educational resources and course material, and enabling faster information about students’ course advancement through in-class conferences and internet resources.

4.8

Blended Learning in Pre and Post Covid Era

The COVID-19 outbreak has obligated the entire world to start embracing the pervasive use of digital classrooms. There has been debate about the long-term ramifications of this, as well as what education will take a gander like after COVID. A few people want an instant return to normal school norms. A few, on the other side, see the forced shift to online learning as a period of transition and an opportunity to reimagine how schooling should be supplied.

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There has recently been a seismic change in how instructors and learners utilize technology to study. Consequently, there is a growing recognition that a blended learning approach may provide the options and adaptability required for the future of education. Prior to the coronavirus outbreak, flipped classroom was an option. It is now necessary. It is reasonable to conclude that the pandemic has expedited the incorporation of information technology in schooling. This crisis created chances for the introduction of digital approaches in the field of education. There is no turning back in the education industry. According to a new World Economic Forum global study, seven out of ten persons globally (72%) believe that higher education would be done online at least as much as on-site in five years (Higher Education Is Widely Expected to Move Online | Ipsos n.d.). In particular, over a quarter of individuals globally (23%) anticipate that in five years, higher education in their nation would be primarily online. The other half (49%) believe it will happen both online and on-site. By 2020, further educational improvements have occurred, enabling for the widespread use of remote learning. There are obstacles; the most notable of these are a lack of Web access in some places, particularly rural ones, and inconsistent assumptions amongst relatives over the usage of smart home devices. Alternative approaches have emerged to give parents and teachers with the services and equipment they need to engage in and finish courses. School buses, for instance, had been used to provide cell networks, classroom packages have been provided, and educational speeches have been presented on local public radio channels. Furthermore, by 2020, there would be a larger accessibility and use of digital resources and exercises, which are currently incorporated into virtual learning activities. Synchronous teleconference solutions, such as Zoom and Google Meet, have enabled professionals from across the globe to participate in virtual seminars, as well as the recordings of courses for individual learners to view at their convenience. Moreover, the value of hands-on experience has given rise to innovations such as virtual field excursions and online laboratories. The COVID-19 epidemic is also expected to have a long-term impact on classroom management. The limits of the epidemic presented a chance for instructors to try out novel approaches of teaching certain themes. Notwithstanding the fact that the rethinking of teaching methodologies was rushed, the encounter provided a rare opportunity to reconsider ways that best promote students given the attributes and restrictions of the online environment. Growing diversity in classroom instruction, in example, will bring into question the significance of ‘seat time’ as the foundation for providing academic certificates. Long Zoom periods are seldom required for education and are contrary to behavioral science of how people learn. Interaction is critical for education, but forcing pupils to connect only for the sake of touch is neither inspiring nor effective.

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4.9

Blending at Many Different Levels

RQ4: How blended learning can be applied at different levels? One of the first things that is noticed by examining the various blending models is that they occur at a number of organizational levels. This section will explain the four levels where blended learning can be applied. Several papers like (Ross et al. n.d.) explored the various degrees of blending that are occurring. Blended learning can be applied on four levels: activity level, course level, program level and institutional level. The student or the designer/instructor at all four stages control the structure of the blends. Blending is generally left to the learner’s option at the institutional and programme levels, whereas designers/instructors are more likely to prescribe the blend at the course and activity levels. Activity Level Blending: Blending happens at the activity level when a learning activity incorporates both Face-to-Face (F2F) and Computer-Mediated (CM) components. BL also helps in large-scale military training activities that include both face-to-face and virtual aspects. BL also aids in the integration of the virtual and the real during learning activities using mixed reality technology. In postsecondary learning, BL also aids in the development of science and technology tools that make learning process more authentic, demonstrating how technique is used to bring specialists from a distance into the schoolroom, resulting in a simultaneous F2F and CM experience. Course Level Blending: One of the most prevalent methods of blending is course level blending. A course level blend is a mix of separate Face-to-Face (F2F) and Computer-Mediated (CM) activities that are employed as part of a course. Some blended techniques involve learners in diverse but complementary Face-toFace (F2F) and Computer-Mediated (CM) activities that overlap in time, whilst others split the time blocks such that they are chronologically ordered but not overlapping. Program level blending: Blends are common in higher schooling at the degree programme level. Blending at the programme level typically follows one of two models: one in which attendees choose a combination of face-to-face and online learning, or one in which the programme stipulates the combination. Some studies explain a programme level mix in the Japanese surroundings, where certain on-campus classes are required for a programme but the rest can be completed online, whereas others describe a Business Management Certificate programme that allows learners to complete the programme entirely online or online with on-campus mentoring and/or involvement in an elongated on-campus managerial contest. Blending at the Institutional Level: Some institutions have established an organizational commitment to combining F2F and CM instruction. Many organizations and institutes of higher learning are developing institutional frameworks for blending. IBM and Sun are corporate examples of firms using blended learning institutional structures. The University of Phoenix provides an organizational framework for blending in which educators have face-to-face meetings at the start

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and end of each term, with internet activities in between. The University of Central Florida created the “M course” label for blended classes with some decrease in F2F seat-time. Both these universities, such as BYU Idaho, students are required to complete at least one web-based learning course as part of their general schooling requirements before finishing high school. Brigham Young University (Provo campus) has experimented with “semester online” classes, in which on-campus educators can enroll in a dispersed course alongside regular campus-based classes (Waddoups and Howell 2002). Similarly, typical on-campus economics students at the University of Illinois have been permitted to take a compulsory course online while off-campus for the summer. (It should be noted that “dual mode” schools that enable both face-to-face and computer-mediated education are not necessarily in the business of mixing learning. To engage in blended learning, the institution must make a concentrated effort to allow the student to benefit from both sides of the spectrum. It is not enough for the institution to have distance learning division that is largely separate from the on-campus operations.

4.10

Teacher’s Perspective to Choose Blended Learning

There are varieties of reasons why an instructor, trainer, or learner may choose blended learning over other methods. Six reasons were suggested by (Osguthorpe et al. 2003) for designing or using a blended learning system: (1) educational richness, (2) knowledge access, (3) social interaction, (4) personal agency, (5) cost effectiveness, and (6) ease of revision are all important factors to consider. The most prevalent rationale given in the BL literature is that BL combines “the finest of both worlds”. While there is some truth to this, it is rarely accepted that if a blended learning environment is not adequately constructed, it can also include the least successful components of both worlds. Beyond that, (Nouby et al. 2017) discovered that people overwhelmingly selected BL for three reasons: (1) improved pedagogy, (2) increased access/flexibility, and (3) increased cost effectiveness. • Improved Pedagogy: As previously, stated, more effective teaching approaches are one of the most frequently mentioned reasons for mixing. It is no surprise that most modern learning practices in higher education and professional training continue to favor transmissive instead of availability of facilities. It has been demonstrated that BL approaches enhance the use of active learning, peer-to-peer learning, and beginner techniques. Many instances exist, including IBM’s model, in which learners get through the three phases: (Phase 1) online self-paced training to obtain basic information, (Phase 2) face-to-face learning lab centered on active learning and software perspectives instead of lesson, and (Phase 3) eLearning and support for transmitting the teaching to the workplace setting. Oliver et al. (2006) who share insights into how computer-mediated settings might provide a level of authenticity to the traditional classroom experience, are a few more suggestions for utilizing BL to improve education.

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• Increased accessibility and flexibility: One of the important variables influencing the evolution of dispersed learning environments is access to learning. Learner convenience and flexibility are increasingly becoming more important as older learners with other responsibilities (such as employment and family) seek extra education. Many students want the convenience that a dispersed environment provides while also retaining the social contact and personal touch that they are accustomed to in a face-to-face classroom. • Increased Cost Effectiveness: A third significant aim for BL systems in both higher education and business organizations is increased cost effectiveness. Blended learning systems enable you to reach a big, geographically dispersed audience in a short amount of time by delivering consistent, semi-personal material. There is significant interest in developing cost-effective solutions in higher education. The Center for Academic Transformation, with funding from the Pew Charitable Trust, just concluded a three-year grant programme to assist institutions in exploring ways to use technology to improve quality while saving money.

4.11

Challenges in Implementing Blended Learning

Many higher education institutions are moving away from traditional classroom teaching and discovering the benefits of a blended learning strategy, which combines online learning and in person instruction. However, while hybrid and blended learning techniques can provide a number of benefits, they can also create a number of obstacles. Before making the conversion to a blended learning environment, it is vital to understand what it is, the problems for students in a BL environment, and then the challenges for implementing it. Procrastination: Avoidance, a detrimental quality, has indeed been unique and existent in online learning situations due to sheer huge freedom and freedom afforded to individual students. Students’ procrastinating behavior differs in conventional face-to-face and blended classes due to a larger sense of transactional distance experienced by students owing to lower sitting time in mixed courses when compared to face-to-face students (Boelens et al. 2017). Because blended courses provide some amount of autonomy and flexibility, students are expected to exercise greater self-control is required in their online system to overcome learner solitude and the less impulsive online communication portion of blended learning, which leads to procrastination. Online help seeking: The study of (Erkan et al. 2015) emphasized students’ difficulty seeing technology in BL as a barrier to obtain online assistance. Similarly, (Safford and Stinton 2016) observed that requesting online support confuses and sometimes intimidates adult learners. This may explain why students seek online assistance from untrustworthy and informal sources like reading and analyzing online postings, evaluating discussions or chats on discussion forums, watching videos from YouTube, and so on, as argued by Broadbent (2017). Another issue

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that students have when seeking assistance in online contexts is that they believe online discussion boards to be less private than an email. Students are less comfortable giving or requesting for any information or assistance, and they are hesitant to specify such inquiries (Türel 2016). Due to the apparent reasons outlined in the study, students in online contexts may continue to ignore online assistance seeking. As a result, developing a fluid environment for learning wherein every individual is acknowledged is essential, appreciated, and treasured has the potential to increase online peer learning and aid in the search for self-regulated learning mechanisms. Challenges in digital literacy and proficiency: Even though BL students are assumed to be proficient with technology, having no troubles with web activity such as online peer tutoring, treatment seeking, solving problems, and technical expertise; ineptness with learning innovations can be devastating and possibly be an obstacle to educators realizing the receiving greater by BL. One significant issue that BL students experience is navigating numerous technological interface design. This is becoming clear as a diverse set of operating platforms, desktop computers, and enterprise software proliferate. Learners who lack proficiency and skill in the usage of different hardware and software innovations may be difficult to manage the sophistication of technical varieties and educational environments. Student’s isolation challenges: Students’ study tasks, including as research, projects, and preparing for face-to-face lectures, are impeded by a disinterest, estrangement, and loneliness that they feel in their online system. Chyr (2017) focused on the degree of stress and anxiety that learners encounter in life of solitude when performing out study tasks. Due to their unwillingness to take part in online communities, learners may feel lonely and alienated. Character, a sense of interactional range in online spaces, a lack of trust and confidence in internet forum attendees, a lack of interaction cues (e.g., facial expression, voice tone, etc.), connection problems (e.g., slow internet speed), poor writing abilities, or a language difference could all contribute to this. Technological sufficiency challenges: As BL requires students to have access to technologies—both software and hardware—either given by individuals or their academic establishment, the challenges of technical mobility must not be disregarded. Safford and Stinton (2016) discovered that students had trouble connecting to the internet in their online component, as well as coping with antiquated equipment. Students may see blended learning as a biased style of education since it places them at a disadvantage in comparison to their classmates in terms of the degree of online learning tools. Furthermore, (Hamila Ma’arop et al. 2016) revealed that students are dissatisfied with their access to current technology for learning, and their online activities are hampered by slow internet.

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Organizational challenges: Management frequently believes that blended learning is the right route for training programs, but fails to see that this is a complicated process that requires consideration beyond an individual program. Among the organizational problems, some are as: • Overcoming the misconception that blended learning is less successful than conventional classroom instruction. • Redefining the Facilitator’s role. • Managing and tracking the development of participants. Concerning the issues affiliated with the use of BL, research shows that not all faculty representatives are willing to use BL. Some people continued to believe that utilizing ICT was time-consuming. Preparing and executing lecturing or learning aids on an internet environment, for example, has been reported to take longer than F2F engagement. Some argue that using a hybrid method necessitates more thorough planning for education and learning. This explains (Hamila Ma’arop et al. 2016) proposal, who defined holistic education as both a physical and cognitive burden. Educators believe that more time should be spent on duties such as developing the course platform, distributing teaching aids, answering inquiries, and evaluating students’ online outputs. As a result, their load grows, such as the amount of time required. Some of the challenges that instructors face while adopting BL, as per Aldosemani et al. (2018), provide a lack of teacher staff and education, linguistic hurdles, and insufficient advancement motives at the start of the programme. For instance, it has been noted that the usage of linguistic knowledge in LMS in the Saudi context is offered in English, leading faculty employees to suffer intellectually engaging with their peers and teacher since English is neither their primary nor secondary language.

4.12

Future of Blended Learning

RQ5: How blended learning will shape the education in future? It has been noted that learners see BL as useful, fun, supportive, adaptable, and motivating. These qualities, however, are insufficient to foster a positive learning environment. To put it another way, instructors using blended school environment should encourage students to engage more in the environment to develop ways to build social connection via greater collaboration in attempt to develop a pleasant learning environment. Moreover, in order to optimize the benefits of this strategy, the combination of F2F and online learning situations should be properly established (Kumar et al. 2021a, b). Aside from that, it has been revealed that blended learning is being studied in a wide range of institutions and participation, from postgraduates to middle school

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children; from healthcare to Language lessons; and from training courses to highlevel military courses exists. Consequently, all of these examples demonstrate that blended learning is gaining popularity in a wide range of sectors. More research educating instructors or administrators on how to develop a successful mix should be available in the near future. Moreover, iPad, cell phones, and touch screen gadgets will rule the near future, and will be among the next subjects covered in BL courses. As technology progresses, new kinds of mixtures will emerge, and teaching will be mixed with a variety of methods, but the foundational issue to be fixed remains the same: “How can we construct such educational experiences to effectively engage learners?” The answer is to investigate the integration of structuralist and cooperative designs into mixed learning contexts in aims to teach more inventive and inquisitive educators who perused, try writing, and generate for the world. Blended learning, according to the inclusive paradigm, can be any combination of face-to-face and online learning. It was claimed more than a decade ago that blended learning might take numerous forms (Driscoll 2002; Oliver and Trigwell 2016). Some argue that the concept of BL means distinct tasks to distinct people, while others argue that the shortage of unity on how to identify BL is difficult. Cross et al. (2020) described blended learning as a stepping-stone on the way to the future in an intentionally provocative foreword to The Handbook of Blended Learning, but also argued that blended learning is a transitional term that will be forgotten, along with other forgotten terms like programmed instruction and could not picture a world without integrated learning. Blended learning appears to be more popular than ever before. It appears to have become a common word for “modern education” that aims to make use of internet technologies. The use of e-learning systems as a complement to university instruction and the incorporation of mobile technology into K-12 programmes, for instance, is referred to as BL. If one considers about BL in such a broad sense, one may assume that most academic establishments will use it, or will do so in the near future. There are two inferences that can be drawn. One recommendation would be to promote more clear definitions of blended learning. However, given the phrase’s popularity and varied application, BL has evolved into an encompassing phrase for the use of ICT in classrooms, which may be more logical. Blended learning has several subsets, such as the various conceptualizations presented in this work. Researchers and practitioners have embraced the word in a manner that other concepts, such as computer-assisted learning or technology-enhanced learning, have not.

4.13

Case Study

Students want to study not just at prestigious colleges, but also to pursue an education that allows them to learn whenever and wherever they choose. University students will sometimes use cellphones, tablets, and personal systems to study and comment when viewing video classes or engaging in discussion boards with their

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peers. Many professors, on the other hand, suffer with off-campus students’ learning behavior while using computers, much less giving off-campus learners with the opportunity to attend in real-time, “live” lectures to foster engagement and collaboration with on pupils (Ha et al. n.d.). The mechanical conveyance of passively absorbed knowledge has largely shaped students’ perceptions of university courses. Students’ assumptions may be reinforced if static records of lecture time are provided as a tool in LMS with no opportunity for participation. Inability to address BL strategies adequately decreases the utility of all students who attend courses as a collaborative mixed learning experience (Kumar et al. 2021a, b). The use of BL frameworks for presentations offers the ability to expand teaching and learning channels. Practice-led research on the effective use of BL to increase students’ motivation is crucial for both on and off-campus learners. Deakin University’s LIVE agenda (Anytime and Anywhere: A Case Study for Blended Learning | EDUCAUSE n.d.) proposes to use BL capabilities that use technology for academic achievement in the Course Enhancement Procedure. The technique, a university-wide collaboration encompassing lecturers from all departments, aims to help college grads being employable via personalized, pertinent, and trying to engage academic perspectives that actually occur wherever starting to learn occurs (on college, in the web, and/or in industrial applications). From the perspective of UPES administration (Kumar et al. 2021a, b), the demands of college students vary and change over time. Furthermore, in a wellconnected and cooperative setting, the utilization of electronic ways and means to study and absorb information is desired. In academic practices, it has been noticed that the digital style of studying is attractive and crucial for it provides advanced searchers and information-hungry learners, and they choose to study via visual learning techniques that prioritize on-demand training classes. As a result, UPES included hybrid, blended, and online instructional aspects into their regular academic delivery method. Based on IQAC’s proposal, UPES implemented the Blended and Online Learning model in their academic system in 2015. (Internal Quality Assurance Cell). Since 2015, numerous courses have been offered in a mixed, online, or e-supported format. After implementing the BL in the university, an analysis is performed which offers a thorough study of students’ enrollments in hybrid blended learning courses, e-supported courses, and the number of hybrid blended learning courses mapped across the LMS system (Blackboard) and online. This assessment is carried out with modifications in sessions across a number of years. In the last six years, there has been an increase in student interest and enrollment in blended learning. However, for 68 LMS-mapped courses and 3109 e-supported courses, maximum enrollment is recorded in 2019 (June to December semester). Virtual and audio courses were created using 2 methods at UPES during Blended and Digital active learning: Kaltura (integrated within Blackboard) and OBS Studio (https://obsproject.com/). The Learning Development Center (LDC) at UPES has a Hybrid, Blended, and Online (HBO) education section that develops and supervises all materials and resources involved with combination, blended, or

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online encounters. The HBO division investigated assisting the Kaltura and OBS Studio platforms with technical support. This aid comprises instruction on how to construct audio/video courses, recommendations for creating lectures for disabled and needy learners, monitoring the viewing figures and per student view, and other items such as learning resources.

4.14

Conclusion and Future Scope

The scope to which university higher learning transitions had also taken root and will persist in the post-pandemic long term continues to be a critical a critical question, particularly given the increasing need for formulating and delivering adaptive teaching environment, as well as integrating inventive remote technologies and digital systems into tutorial design elements. The capacity of academia to remain thoughtful about its techniques, which will be important in shaping the future of learning and teaching in higher education, is jeopardized. According to the ebbs and flows of the epidemic, the adoption of online, blended, and hybrid formats for course delivery has undoubtedly expedited the modernization of higher education. As a result, the higher education industry has most likely grown rather innovative in developing a varied range of new course formats to deal with such a difficult circumstance. Instead of presuming that all learners require the same knowledge and skill development at the same time and in the same manner, BL provides for a variety of education projects, instructional techniques, pace, and student groups. The background and benefits of blended learning were addressed in this chapter. It also explored the differences between online and BL, as well as a full discussion of several BL models. The chapter closed with a discussion of the problems of implementing BL in higher education, as well as the prospects for BL in the future. Universities have an amazing opportunity to embrace their newfound digital literacy as we cautiously approach normalcy, with a confirmed date set for students to return to campuses. Universities may achieve remarkable milestones by fine-tuning their online offerings, providing students with active blended learning tools. The obstacles to difficult subjects can be gradually eliminated as they become more accessible, resulting in lower dropout rates and improved academic performance. In addition, careers in the twenty-first century are continually evolving, and particular abilities can become obsolete in a matter of years. Changing profession on a regular basis will soon become the norm, therefore being able to educate oneself; new skills will be crucial where blended learning will pave a new path. Students who practise critical thinking, problem-solving, and self-learning abilities at university will be more prepared to evolve and adapt in the industry. A bright, post-pandemic future of expanded digital learning is on the horizon for students and universities. In all of the research examined in this study, BL is considered as beneficial, supportive, adaptable, and motivating for learners. These qualities, however, are insufficient to foster a positive learning environment. To put it differently, instructors using BL environments must involve students more in the environment to find ways to build meaningful contact through active collaboration

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in addition to creating a favorable teaching atmosphere. More research on how to construct a good blend for teachers or managers should be available in the near future.

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Usta E, Mehmet Özdemir S (2007) An analysis of students’ opinions about blended learning environment. Online Submiss Waddoups GL, Howell SL (2002) Bringing online learning to campus: the hybridization of teaching and learning at Brigham Young University. Int Rev Res Open Distance Learn 2(2):197–216. https://doi.org/10.19173/IRRODL.V2I2.52 Wannapiroon P (2014) Development of research-based blended learning model to enhance graduate students’ research competency and critical thinking skills. Procedia Soc Behav Sci 136:486–490. https://doi.org/10.1016/J.SBSPRO.2014.05.361 Watson JF (2008) Blended learning: the convergence of online and face-to-face education. promising practices in online learning. Undefined What are the Benefits of Blended Learning? | Blog | Online Digital Marketing Courses (n.d.). https:/ /digitalmarketinginstitute.com/blog/what-are-the-benefits-of-blended-learning. Accessed 3 Jan 2022 Yusuf BN (2020) Are we prepared enough? A case study of challenges in online learning in a private higher learning institution during the covid-19 outbreaks. Adv Soc Sci Res J 7(5):205–212. https://doi.org/10.14738/assrj.75.8211 Zacharis NZ (2015) A multivariate approach to predicting student outcomes in web-enabled blended learning courses. Internet High Educ 27:44–53. https://doi.org/10.1016/J.IHEDUC. 2015.05.002

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Blended Learning in COVID-19 Era: Pre and Post COVID Times, Lessons Learned and Way Forward Deepa Joshi and Aryan Jamwal

Abstract

Blended learning is a combination of online and offline learning that allows students to communicate with the instructor, students, and the study material. This can be done by being physically present and attending lectures in a real classroom through any online platform. This method sounds reassuring for the long run because it makes learning more accessible and effective than what can be achieved by existing traditional methods. The sudden breakthroughs in technological advancements had significant effects on education, making the traditional methods somewhat outdated, thus creating a demand for digital-based education methods for the new era. The advancement and acceptance towards digital-based learning were observed long before the outbreak of covid-19. Regardless, the onset of the pandemic triggered the development of a more digital-specific education system which made it confident how inclusive technology learning is indeed the future of education. The revolution of this sector is a colossal challenge, but it brings with itself a plethora of amazing new opportunities. For the ones who will be able to adapt to the concept of hybrid learning with adequate use of technology, the learning journey of their students will be smooth, hassle-free, and successful. Things had been unpredictable for a while now; teaching shifted to online mode at the beginning of the pandemic, then again to physical classrooms, when the number of cases decreased but yet again had to shift online owing to the huge surge in the number of cases. In some places, institutions adopted the HyFlex Model14, where students can learn through a combination of remote delivery i.e., online mode and conventional face-to-face models. Some instructors faced a huge challenge in figuring out appropriate methods to deliver education, taking into account

D. Joshi (B) · A. Jamwal University of Petroleum and Energy Studies (UPES), Dehradun, Uttarakhand, India e-mail: [email protected] © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023 N. J. Ahuja et al. (eds.), Sustainable Blended Learning in STEM Education for Students with Additional Needs, Contributions to Environmental Sciences & Innovative Business Technology, https://doi.org/10.1007/978-981-99-3497-3_5

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the affordances and constraints of certain learning environments for creating suitable and effective learning experiences. The COVID-19 pandemic is rapidly exemplifying why online/virtual learning should be an integral component of the entire education system. Keywords

Higher education COVID-19

5.1

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Learners’ perception

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Pre- and post-pandemic learning

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Introduction

Blended learning promises to be the perfect solution for students and teachers. Class times are reduced, and the delivery of lectures is streamlined with the adequate use of technology. This method sounds reassuring for the long run because it makes learning more accessible and effective than what can be achieved by existing traditional methods (Hofmann 2021a). For the ones who will be able to adapt to the concept of hybrid learning with adequate use of technology, the learning journey of their students will be smooth, hassle-free, and successful. However, Blended learning brings with education shut unique challenges that can evolve into barriers to learning (Farah and Barnett 2021a). The majority of educational organizations have implemented initiatives for online learning, but the approaches and concerns differ across various income groups. 90% of high-income countries/territories reported the usage of existing digital-learning platforms whereas only 53% of low and lower-middle-income countries/territories have been able to do so. Insufficient internet and network connectivity is yet again a major concern for every education system. 42% of the educational institutions from low and lower-middle-income countries/territories reported the unavailability of quality power-supply infrastructure. Perceived shortage of required IT/Online skills, predominantly among parents/guardians who play a key role in home-based online learning (80%), but also among educators (64%), as well as between students (48%) is a major obstacle across various income groups (Gilmour 2021a). Educational institutions worldwide have shut down due to the COVID-19 pandemic and the lockdown that followed, jeopardizing entire academic activities and schedules. The majority of educational institutions had to shift to online learning platforms to continue with the academic activities (Lockee 2021). The road to the evolution of learning has encountered numerous developments over the past years, turning it to a completely new level of the remote learning process. One of the significant hurdles we are having regarding this process is the awareness and non-ability of many to access it to its full potential. There are many learning modes of learning designed for the betterment of the students, but they can be of not much help if people do not know about them. Therefore, it is necessary to make people aware of such methods and use them rightfully. There are still a few problems left to encounter following the circumstances present, for

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instance, lack of internet connectivity in some areas that mainly include underdeveloped locations of the country. Insufficient funds and lack of knowledge are also, why it is taking more time than thought to bridge the gap between rural and urban areas. However, in recent times, creative ideas have emerged to help speed up the learning curve of the students who need it the most (The Growing Importance of Technology in Education | UoPeople University of the People 2021). The government and many institutions are trying to provide good quality education at the minimal cost possible. Patents are being issued for low budget equipment and electronics to provide students with the resources and good internet connectivity to facilitate hybrid learning without any trouble. The year 2020 has seen a sudden peak in the number of people shifting towards online learning practices due to the COVID pandemic (Lockee 2021). However, questions about readiness, scheme, and effectiveness of an E-learning process are yet unresolved, specifically for a developing country like India, where technical constraints like suitability of devices and availability of a good-bandwidth network pose major challenges (Muna and Krismantari 2021). Objectives of the chapter The following are the objectives of the chapter: • To understand the significance and need for technology in education; • To identify different types of blended learning models; • To discuss the advantages, disadvantages and challenges faced by blended learning; • To analyze the repercussions of the pre and post-COVID-19 pandemic on education and academics; • And, to implement blended learning focusing on technological infrastructure required for incorporating BL model in India. Organization of the chapter This chapter is presented in five folds. Section 5.2 addresses the significance and need for technology in education. Section 5.3 explains the different types of blended learning models. Section 5.4 conveys the advantages and disadvantages of blended learning. Section 5.5 discusses the challenges faced by Blended Learning including Technological challenges, Organizational challenges, and Design/ Instructional challenges. In Sect. 5.6, the repercussions of the pre- and postCOVID-19 pandemic on education and academics are analyzed. Section 5.7 discusses Blended learning implementation focusing on technological infrastructure required for incorporating BL model in India. And, finally Sect. 5.8 concludes the chapter with future scope.

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Significance and Need for Technology in Education

For children of our generation to become future leaders in the branch of science, technology, healthcare, and other areas, they need to know how to use all the tools at their disposal. Technology gives students access to numerous online resources, enabling them to follow up on research and become more self-sufficient. With the help of online courses, anyone can get a second degree or additional certifications. Now it is possible to attend a college overseas without leaving your home country and at your convenience. Students can improve their command over their weak spots with the aid of past year question papers, recorded lectures, and e-books available on the internet (Wantulok 2021). It is equally important to maintain a cycle of regular assessment. One of the basics of imparting quality education is the seamless interaction between the teacher and the student. Children entering primary school will find themselves in occupations that today do not exist due to the fast spread of information technology. Until recent times, many skilled workers would find themselves caught between pursuing their dreams and sustaining a roof over their heads, but now they have the opportunity to work on their skills without having to give up their jobs. As digital advancement occurs, technology brings us exciting opportunities to shape new engaging experiences and aspire new goals (The Growing Importance of Technology in Education | UoPeople University of the People 2021). The global acceptance of technology in the field of education is transforming as we learn and give knowledge. Artificial Intelligence is one of the innovative approaches to enhance the learning experience of the classroom. It is an excellent time-saver for the teachers, as they do not need to spend extra time demonstrating challenging concepts to students. At the same time, it helps us in finding what a student does and does not know, building a personalized study schedule for each learner considering the knowledge gaps increasing their efficiency. Besides, it assists us in generating and updating the content of the lessons, keeping the information up to date, and customizing it for different learning curves. Technology has led us to push our limits and prepared us to tackle problems we may encounter in our day-to-day lives. Everything shifting to online mode can be challenging for some students at first, but this will ultimately lead them to approach the course by learning numerous techniques and developing a knack for solving problems. We also need to acknowledge that technology alone cannot result in effective teaching and learning. It still requires an educator to put effort and strategy to integrate it effectively into a student’s curriculum. One of the most important discoveries in the field of education has proven to be technology. It aids educators in creating a structured, digital, interactive learning environment that is flexible and geared towards enhancing students’ capacity to lead in the coming digital economy. Due to annual tuition increases at both public and private universities, the price of education appears to be on the rise indefinitely. Low-income students are harmed by rising degree expenses because they are either forced to drop out or accrue greater debt. Some who are lucky enough to be able

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Fig. 5.1 Importance of technology in education (Hofmann 2021b)

to pay the escalating prices are taking their time paying off their education debt (Importance of Technology in Education | Online business school 2021) (Fig. 5.1).

5.3

Blended Learning Models

The concept of hybrid and blended learning often is mixed up, which is natural. Both styles incorporate a traditional way of learning with technology, bring the utility of flexibility and accessibility, and are more scalable. Yet, the concepts are not identical. In the Hybrid model, the participants can decide to physically

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attend the classes partly or follow them on screen from any location. The hybrid model is a blend of face-to-face and online learning models that is a traditional style of schooling with online teaching practices. It intends to find a balance that ensures the best learning experience for students’ needs via any possible learning technique. Blended learning, on the other hand, is a split model between online classes and in person classes. A blended course is both online and physical at the same time, where face-to-face interaction is a part of education that cannot be provided online or through other digital means. Usually, in blended learning, instructions are given online to supplement the face-to-face classes, which do not compromise on the unique aspects of face-to-face interactions. Understanding blended learning from every aspect cannot be done by writing down a few sentences. However, it also means that there can be several different forms of teaching that are, in some way, based on the principle of blended learning. There are a few teaching practices that are listed below (“The Blended Learning Universe: BLU_”, Blended Learning Models 2021). In villages and other rural areas where learners cannot afford to spend much on education, they can set up at least one joint learning space with a stable internet connection. This idea is already being utilized in many areas, as it requires fewer instructors and can accommodate more learners. • Computer labs can be opened in different places, helping students with a fixed learning schedule and utilizing the existing computer labs. • Those who are financially fit can have their online setup and attend the lectures according to the time provided by the instructors. In this model, students need not attend every class, only those related to their course. • There is another model where lectures can be pre-recorded and uploaded on their website. Here, students need not watch the videos on a fixed schedule but according to their convenience. To prevent backlog in this model, teachers can give homework frequently. • Along with their online classes, students can have an online tutor with prior experience of teaching online. It can be a bit expensive, but it provides students with more flexibility in their schedules. It can be an excellent option when their institute’s curriculum is not up to the mark. It is one of the more popular models of blended learning. • Another alternative model is attending full-time online classes, which allows the students to complete most of their studies online in their homes. At the same time, attend school for face-to-face teaching sessions with an instructor. It may then depend on students to attend school whenever necessary.

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Advantages and Disadvantages of Blended Learning

With time, blended learning has experienced growing recognition all over the world. It is due to the rapid adoption of the internet and the inception of new technologies. Many journals of Global IT Management predict that blended learning will be mainstream by the late mid-twenties. Even so, due to the pandemic, blended learning is on the rise to become established before that time. At the height of school closures in mid-April 2020, millions of students were out of classrooms in almost 200 countries (Kiwi LMS 2021). It forced schools and educators to look for an alternative to in person learning. Institutes in different countries utilized platforms like Microsoft Teams, Google Classroom and Zoom to deliver classes simultaneously. These things have helped push blended learning one-step closer to the mainstream. With classroom learning, parents were habitual in dropping their children at school and leave. However, with blended learning, they get to supervise their children. It allows them to get more involved in their children’s education. They can divulge directly with teachers on the progress of their children and come up with solutions together (Weitzel 2021) (Fig. 5.2). Blended learning improves students’ engagement with their teachers. With the help of technology, each student knows the prerequisites and what it will take to achieve specific goals. Progress can be tracked, figuring out areas where students are struggling and where they are doing well. Understanding the strengths and weaknesses of each student allows instructors to provide them with a necessary roadmap to excel. Not all children are comfortable speaking with their teacher in person, not just children, even adult learners. Adequate communication between teacher and student is essential in the learning process. Most prefer to communicate digitally than in person. Email, text message, and social media are the three most used medium responses. Most educators make use of chat rooms and discussion forums to be briefed on students’ academic progress. These facilities are usually available 24/7 and are easy to use. It means that students do not have to wait for the upcoming lectures to ask their respective doubts. They can sort out prevailing issues by reaching out to their peers for guidance (What are the Benefits of Blended Learning | Blog | Online Digital Marketing Courses 2021). We all have observed by now that online communication through a blended learning environment enhanced the social aspects of students. Blended learning ensures that students stay connected even when not on-campus. Soft skills are among the most important skills anyone can have in this growing digital era. Away from the classroom, digital-learning requires explicit skills that are needed to stay ahead. A student should know proper email, presentation, and general internet requisites for blended learning (Kashefi et al. 2012). They also have to be tech-savvy to get their digital surrounding up and going. Moreover, students need to master time management and acquire persistence. Some students are independent learners, while others find classroom learning more indulging. Blended learning forces students to not only attain the necessary skills but also refine them through daily use. While some students do just fine with simple instructions in a classroom, others might need more attention. Online learning offers just that. Teachers can use podcasts,

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Fig. 5.2 Types of blended learning models (“The Blended Learning Universe: BLU_”, Blended Learning Models 2021)

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graphs, pictures, and videos to provide enthusiasm. What doesn’t register properly in words may do so in visual and audio form. These different means make the learning process better and engaging. With eLearning, students learn at their pace and can get instant feedback (Spiro 2021). Another benefit of blended learning is that it is pocket-friendly and affordable for students. Parents no longer have to compromise on their child’s education because they do not have enough funds to get them through school. Blended learning also helps in cases where students have to travel long distances to attend lectures, especially for those living in rural areas or who cannot cover transportation costs. Due to blended learning, there is no limit to the number of students attending a particular class at the same hour. As a result, fewer teachers can take a class for the same number of students. Pre-recorded lectures uploaded online can make it hassle-free for everyone. Nowadays, with facilities like virtual libraries, virtual laboratories and online attendance, students can access it from their homes. They do not need to be physically present to gain knowledge of the course. Institutes that are not practicing blended learning until now had to increase their classroom size over the years and, with that number of teachers required, increased too. Educators with prior experience of teaching online can help other teachers to know the prerequisites and how to manage the problems that might arise in blended learning. It also enhances the participation of students, with weekly quizzes, healthy competition and resourceful sessions with their instructors, therefore helping students perform even better. It adds value to the university’s reputation. Nowadays, it is common for teachers to use a virtual assistant to assist them in the classroom whenever the strength of the class is not manageable (“Everything you need to know about blended learning – FutureLearn”, FutureLearn 2021). They need not explain the same point multiple times. Alternatively, students can go through the recorded video afterwards and learn according to their speed. This way, teachers can focus on what is more crucial—conceptualization. Students that understand the topic the first time can move forward and, teachers can give more time to students having difficulty being at par with others (Ha et al. 2019). This practice increases the overall performance of the class. Students do not require adjusting their learning pace according to the class and study without any peer pressure. Figure 5.3 depicts the advantages of blended leaning. Disadvantages of Blended learning While hybrid learning assists the students who can attend class on-campus, it puts virtual ones at a significant limitation. People who are not in a position to risk their health are subject to an unequal learning experience. Students studying online may face many challenges like learning to master a computer, particularly when the video or audio is choppy or fading into the background of a class and losing opportunities to participate. Furthermore, there are negative emotional impacts that curb seeing other students interact while sitting in isolation. For a meeting to take place, everyone needs to be available online at the same hour (Biewener 2021). The partaker should have a stable internet connection for the duration of the session and an electronic device with the required specifications. The instructors conducting

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Fig. 5.3 Advantages of blended leaning (“The Blended Learning Universe: BLU_”, Blended Learning Models 2021)

the session should have proper knowledge of the platform on which the meeting is being held and have a firm hand on the technical skills to solve the doubts of different participants. Instructors must keep in mind to include practical knowledge from time to time, particularly once after an important theory part is taught in the class, so that learner’s attention is not misplaced. In practice, online learning should be less tiring for students. Staying in front of a computer for long hours may cause strain on their eyes, especially during exam days. The situation is made even worse by the internet providing addictive video games, online forums of communication and the easy availability of all other resources. These distractions have thereby hindered the studying hours of the students and had adverse effects on their grades. It has also affected their ability to multitask, creating backlogs. Over the years, the number of institutes teaching in hybrid mode has increased drastically, resulting in far less monitoring of students on the academic front. It has further increased due to the covid and the norms to reduce the risk of being infected (Priscila 2021). It is essential to guide the students to make proper use of the facilities offered by the internet and how to tackle the distractions that come with it. One way is to make them see the longterm side effects of overusing these resources. Even at this point, some methods are not sure how they would affect the environment around the student. The other damaging ramifications of using smartphones and other social platforms on the educational front are visible, especially the increasing number of students with their gadgets and without proper monitoring by elders around them. There is also a need to guide parents to teach their children how to ignore the distraction rather than just trying to keep them away from them, as it is not possible to monitor the child at all times. Still, part of the student’s academic performance depends on the teaching method and supervision of the teacher. If an instructor can make the lectures more interesting, students are more likely to be interested in the studies. Internet is easy to use but is frequently unstable at the same time. There are many possible challenges one can encounter while using electronic devices. Malfunctioning a hardware part of the device, software not working, continuous

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buffering of a website or any other issue could happen between online classrooms. Some of these problems may not get resolved instantly and can interrupt the learning process of the students. The web also contains beneficial knowledge about various fields (Priscila 2021). The information shared via the internet can be very resourceful and inspire ideas among people. The amount of knowledge that the internet can provide is infinite and has helped us take technology to another level. Many discussions have taken place, to conclude whether the internet is a boon for human beings or a bane. Many users have concluded that it can have both- excellent or worse effects on someone. It depends on a person on how to make use of the internet. Several people achieved great success with the help of the internet, and at the same time, many have fallen into its trap. In addition, some people think that the present situation could have been better without the internet, which is absurd. There is fake news circulated through online platforms passing on incomplete or wrong information could lead to some problems, and our self-development cannot get affected solely by surfing something on the net. The ideal thinking of some people about online learning is that it is hassle-free, studying comfortably at their homes, with not much pressure as compared to offline classes. Taking online lectures is not as easy as it sounds. Still, learning at a physical level lets students be amongst their peers and perform even better with healthy competition. The time it took for teachers to move from one class to another provided them with some time to discuss their progress with other students and prepare for the next class. Schools kept various extracurricular sessions to refresh the mind of students and help them focus better on their studies. However, in online mode, theory classes were held one after the other, with teachers joining a minute later and leaving no space for extracurricular activities. It was also noticed among schools that the amount of homework given increased in online classes. It is also true that the experience gained in offline sessions is far greater than by online learning. It also affects our communication skills as most likely in online classes, we tend to spend most of our time at home and do not get to socialize much. Online learning caters to challenges for instructors too. A teacher, before taking a class should know how to use the online tools and keep motivating students in their field of interest. Therefore, for it to work, proportionate efforts need to be put in from both sides. Like any other invention, online learning has its advantages as well as drawbacks. On one side, it is easily accessible, provides multiple resources and is at some level almost free. Moreover, on another side, it comes with many distractions, along with which, long-term side effects include loss of technical skills amongst students and a few health-related problems. It is also more difficult for teachers to explain the same topic online as there is far less participation of students than in offline learning. However, we cannot disagree that online learning is the future of education and by minimizing the downsides; it has a lot of potential in the upcoming years. The pros and cons of blended learning are mentioned in Table 5.1.

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Table 5.1 Pros and Cons of blended learning Pros

Cons

Easy access to the study material and flexibility

Increase student engagement

Customized training experience

Efficient use of instructor time Building Infrastructure

Learning is self-paced

Reduces cost for educators

Time constraints

Track and improve engagement

Enhanced soft skills

Increase in workload during transition phase

Cost effective

Teachers can set goals and track progress

The plagiarism and credibility problem

Safe learning environment

Extended reach

Distractions offered by the internet

5.5

Requires training of employees

Challenges Encountered in Blended Learning

The essence of blended learning is hinged on a perfect combination of teaching and technology. The future development relies on the fact that those two combined would strengthen both the educational and corporate fronts. However, it is not so easily achievable and requires awareness and consistency to make it work. In addition, even after all the inventions and patents, we still have a long journey to cover. Blended learning is yet to be fully incorporated into higher education. Nevertheless, results have begun to show, and many discoveries have become known until now. However, there are some challenges to this carriage structure in the higher education context. Many insights have been given in light of the development of tech-driven blended courses with few suggestions regarding the future restructuring in the field of research (Hofmann 2021b).

5.5.1

Technology Challenges

One downside to all the free content available on the internet is that it is in vast unstructured quantity, creating confusion amongst many viewers. A student without any guidance can waste a lot of his time searching the right content for them, and end up even more confused and demotivated. Many students get uncomfortable sitting for long hours to study and their focus is easily deferred. Every educator teaching online tries to pen down all the crucial points of the topic, often making the video lengthy and slightly less interactive. Due to this, learners may not watch the video to the end and switch to some other video on that topic, leading to incomplete knowledge and bewildering their concepts in the end. One of the main requirements for watching online lectures is good internet connectivity,

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without which accessing it is not possible (Hofmann 2021b). The institutions providing free education online to help financially weak students don’t often realize that those in need of these resources are in the rural areas, and cannot afford a phone or any other device to attend these online lectures. Not all students are good with computers to do basic stuff like downloading needed documents and complying with all the tools to attend online classes. Some many have not even used one before. Many teachers face additional challenges, learning how to teach in hybrid mode, maintaining a decorum virtually, and clear all the doubts of the students at the same time. The new education modal restricts interaction and the scope for effective communication between the teacher and the students. The task of making concepts alive on the blackboard or reading from a book is limited to screens. It has altered and restructured life for teachers in the classroom. Never before was it imagined that digital education would spread on such a massive scale. Sitting and staring at the screen for hours and interacting with videos and voices was not something educators presumed they had to do. Lack of basic facilities, training, family interruption, external distraction, and conducting assessments under home environment settings are some of the difficulties faced by the teachers.

5.5.2

Organizational Challenges

Problems encountered in blended learning are quite a few. The main reason why it is taking more time than expected to remove them is that many people have the wrong conception about blended learning and how to incorporate it properly. Students need to learn how to manage time efficiently to take benefit from the integrated learning process. Getting to work from bed from your comfort zone should not be the only motive to take part in online learning. If we are to maintain the poise between the components of blended learning, the main issue is learning how to learn, analyzing the weak points and converting them into strengths. The selection of blended learning characteristics is different for all, and it depends upon various factors like purpose, end-term goals, student capabilities and accessibility of online resources. Many experimental reports have demonstrated that online learning has much more potential than the traditional learning methods, using the right tools (Hofmann 2021b). With the spread of COVID-19, governments had to impose lockdowns until the situation could get better (European Commission.Educationalin equalities in Europe and physical school closures during 754 Covid-19. https://ec.europa.eu/jrc/sites/jrcsh/files/fairness_pb2020_wav e04_covid_education_755jrc_i1_19jun2020.pdf). As the days passed, people knew that they had to live with the circumstances and adapt accordingly. Therefore, the term “work from home” was introduced, bringing its own sets of advantages and challenges. Provisions to deliver the education of students also took place. The greatest challenge was the sudden transformation of the traditional learning style to other teaching methods in a short span of time. We were also not much familiar with it at that time. It was also perplexing because there were not many people

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to provide expertise on the matter. All this switching led to a lot of stress on the IT sector of the institutions. One of the consequences of the pandemic in the field of research was the suspension of most of their field-based work and conventional meetings. The only way left to get the work going was the selection of projects most necessary and could be handled with minimal personnel and financial support (Farah and Barnett 2021b). Many have acknowledged, coming up with next to perfect strategies and reforms in such an uncertain environment is a handful, especially when millions of lives depend on it. Every organization was forced to abide by the rules set by the government as no-one was prepared for this unfortunate event. Various departments were formed within the government to monitor the situation of the pandemic, provide the necessary medical staff and other resources and keep the market going amid the lockdown. We can also take extra precautions and measures to be prepared if the circumstances worsen in the future. Universal protocols should be spread amongst people on how to handle such a situation. This method is characterized as more self-taught, collaborative, and focused on problem solving, in which resources can be virtual and physical form, including materials with technological support and printed resources. The institution saw the possibility of having more students by adopting blended education; the reach of a larger audience has also increased. A dedicated educator, well versed with the on-going changes in the field of education is the key to an integrated learning process, making the transition to blended learning a lot smoother and interesting for the students. Students feel comfortable in their traditional classroom because everything has already been mapped out for them, knowing what is expected from them and the amount of work they have to put in. However, this blended mode of learning has opened a wide range of new possibilities and chances to create a unique path of their own. Facilitators should interact with the students to help them overcome their doubts about this new system and encourage them to find the right career for themselves. They should also conduct weekly or monthly group meetings to monitor their progress.

5.5.3

Instructional/Design Challenges

A well-integrated learning plan sounds good digitally and financially. However, making sure that the correct approach takes place is the main task. We also need to focus on problems that are long-term and remain unseen for a duration. Blended learning is a process that joins the latest technologies and the classroom, leading to an altogether better model for learners. Also, an environment away from all the distractions, a space for innovation and inspiration. Noting down the benefits and risks of this model is a good start. Along with finding an answer to those questions, some borderline success factors were in order of discussion. When observed, none of those factors relies on the technology but more so on unvarying foundational grounds. Many online learning platforms let students jump through advanced courses without setting the groundwork of the subject. This mode helps learners to cover more syllabus and therefore increase their screen-time, but it was the

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only feasible option available in the current scenario. We also do not know how effective it will be for students to watch pre-recorded lectures and attempt online quizzes. Teachers in online learning mode should conduct doubt clearing sessions every week, as students can clear their concepts and avoid any backlogs. When some educators teach through monotonous and theoretical content, it makes learners question their credibility. Online learning has made it difficult for teachers to build interactive relationships with their learners. If they are using supplementary videos for the class, the first assignment could be to have the students access the video, watch the first one, and note down the points they can summarize from it (Farah and Barnett 2021b). It is also important to start slow and provide ample orientation. Thus, ensuring everyone understands what has to be done and solves any difficulties with the technology they might face at home. When possible, providing some choices to students for their extension work can improve both engagement and motivation. Regular homework and deadlines help in keeping their work in check and avoiding any backlogs. History has shown that every challenge also has a positive aspect. The same is likely to be true for the repercussions of the present alarming situation of the education front in India. It created the necessity to break out of old habits to build new impactful technology-inspired education, which offers new modern opportunities for innovation in higher education. Teachers will be required to search for inventive methods to transform their current way of teaching; the students will have to forsake the advantages of direct class teaching and become more creative in search of knowledge. Libraries will move to digital increasingly, forcing the students, scholars, and teachers to be more technology-savvy; physical conferences will rapidly give way to web conferences, which will create opportunities for greater participation at a much-reduced cost (Farah and Barnett 2021b). The freedom to work according to our comfortability and from any platform we find most intriguing is one of the extensive benefits of the blended learning process. It also attracts students who have minimal resources or not much interest in the conventional style and inspires people to design new technologies in science and research sectors that could help more people. However, the factors that make online learning so intriguing can also turn it into a complex one. Learners that take advantage of the flexibility of the process are ones with hectic weekends with non-academic obligations like a job, taking care of their children or living in an area with an unstable internet connection. These situations can make it more challenging for learners to stay focused for an extended period. According to many surveys conducted, the feedback received from students regarding the hurdles they faced in staying put to their schedule mentioned that it was cumbersome and, for some, barely manageable. The main reason students face these problems is poor time management and they are not able to estimate the severity of the situation. Students are not the only ones claiming poor time management skills as an issue. The teaching staff has also seen difficulties balancing personal commitments with preparing students for their future career paths. However, it is also relieving to know that both students and teachers are committed to making this model work with coordinated effort and effective time management (Farah and Barnett 2021b).

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Table 5.2 Challenges encountered in blended learning Technology challenges

Organizational challenges

Instructional/design challenges

Ensuring using the technology, Overcoming the idea that helps the participants integrated learning is not as effective as traditional learning process

Looking at how to teach, as well as what to teach

Resisting the overusing of technology simply because it is available

Redefining the role of the facilitator

Maintaining the best delivery medium to boost performance objective

Technology is expensive

Managing and monitoring participant progress

Creating an effective learning environment

Times have changed, and people no longer need to follow the conventional process but have their own opinion and pursue what they believe is better for them. With the advancement of technology, several self-paced learning systems are available online for us to choose accordingly. The resources available vary according to the area one lives in, like the net stability, availability of instructors and other learning opportunities. A blended learning experience can be different for every student as everyone has a unique learning style and speed. Some could grasp knowledge in one go another might take longer but could memorize it better, therefore it all depends upon the student. A common snag with this type of approach is that the work is delayed more often. For instance, in online courses, there is a common way of teaching where learners are provided with a week’s recorded lectures to watch so that they can conveniently do their other set of chores too. One way to avoid this is by making an efficient timetable every week (Farah and Barnett 2021b) (Table 5.2).

5.6

Repercussions of the Pre and Post-COVID-19 Pandemic on Education and Academics

Online learning has opened a bunch of new possibilities for the education sector in the past few years. It helped students achieve their academic dreams in several fields of education. Traditional classes can sometimes be convenient. Sometimes, the weather could worsen for students to attend sessions in offline mode and reach there on time (Gilmour 2021b). That is not a possibility in the online learning process. Learners do not need to attend the classes early morning if they do not want to listen to the lectures at a time that suits them best in the comfort of their house (Lockee 2021). While a traditional learning space might be the right place to give the lectures, we cannot overlook its shortcomings, and therefore it cannot be the best option in the present scenario. A single instructor with a hall filled with students can get boring, and students can lose attention from the subject taught in the class. It can also be difficult for the teacher to make a large number of students understand the concept and at the same time maintain the

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decorum of the class. Students may hesitate to ask the instructor to repeat a particular topic or clear all their doubts while completing the syllabus according to the scheduled time. It usually does not happen in online classes, students could write their queries in the chat box, and the instructor can solve them as per the frequency of the questions asked. Teachers do not need to repeat complex topics to students who did not understand it the first time as they could watch the recorded videos afterwards. In that way, it saves the time of the majority of the class and leaves no room for backlogs. Due to social distancing as a safety measure against COVID-19 had called for an online learning environment blended with the latest technologies. It was a situation even teachers were not much familiar with. Maintaining an undisrupted learning environment during this pandemic has been a challenge for teachers all over the world (Gilmour 2021c). Teachers also had trouble in having interactive conversations with the students online and responses were only limited to a few attentive students (IIEP-UNESCO.COVID19schoolclosures:whygirlsaremoreatrisk. https://www.iiep.unesco.org/en/covid-19school-closures-why-girls-are-more-risk-13406). As we become more self-sufficient with time, the risks we face have also increased. The spread of the virus is not limited to our borders. It has created an alarming situation for the whole world. It affected everyone regardless of his or her status, sanity or money they had. Some could not recover from it, compared to others, especially those who relied on daily wages or had poor job stability. The education sector is no different. Students whose families are affluent enough to provide financial support and students willing to learn can find themselves past this current pandemic. Those not fortunate enough had no choice but to wait for their offline classes to continue (Schleicher1 2021). This crisis has exposed many flaws and discrepancies in our education sector, from providing resources to participants in different cultural events, innovative environment that makes learning more intriguing, to providing proper equipment for academic purposes. The sudden lockdown imposed due to the virus, left us unprepared and lasted a few weeks leading to a break from the on-going work in our country. While people in educational field tried to come up with a temporary solution to keep students learning process advance. Teachers also had to adapt to new modes of teaching, focus on the delivery of the concepts and providing practical knowledge too is important. Therefore, learners had to shift to other modes of learning which included internet, television and self- learning through books. Learners from unprivileged backgrounds, who are financially not strong and lack the knowledge to learn on their own or do not have the desire to learn, remain at a disadvantage to live a well-sustained life (Schleicher1 2021). Students pursuing higher studies faced a much direr problem when universities were closed, as they needed more attention and practical knowledge than undergraduates did. The courses also get a lot complex and tougher without proper doubt clearing sessions, which could get very difficult for them to score well in their exams. Although higher education universities too replaced the offline learning mode with online integrated learning. It helped the learners to cover their backlogs and gave them more time to work on their projects or thesis. However,

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institutions also faced a challenge to conduct fair online examinations with no disparity or giving any student an advantage. It was even more troublesome for international students to attend their classes as many host countries closed their borders to prevent the further spread of the virus. However, the hurdles do not stop there and get even worsen each time. There is also a possibility that the spending of resources on education could be decreased in the future. It is because of that reason public funds will direct towards the health sector and support the people who have lost their earning members of the family in the war against the virus. The economic condition of the whole nation has degraded, leaving not much room for private capital and financial support in the coming years, and it will require a substantial amount of time for people to recover from the crisis (https://unsdg. un.org/sites/default/files/2020-04/160420_Covid_Children_Policy_Brief.pdf). The extra funding that the government got from international students studying here also decreased, leading to a more degraded situation. The lockdown has been most unfavorable to workers who earned wages daily. They did not have much savings to rely on during this pandemic as most of their income was spent feeding their family members. The virus caused grave human suffering, loss of life and livelihood of many people. It has also created a sense of fear amongst the people. Especially the students are stuck worst by it. Therefore, hindering their studies and having a severe effect on their mental health. The current pandemic situation has also put a lot of pressure on medical professionals. They have put themselves at risk to save lives from experimental and low success rate methods as there is not much light on the given virus to be sure that will work. The crisis has exposed the money-grabbing methods of the institutions. Earlier, the distribution of fee structure of the universities was not transparent, and the parents had no choice but to pay the fees. However, with the emergence of online learning platforms providing feasible and much better courses online, students now have different options to choose, to help them perform better in class. In addition, people paid such high fees because of factors like face-to-face interactive sessions with their professors, spending time with their classmates, making memories and many more. Unfortunately, online classes cannot provide all of these things to some extent. Many institutes have come up with a monopoly by conducting their entrance exams before the other examinations so that some of the nervous parents, worried if the final exams would take place or not, make their child’s admission at the institute that asks for the fees of the whole academic year (Fig. 5.4). As most schools were planning to resume the learning through online mode, a crucial part of the time got lost due to the sudden lockdown imposed amid the crisis. This urgent need led the authorities to take specific measures to recover on time. One of the possible courses of action was to cut down on summer and winter vacations. Due to this, students could no longer take advantage of the time to clear the backlogs or explore a new hobby and many more of such things. It

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Fig. 5.4 Pre-covid-19 financing gap to reach SDG 4 (millions of dollars) (https://unsdg.un.org/ sites/default/files/2020-04/160420_Covid_Children_Policy_Brief.pdf)

Fig. 5.5 Number of children affected by school closures globally (https://unsdg.un.org/sites/def ault/files/2020-04/160420_Covid_Children_Policy_Brief.pdf)

also adds to the level of stress students deal with frequently (https://unsdg.un.org/ sites/default/files/2020-04/160420_Covid_Children_Policy_Brief.pdf). Figure 5.5 represents the number of children affected by school closures globally provided (UNESCO) and Fig. 5.6 mentions the scenarios on learning post-covid-19: a lower average, a higher standard deviation, or a sharp increase of dropouts.

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Fig. 5.6 Scenarios on learning post-covid-19: a lower average, a higher standard deviation, or a sharp increase of dropouts (Dreesen et al. 2020)

5.6.1

All Levels of Education and Training Affected

The entire academic year has passed with little or no offline teaching. While some schools continued with online classes after some time, the situation got worse for those who could not attend any class during that time. In response, the central government reduced the academic syllabus for that particular year to help the unprivileged students cope with their studies. Still, covering that much content in such a short period under a lot of pressure can be challenging. Before further assisting the situation, we need to properly analyze the depth of the problem and which areas need prior attention (https://unsdg.un.org/sites/default/files/2020-04/ 160420_Covid_Children_Policy_Brief.pdf). It needs to happen with the assistance of the teachers who were up to date with the student’s performance before the recession took place. No level of the educational sector must be left behind, and the reforms are to help as many students as possible. Conducting bridge classes between the content students have missed and what they will learn before returning to school is necessary to avoid confusion and clear their doubts (https://une sdoc.unesco.org/ark:/48223/pf0000373718).

5.6.2

An Exacerbation of Disparities in Learning Opportunities

Youngsters who took appropriate precautions and followed the guidelines provided by the government to evade the effect of the virus anyhow had to sacrifice their social life and ignored their health. It was a measure much needed to help save the lives of people around us by preventing the spread of the virus. Another thing that most educational authorities do not discuss is the underperformance of many students caused by the alarming situation and the fright of the virus (Dreesen et al. 2020). Focusing on studies in such a dire situation is very difficult. Nevertheless, many children were not fortunate enough to get the same chance, resources and guidance needed to continue learning in the current scenario (Sullivan et al. 2020). Therefore, school closures did not affect all children in the same proportion. The problems with the latest technology ranging from buffering, installation issues, and video or audio sound problems are known to hinder the learning experience. Sometimes, online learning can be weary and puzzling for a few students as they have so much time flexibility, they keep postponing it to the end, creating more

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backlogs than one can handle. Therefore, when attending the next class, they may not know how to solve the question, hence losing interest in that particular subject. Not getting personal attention in an online lecture is also an issue most students face, and enacting one-to-one sessions individually with the instructor can be very tough. Any integrated learning model cannot be fully effective until thoroughly practicing what they learn in the class. As the saying goes; not all fingers of the hand are the same, likewise not are the students, learning in any particular place, are the same. They all vary in their abilities to grasp knowledge, perform different tasks and have confidence levels in any situation. Many students who were not much responsive in offline classes have shown better results in terms of online learning and, this sudden change could be because of the comfortable environment online classes provides. However, this attitude is only satisfactory in the beginning after a few years when they enter the cooperate world, one’s communication skills need to be at par with the other students. Even if they fail in communication skills at school, they can get the motivation to improve, but in online learning, they have just adjusted to the situation and never learned from it. It is also challenging for teachers to change their methodologies and develop content to cover the curriculum in a limited time (https://www.unicef-irc.org/article/2027-40-million-childrenmiss-out-on-early-education-in-critical-pre-school-year-due-to.html). Online learning can too be expensive and time-consuming. For conducting an online session, lots of preparation and setup is required, from purchasing the gadgets, maintaining them, and training the education staff to solve any problem they may encounter in an online class. The instructors have too dealt with a lot of pressure in this current scenario, dealing with stress to complete the syllabus on time, and clearing doubts of the students online. Moreover, teaching online is a lot different from the conventional style of learning, something they also were familiarizing at that time. The administration needs to put forward necessary policies that draw out inequalities and increase the funding for the education sector (https://www.unicef-irc.org/article/2027-40-million-children-miss-out-on-earlyeducation-in-critical-pre-school-year-due-to.html). Universities need to take the initiative towards the problems caused to the education sector in this pandemic and accomplish an attractive and engaging environment for the students.

5.7

Blended Learning Implementation

As times change, the shift from one-on-one lectures to digitally powered tools becomes more pronounced in a classroom environment. Schools and institutions making the transition to blended learning are increasing rapidly to induce teaching flexibility, enhance learning effectiveness, and as a result, increase student engagement. Even though this change might initially seem overwhelming for many, it will eventually create a learning space that values pace, access & diversity over rote memorization, convention, and uniformity (https://www.unicef-irc.org/article/2027-40-million-children-miss-out-onearly-education-in-critical-pre-school-year-due-to.html).

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Table 5.3 Requirement of hardware and software for implementing blending learning environment Personal devices

Mobile phones/tabs/laptops/desktops—are required for supporting end user computing needs

Lab devices

Desktops—are required for Laboratory

audio/visual devices

–

Graphics board tablet with stylus

–

tab based remote learning/remote examination

–

Satellite based TV Channel

Required for mass learning

Low cost IOT devices

Raspberry PI—convert TV to a smart TV

Remote VPN

Faculty/student can access school computers & work from home

5.7.1

Technology Infrastructure for Implementation

1. Identify the problem— first understand the root of the problem, look from different point of views. 2. Spend on good feasible technology— to integrate all the components of blended learning, technology plays a major role in it. 3. Build a learning graph—after analyzing the hurdles and setting up the equipment, next step is to lay a foundation of the learning process. 4. Decide the required standards to measure student’s outcomes—letting students know where they are going wrong is also an important step. 5. Test—the last task is to put the process to a test, which will help us to have a closer look at the problems and how to make it better (Tables 5.3 and 5.4).

5.8

Conclusion and Future Scope

Blended learning is a lot different from online or any other type of learning, as BL comprises various significant factors that make it one of the best learning practices as a whole. Blended learning is a mix of models incorporating their better attributes together where both online and offline classes can take place simultaneously. On the contrary, online learning could happen only in on-campus or off-campus structures. The blended learning process also allows teachers to use innovative ways of giving the students the knowledge in the best way possible (Ugc.ac.in 2021). For example, in a chemistry lab, physical classes can be conducted on alternate days and online for the rest of the days. In this model, students can perform experiments face-to-face and prepare the write-up during online lectures saving significant time for both teachers and students. That cannot happen in the case of online learning mode. Lack of face-to-face interaction with the faculty is one of the biggest cons of

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Table 5.4 Indian framework for BL-infrastructure infrastructural requirements will vary as per the size and nature of the institutes LMS

LMS at least on a shared server Cloud-based LMS with for maximum 500 students and institutional domain name is on dedicated server for recommended maximum 1000 students

ERP

Automation of student life cycle should be initiated

Fully Integrated (Admission to Placement) ERP should be in place. LMS should also be integrated in the ERP

Bandwidth

1 Gbps

5–10 Gbps

WIFI and campus Intranet

Wi-Fi should be available for classes involved in BL. Necessary firewalls should be in place not restricting student access to ICT tools and social media being used by teachers

The entire campus should be fully Connected. All teachers and students along with the admin staff should be able to use Wi-Fi. Necessary firewalls should be in place not restricting student access to ICT tools and social media being used by teachers

Electronic devices (computer) Devices (desktops/laptops) in the ratio of 1:2 for technology/ professional programmes and 1:4 for nontechnology programmes under BL low-cost access devices and computing solutions may be used for institutes with financial challenges

Fully functional, networked & internet enabled computer labs with 1:1 ratio integration of personalized devices should be provided. Classrooms/labs equipped with desktops/laptops/tablets are recommended for BL environments where integration of ICT can be possible during classroom sessions

Data center services

Shared/dedicated secured server with adequate storage space

Dedicate, secured cloud based data center to support BL and storage of e-portfolios

Smart class room

One shared infrastructure per Every class room connected 1000 students to start with is with the smart class recommended. All BL classes should have at least a projection facility with internet connectivity. Virtual classroom software with recording facility is a must for teachers involved in BL (continued)

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Table 5.4 (continued) LMS

LMS at least on a shared server Cloud-based LMS with for maximum 500 students and institutional domain name is on dedicated server for recommended maximum 1000 students

Studio facility

One studio with pre & post production facilities for cluster of minimum 10 neighborhood HEIs on time & resource sharing basis video and screencast content development software with such as Camtasia, OBS and training to use the same is a must for teachers involved in BL

Each HEI should have a studio with pre & post production facilities for development & launching of professional courses

Software support

– Availability of software such as Turnitin or urkund for Plagiarism check – Domain-specific software for subjects like CAD, SPSS and ARC – FOSS are recommended in all possible cases

Institutes should be equipped with all necessary FOSS or a few Licensed versions (if FOSS is not adequate) related to the subjects being taught in that institute

online learning methods. Sometimes, complex topics that require physical demonstration can become challenging to explain, and students can easily lose interest. The blended learning process also prepares students to become better leaders of tomorrow by solving real-life problems and improvising according to how dire the situation is (Kumar et al. 2021). Future Scope One of the things the pandemic has taught us in this tough time is that one should remain prepared for any calamity that can may happen and adapt accordingly to it. The same is true for the educational sector, and seeing Covid-19 hit the sector severely, the education of thousands of students came to a halt. It had a massive impact on the learning curve of the students and it took significant time for government and other institutes to undo the damages done by it. We need to design and develop our education system in a way that something like that ever happening again becomes a mere possibility. Seeing our present rate of development, something like that happening in the future is not unachievable. The right way to pull it off is to minimize the adverse effects the model may have on the education system. It should also be kept in mind that there cannot be one solution to all the problems. It is essential to categorize them according to the different parameters required. In addition, being aware of the future trends and latest technologies is equally vital for them to be incorporated in the right way to enhance the learning

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process. To solve a problem entirely, it is also necessary to see it from a student’s perspective, considering their feedback.

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Muna N, Krismantari I (2021) Mixing online and offline classes in blended learning during COVID-19 pandemic: challenges and opportunities. Conversation. https://theconversation. com/mixing-online-and-offline-classes-in-blended-learning-during-covid-19-pandemic-challe nges-and-opportunities-143387. Accessed 7 Sep 2021 Priscila (2021) Blended learning—The best of both worlds? Advantages and disadvantages. easylms. https://www.easy-lms.com/knowledge-center/lms-knowledge-center/blended-learningadvantages/item10386. Accessed: 10 Oct 2021 Schleicher1 A (2021) The impact of covid-19 on education insights from education at a glance 2020, pp 1–31. https://www.oecd.org/education/the-impact-of-covid-19-on-educationinsights-education-at-a-glance-2020.pdf. Accessed 5 Sep 2021 Spiro K (2021) 6 benefits of blended learning and why you should use it. Create an online course easily | Easygenerator. https://www.easygenerator.com/en/blog/blended-learning/benefits-ble nded-learning/. Accessed 12 Oct 2021 Sullivan LM, Velez AA, Galea S (2020) Graduate public health education in the post-COVID-19 era. Lancet Publ Health 5(9):e473 The Blended Learning Universe: BLU_, Blended Learning Models (2021). https://www.blendedle arning.org/models/. Accessed 10 Dec 2021 The Growing Importance of Technology in Education | UoPeople. University of the People (2021). https://www.uopeople.edu/blog/the-growing-importance-of-technology-in-education/. Accessed 05 Jan 2021 Ugc.ac.in (2021) Blended mode of teaching and learning: concept note. https://www.ugc.ac.in/pdf news/6100340_Concept-Note-Blended-Mode-of-Teaching-and-Learning.pdf. Accessed 4 Nov 2021 UNESCO (2020) Global education monitoring (GEM) Report, 2020: inclusion and education: all means all. https://unesdoc.unesco.org/ark:/48223/pf0000373718. Accessed 13 Aug 2021 UNICEF. Childcare in a global crisis: the impact of COVID-19 on work and family life. https:// www.unicef-irc.org/article/2027-40-million-children-miss-out-on-early-education-in-criticalpre-school-year-due-to.html. Accessed 5 Oct 2021 United Nations. Policy brief: the impact of COVID-19 on children. https://unsdg.un.org/sites/def ault/files/2020-04/160420_Covid_Children_Policy_Brief.pdf. Accessed 23 Aug 2021 United Nations. Policy brief: the impact of COVID-19 on children. https://unsdg.un.org/sites/def ault/files/2020-04/160420_Covid_Children_Policy_Brief.pdf. Accessed 15 Sep 2021 Wantulok T (2021)How important is technology in education? Pine Cove’s top 10 reasons. Marketing.pinecc.com. https://marketing.pinecc.com/blog/the-importance-of-technology-in-edu cation-pine-coves-top-10-reasons. Accessed 02 Sep 2021 What are the Benefits of Blended Learning? | Blog | Online Digital Marketing Courses (2021) Digital Marketing Institute. https://digitalmarketinginstitute.com/blog/what-are-the-benefits-of-ble nded-learning. Accessed 08 Aug 2021 Weitzel A (2021)7 Advantages of blended learning programs | CourseKey. CourseKey™. https:// coursekey.com/7-advantages-of-blended-learning-programs/. Accessed 12 Sep 2021

6

An Investigative Study of Students’ and Faculty Perspective Towards Transition to Online Teaching During COVID-19 Pandemic Navjot Hothi

Abstract

In this chapter, a concentrated study is done to understand and analyze the students’ and faculty perspective regarding transition from face-to-face online teaching and learning mode during the COVID-19 pandemic. An unanticipated switch profoundly affected the anticipations, assessment techniques, epistemological beliefs and participation patterns of the students. The teaching pattern of the faculty was precipitately transformed and the faculty adopted many challenging, yet inventive techniques for teaching. The entire method of examination and assessment faced debates, trials and experimentations. The process of running laboratory sessions on an online platform was especially very baffling and a lot of novelty was involved in it. An impulsive dependence on technology had its own reactions and time management skills of both the students and faculty required transformation. Numerous learning management systems, apps and online learning platforms had a huge role transitioning of teaching and learning to online mode. Online teaching involves delivery of both synchronous and asynchronous subject matter and building of e-content for online teaching is a very tiresome and time taking task, which requires utmost planning so that efficient development of cognitive and psychomotor skills of students is observed. In order to perceive the transition towards online teaching from traditional mode, an Online Teaching Survey was administered to the students and faculty statistical tools were used to analyze their perceptions. The subject under consideration for the survey was Engineering Physics. Interviews were conducted on both the students and faculty and their responses were gauged. The students evidently missed peer support and it affected their learning. Lack

N. Hothi (B) Department of Physics, School of Engineering, University of Petroleum and Energy Studies, Dehradun, Uttarakhand 248007, India e-mail: [email protected] © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023 N. J. Ahuja et al. (eds.), Sustainable Blended Learning in STEM Education for Students with Additional Needs, Contributions to Environmental Sciences & Innovative Business Technology, https://doi.org/10.1007/978-981-99-3497-3_6

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of socialization amongst faculty and students in the online mode had negative repercussions. Most of the students and faculty pointed towards a fact that a subject like Physics should not be completely taught in an online manner and hybrid mode of teaching is a good alternative. Keywords

Online teaching and learning • Epistemological beliefs • Teaching pedagogy • COVID-19 • Technology • Statistical analysis • Student participation • Pedagogy • Tools used

6.1

Introduction

Covid-19 has become of the biggest threats to the very realms of human civilization. The entire world has been crippled by this outbreak and its repercussions were well beyond anyone’s expectations. This severely contagious virus spread across nations like wildfire and in fact the most developed countries were also not spared by its wrath. Social isolation, curfews and lockdowns were and still are being imposed by almost all the nations of the world. The national economies have crashed and it seems as if life has come to a standstill. The domain of education was severely affected by covid-19 and there was suspension of the conventional teaching activities all across the globe. Nations around the world resorted to an online mode of education and the process is still continuing (Basilaia and Kvavadze 2020; Miglani and Patricia 2018; Kumar et al. 2021; Ha et al. 2019; Sobti et al. 2020; Devi and Nayyar 2021; Al-Turjman et al. 2021). A sudden reliance on technology and internet for imparting knowledge severely affected the anticipations, assessment techniques and epistemological beliefs of both the student and teaching community. Different learning management systems (l ms) provided platforms for online teaching and educational institutes around the world starting using them for online delivery of lectures and to provide teaching content to the students (Cavus et al. 2007). This automatically led to the transformation of time management skills of both the students and faculty. The teaching procedure of the faculty was precipitously changed and the faculty resorted to many inspiring and innovative techniques for teaching. Online assessment was also done on l ms and some other platforms. Some of these platforms provided the facility of online monitoring students during examinations. However, this entire aspect of student assessment in an online world faced several disputes, challenges and experimentations. One of the most perplexing aspects of online teaching was the conduction of laboratory sessions (Winkelmann et al. 2020). In order to perform experiments, simulators were used extensively in the virtual world. This required a lot of innovation and effort on the part of the faculty. The transition from traditional to online teaching was initially very sloppy. However, a rapid transformation was observed with new innovative advancements in online teaching. Online teaching is here to stay and the future will observe yet new pedagogical advancements.

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In this chapter, an intensive interrogation is done to perceive the response of students and faculty towards online teaching. The subject under consideration was “Engineering Physics”. For this purpose, an “Online Teaching Survey” was devised for both the students (Hothi et al. 2021) and faculty. The items in the survey were grouped under six different clusters namely “Epistemological Beliefs”, “Technology”, “Time Management”, “Pedagogy/Tools Used”, “Online Assessment” and “Student Participation”. The responses of the participants were analyzed using statistical tests. Interviews were conducted on the participants to perceive their viewpoints about their choice of pattern for teaching and learning. This survey was administered to B. Tech students of the batch year 2019– 2020, who were studying Engineering Physics in their first year. The students were in the second semester of study and had studied half of the semester in traditional mode and had to study the remaining half in an online mode due to the COVID-19 pandemic. These students were a good choice for this case study as they had ideally witnessed transition from the traditional to online mode of teaching mode (Wei and Chou 2020; Bolliger and Martin 2018; Li et al. 2014; Halsas et al. 2020). Furthermore, 15 faculty members of the Physics department participated in the survey designed for the faculty members. Engineering Physics is a 4-credit compulsory course which is taught in freshman year to all engineering students in India. Vivid topics such as X-ray diffraction, Crystal Structure, Photovoltaics, Fiber Optics, Lasers, Optics, Quantum Mechanics and Electromagnetic Theory are introduced under this course. The description of these topics involves lot many lengthy and tedious mathematical derivations, concentrated mathematical concepts, numerical sections and 3-D pictorial representations. Traditionally, the Physics faculty uses the chalk and duster method in the delivery of the subject and inculcation of modern technology such as PPTs provide additional aid. Objectives of the Chapter The Objectives of the chapter are: • To understand the intricacies of online and face to face teaching; • To administer the “Online Teaching Survey” to students and faculty in order to seek their perception regarding transition from traditional to online mode; • To divide the items of the survey into 6 categorized perceptive clusters; • To perform the statistical analysis on the clusters to gauge student and faculty responses regarding online and face to face teaching.

Organization of Chapter The rest of the chapter is organized as: Section 6.2 enlists the details of online teaching in contrast to traditional face to face teaching. Details of asynchronous and synchronous teaching modalities are also outlined in this section. Online teaching Survey for students and faculty is given in Sect. 6.3 along with details of clustering of the items of the survey. Statistical analysis is performed in Sect. 6.4. Section 6.4.1 corresponds to gauging of favorable versus unfavorable responses of

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the student and faculty for the six clusters. Statistical tests for the responses are presented in Sect. 6.4.2. Section 6.5 enlists the response of students and faculty to the query about whether traditional or online teaching is better and the reason behind it. And, finally Sect. 6.6 concludes the chapter with future scope.

6.2

Online Teaching in Contrast to Traditional Face-to-Face Teaching

Online teaching generally can be defined as a practice where communication and information technology are used in the acquisition, development and delivery of knowledge from diverse geographical locations, which may be rural or urban (Sun and Chen 2016; Greene et al. 2019; He et al. 2018). Internet is used for the release of content via text communication, software and learning management systems to create an online learning environment (Frederickson et al. 2005). Asynchronous and synchronous teaching modalities are used in online teaching. Asynchronous teaching process does not take place in real time and happens on the own schedule of the student. The faculty provides the necessary study material, which may be reading content, Power point presentations (PPTs), pre-recorded audio lectures and video lectures and assignments, all of which can be referred for learning within a flexible time span. Synchronous teaching process involves a live instructor, wherein teaching and learning takes place in a real time via audio and video streaming, live whiteboard or PPT streaming, chat rooms and also by instant texting and messaging. Online teaching holds the key for providing emergency training in crucial target domains. However, the beneficiary groups or recipients of online education show varied levels of acceptancy depending upon the zeal and enthusiasm evolved in their learning. One of the major disadvantages of online learning is the lack of peer support and social interaction. Furthermore, it has been observed that the nontraditional students who are older in age as compared to the normal age students, show high degree of motivation and ambition for learning of a subject on the online platform (Coates et al. 2004). It has also been observed that the introvert students, who are passive participators during traditional learning, show good participation during online learning. The online instructor needs to create a symphony amongst live proficiencies and multifarious theories. Although online teaching offers a great deal of freedom to the students, yet it requires a lot of discipline and sincerity from both the learner and the teacher (Shin et al. 2017). The teachers need to plan the proceedings of the class and prepare the study material well before the lecture so that the students are able to access the same in timely manner (Sime and Themelis 2020). Online teaching has some inherent advantages, one being that it fosters critical thinking skills and life-long learning, thus enabling students to fundamentally apply the knowledge gained via reasoning and experience. A major advantage of asynchronous learning is that the students can learn at their own pace. Synchronous modality too has its own advantages. In synchronous learning, there

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can be open question answer sessions and even the recordings of live sessions can be shared for the benefit of the students. The traditional face-to-face teaching mode has been exercised since ages and it provides a perfect platform for balancing cognitive thinking and social skills, which in turn leads to the advancement of the academic outcomes of the students. Peer interaction plays a vital role in learning during this traditional mode of teaching as there is involvement of memorization techniques and recitation. In this mode of teaching, the identification of slow, mediocre and fast learning students is very easy and the teacher has a complete control over the class. In fact, the face-toface teaching mode has also witnessed modernization with the advent of tools like projectors, digital screens and whiteboards. These have in turn given the faculty an advantage of displaying three dimensional images, audio and video displays and complex pictorial representations. The traditional teaching fosters a sense of discipline both within the student and the faculty. There are however various drawbacks of traditional teaching, which need to be pondered upon. One of the biggest drawbacks is that the students turn out to be passive receptors as faculty lays more focus on completing the syllabus and subsequently on passing of students in the examinations (Li et al. 2014). This technique of teaching generally does not lead to reinforcement, exploration and experimentation of the life- long skills and routines. This statement however is generic and the traditional teaching effectiveness is largely dependent on the individual faculty and on his or her method of teaching, interacting and cooperating with the students. A teacher holds the capability to indoctrinate all the aforementioned student-oriented mannerisms, but is often experiences constraints of time for the need of completion of the syllabus (Arias et al. 2018). Both traditional as well as online teaching have their own pros and cons. The group under this particular study included engineering students who studied Engineering Physics in their first year of Engineering and the faculty who taught this particular subject. Engineering is a practically oriented field which requires a lot of laboratory sessions with hands on practice and prior to COVID was never taught in the distance learning mode.

6.3

Online Teaching Survey

The extent to which a particular subject succeeds depends upon various independent as well as rational factors (Green and Hood 2013). The apprehensions, epistemological beliefs, expectations, aptitude and the previous experiences inherently contributes towards a students’ approach about learning and understanding a particular subject (Alsaaty et al. 2016). A rapid transition from traditional teaching to online teaching during the COVID-19 times prominently affected the learning abilities of the student. In order to study the variation, an “Online Teaching Survey” was administered to the group of 47 students studying Physics in their first year of Engineering. These students had studied the subject in a traditional mode till the mid of March 2020 and thereafter were transitioned to study it in the online

118 Table 6.1 Cluster-wise allotment of online teaching survey items for students

N. Hothi

Clusters

Online survey items

Epistemological Beliefs

3, 6, 8, 11, 12, 15,16, 22, 24, 25, 26

Technology

1, 9, 14, 23

Time management

2, 10, 21

Pedagogy/tools used

4, 13,17, 20, 27, 28

Online assessment

5, 18

Student participation

7, 19

mode due to nationwide lockdown. The “Online Teaching Survey” is very inclusive and gives a profound vision of the students’ perception of online teaching. This survey also helps in analyzing the advantages and disadvantages of online teaching and in turn how it affects their learning pattern. The survey consists of 30 items. 28 items are statement-based Likert scale questions, wherein the student needs to select one choice amongst the five options, namely 1. Strongly Disagree, 2. Disagree, 3. Neutral, 4. Agree and 5. Strongly Agree. The response of the student is categorized as favorable or unfavorable depending on whether the response favors or does not favor online teaching respectively. The 28 items are further grouped into six clusters in order to probe several entities related to online teaching. A cluster-wise segregation of the survey items is presented in Table 6.1. The item number 29 is a yes or no answer type question, based upon whether the student has good internet at their homes. Item 30 is a comprehensive interview question: “Which is better: traditional classroom or online mode of learning?” Comment in 50–100 words. Another but similar “Online Teaching Survey” was administered to Physics teachers as well. This survey for the teachers was designed to perceive the teachers’ perspective during this transition. The procedure of teaching changed drastically and the teachers resorted to many innovating and challenging techniques for teaching. This required a lot of additional effort on the part of the teacher. Development of asynchronous content is a tedious job and is a very time taking task. The teachers learnt and devised new technological innovations, which elevated their teaching process. The “Online Teaching Survey” for faculty was administered on 15 Physics faculty members who had witnessed transition from tradition to online teaching during the spread of COVID-19. The survey consisted of 26 items and 25 items were Likert scale questions. The 26th item referred to the query about whether the faculty has good internet or not. Table 6.2 enlists the enlistment of the survey items into six clusters. The Epistemological beliefs cluster principally describes the viewpoints of the philosophy of knowledge which are germane towards gripping of educational approaches, fabrication of knowledge and about the justification behind knowledge. These viewpoints are profoundly inherent to a particular individual and are built up during the course of learning any particular subject. Due to the culmination of several theoretical perspectives evolved in the integration of knowledge, these beliefs are vital for study.

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Table 6.2 Cluster-wise allotment of online teaching survey items for faculty

Clusters

Online survey items

Epistemological beliefs

2, 6, 7, 14, 17, 18, 19, 23, 24

Technology

1, 3, 5, 9

Time management

4, 21, 22

Pedagogy/tools used

10, 11, 12, 20, 25

Online assessment

15, 16

Student participation

8, 13

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The Technology cluster brings out the role of technology in regard towards online learning and teaching of a subject. Although technology is advancing with each passing day, yet technical glitches are evident in India. Heavy load during peak teaching hours may be levied upon the Learning Management Systems used by different educational institutes. India, as everyone knows is a developing nation and internet connectives are not good in several geographical locations of the country. Consequently, students belonging to remote locations have to suffer due to poor internet connectivity and their learning proficiencies are adversely affected. Similarly, technology glitches at the part of the faculty leads to compromise in the quality delivery of content. Technical glitches build up frustration and dissatisfaction amongst both the learner and the teacher. The time management cluster enlists how the different aspects of online teaching and learning affects the time management parameter in contrast to face-to-face mode. The teachers definitely follow a different procedure for online content preparation and student assessment and this leads to amiable variation in time consumption in comparison to the traditional format. The pedagogy/tools cluster deals with the tools, method and practices adopted by the teacher during online teaching (Tefera et al. 2020). Due to immediate lockdown because of COVID-19 pandemic, the teaching community was able to use only the restricted available resources and platforms. The essential tools such as pen tabs were not available initially during the transition or its availability was very limited. This in turn led to difficulty in the explanation of mathematical equations and complex pictorial representations by the faculty and in turn did affect student learning to a certain extend. Furthermore, due to this unprecedented exigency, the faculty was unable to plan and infuse pedagogical novelties into their teaching. However, now with the passage of time, exceptional pedagogical advancement has been witnessed in teaching and learning as new tools and techniques are being synthesized. The online assessment cluster derives the insights of the efficacy of the online evaluation and assessment process. A lot of assessment modalities such as class test, quiz, assignment, project, mid-semester examination and end semester examination were used to assess the student from time to time during face-to-face mode. The continuous evaluation process differed immensely on the online platform. The faculty had to devise problems and questions in a manner so that cheating could be minimized and several LMS platforms were used so that online testing would

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be fair and just (Slawomir 2019; Dell et al. 2010; Paul and Jefferson 2019; Hurlbut 2018; Mitchell 2010). The student participation cluster projects upon the implications on online teaching upon the active and passive participation of the students. Lack of social interaction is eminent on the online platform and it somewhat affects the learning in terms of the parameter of student participation. The Online Teaching Survey was filled by the students through a Google Form and by the faculty on paper. While sampling of data, research ethics were appropriately assimilated. The students and faculty were duly informed that they are taking part in research. The survey was kept strictly confidential and the identity of the participant was not asked for. The participants were not informed about any prejudices in regard to the questions in the survey as this could affect their natural responses. The participants were at a free will to take the survey and were given full authority to withdraw from it as well. The participants were not monitored while taking the survey. Online Teaching Survey for Students Here are 30 statements that may or may not describe your anticipations and beliefs about this course. You are asked to rank each statement by choosing a number between 1 and 5 where the numbers mean the following: 1: Strongly Disagree 2: Disagree 3: Neutral 4: Agree 5: Strongly Agree. Answer the questions by selecting the number that best expresses your thoughts. Work quickly. If you unable to understand a statement, leave it blank. If you understand a statement, but have no strong opinion, circle 3. Question 29 is a Yes or No answer type question. Question 30 is a descriptive type question. 1. Your University gives you adequate technical support for online learning

12345

2. I love the concept of not commuting to the campus for attending lectures and 1 2 3 4 5 I like online learning at home 3. I strongly believe that eminent learning can take place without face-to-face interaction

12345

4. The faculty is found to struggle with the writing of complex mathematical equations and even while drawing diagrams

12345

5. Performing during online quizzes and tests has made me a better learner as compared to the offline mode

12345

6. I have enough self-motivation to learn a subject online

12345

7. I mind asking questions when I have any doubts

12345

8. I miss the personal communication, caution, and appreciation my faculty provides during online lectures as compared to face-to-face interactions

12345

9. I have adequate access to participate successfully during the online classes

12345

10. Online learning requires less taking as compared to classroom learning

12345

11. Social interaction has a vital role in the growth of intellect and thus online mode has its restrictions

12345

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12. I am comfortable participating in online discussions of content commenced 1 2 3 4 5 by my peer group and faculty 13. Theoretical matter learning is more effective in online modality as compared to mathematical matter learning

12345

14. My learning graph is obstructed by technical glitches during online sessions 1 2 3 4 5 15. As an individual, I do not mind that I am not able to meet my classmates or 1 2 3 4 5 instructor in person 16. I do not cheat during the various online assessments

12345

17. Tutorials and discussion sessions are more effective in traditional mode

12345

18. I am completely content with the grades and marks which I get for an online assessment

12345

19. I miss the peer support during the process of solving problems in online learning

12345

20. Effective feedback is obtained from the instructor only during offline mode

12345

21. I do save a lot of time through online learning which I can use for other value-added activities

12345

22. The absence of face to face interaction with the faculty is a demerit

12345

23. The technology concerned with online learning is somewhat perplexing

12345

24. I favor online learning in comparison to face-to-face learning

12345

25. I get distracted at home during the online classes

12345

26. The subject of Physics is appropriate to be taught in online mode

12345

27. I would prefer that Physics teaching should adopt a hybrid mode

12345

28. Performing derivations in Physics during online lectures is not at all fuzzy

12345

29. I have good internet connectivity (at home)

Yes or No

30. “Which is better: traditional classroom or online mode of learning?” Comment in 50–100 words

Online Teaching Survey for Faculty Here are 25 statements that may or may not describe your anticipations and beliefs about this course. You are asked to rank each statement by choosing a number between 1 and 5 where the numbers mean the following: 1: Strongly Disagree 2: Disagree 3: Neutral 4: Agree 5: Strongly Agree. Answer the questions by selecting the number that best expresses your thoughts. Work quickly. If you unable to understand a statement, leave it blank. If you understand a statement, but have no strong opinion, circle 3. Question 26 is a Yes or No answer type question. 1. I have sufficient access to participate effectively during the online courses

12345

2. The absence of face-to-face interaction with the students is a disadvantage

12345

3. The technology involved in online learning is somewhat confusing

12345

4. Online teaching requires less time than classroom teaching

12345

5. There is an adequate technical support for online learning from the university

12345

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6. As a faculty, I do not mind that I am not meeting my students in person

12345

7. As a faculty, I believe that high quality learning can take place without face-to-face interaction

12345

8. During an online class, the students actively ask questions when they have any doubt

12345

9. My teaching process is hindered by technical glitches that occur during an online 1 2 3 4 5 session 10. Theoretical content teaching is more effective in online mode as compared to mathematical content teaching

12345

11. As a faculty I struggle in writing complex mathematical equations and drawing diagrams

12345

12. Tutorial/discussion sessions are more effective during online mode

12345

13. Peer support for students in missing during problem solving aspect of online learning

12345

14. Students actively participate in online discussion of content which is initiated by my faculty and peer group

12345

15. Online tests and quizzes has made the students more effective learners as compared to offline mode

12345

16. I am satisfied with the marks and grades which my students get in an online mode

12345

17. Students do not resort to cheating during online tests, quizzes and assignments

12345

18. I prefer online teaching as compared to face to face teaching

12345

19. I miss the personal communication with my students during online lectures as compared to face-to-face interaction

12345

20. I get effective feedback from the students only in offline mode

12345

21. A lot of time is required for the preparation of online content

12345

22. Student assessment in online mode is a tiresome and time taking process

12345

23. Social interaction plays a fundamental role in the development of intellect and thus online mode has its limitations

12345

24. The subject Physics is apt to be taught in online mode

12345

25. I prefer that Physics should be taught in a hybrid mode that is in online as well as offline mode

12345

26. I have good internet access

Yes/No

6.4

Statistical Analysis

6.4.1

Favorable Versus Unfavorable Responses

The responses of the students and faculty for the different categories were enlisted as favorable or unfavorable based upon the fact whether or not the response favored online teaching (Sharma et al. 2013). Option 4, that is “Agree” and option 5 that is “Strongly Agree” were clubbed together as a response which agreed well with

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123

Table 6.3 Percentage-wise favorable to unfavorable response of students and faculty for different clusters Participant Epistemological Technology Time Pedagogy/ Online Student N group beliefs management tools used assessment participation Students

27.85/50.29

47.87/ 26.57

Faculty

20/68.8

65/26.67

56/20.6 4.45/80

12.77/ 68.44

60.63/11.7 18.08/57.45

47

38.67/40

20/60

15

40/46.67

the statement. Option 1 which was “Strongly Disagree” and option 2 which was “Disagree” were clubbed together as a response which disagreed with the statement. The choice of option 3 meant a neutral response and was not accounted in the favorable or unfavorable percentile. Table 6.3 depicts the percentage wise favorable to unfavorable responses of the students and faculty for the six different clusters. For presenting the results in a more understandable and precise fashion, the favorable versus unfavorable graphs containing the responses for the six clusters were plotted for the students and faculty respectively. The sum total of favorable and unfavorable responses should be either equal to or less than 100%. Thus, all the points should lie in the bottom triangle. Ideally, if all the participants gave either favorable or unfavorable responses, then the data points should have lied on the diagonal. Since some responses are neutral, the data points shift away from the diagonal. Favorable responses lie closer to the upper left corner and unfavorable responses lie closer to the lower right corner. Figure 6.1 depicts the favorable versus unfavorable response of the students. The online assessment, time management and technology cluster depicted favorable response of the students for online teaching. However, epistemological beliefs, student participation and pedagogy/tools used show unfavorable responses. Since the data points are a little away from the diagonal line, this means that some students presented neutral responses for the items in the questionnaire. The faculty favorable versus unfavorable responses are depicted in Fig. 6.2. The data points here are closer to the diagonal which points towards the fact that neutral responses were very low. Comparison of Figs. 6.1 and 6.2 clearly points to the fact that there exists a sharp contrast between the responses of the students and faculty. On a broader note, the faculty have favored technology cluster, pointing towards the fact that the institute provided enough technological support for online teaching. However, rest of the responses are more oriented towards the unfavorable side. The time management cluster points greatly towards the unfavorable side, bringing about the fact that faculty had to put in extra time and effort in preparation of online content and in the process of student evaluation.

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N. Hothi 100

Epistemological Beliefs Technology Time Management Pedagogy/Tools Used Online Assessment Student Participation

90 80

Favorable

70 60 50 40 30 20 10 0 0

10

20

30

40

50

60

70

80

90

100

Unfavorable

Fig. 6.1 Favorable versus unfavorable plot for 6 clusters for student response 100

Epistemological Beliefs Technology Time Management Pedagogy/Tools Used Online Assessment Student Participation

90 80 70

Favorable

60 50 40 30 20 10 0 0

10

20

30

40

50

60

70

80

90

Unfavorable

Fig. 6.2 Favorable versus unfavorable plot for 6 clusters for faculty response

100

6

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6.4.2

125

Statistical Tests

In order to further analyze the data, two statistical tests, namely ANOVA and ttest were done. ANOVA test was performed on the six clusters to analyze the variance in responses amongst the student and faculty. The results of ANOVA are depicted in Table 6.3. Test results of ANOVA help in seeking the level of significance for the two participating groups under study for the six clusters. The test results of ANOVA are considered to be significant if the p value turns out to be less than 0.05. From Table 6.4, it is evident that the student and faculty responses show prominent variation and are quite significant for the “Time management” and “Pedagogy/Tools used” cluster. The second test that was performed was the “t-test”. This test was performed to estimate the difference in response of students having good and bad internet. This question was the 29th item of the “ONLINE TEACHING SURVEY FOR STUDENTS”. 25 students had good internet connectivity at their homes and 22 students had bad internet. The geographical domain of India is broadly divided into urban, peri-urban and rural regions. Internet connectivity is good in urban regions but is not so good in peri-urban and rural regions. Since engineering students may belong to any of the aforementioned regions, thereby their internet connectivity varied vividly. Thereby the “t-test” was performed to analyze the learning behavior of students having good and bad internet for the six clusters. The results of “t-test” are given in Table 6.5. Results of “t-test” are considered to be significant if the P value is less than 0.05. Test results show that the responses of the students are not significant for all clusters except the “Technology” cluster, wherein the P value is 0.049112. This result clearly points to the fact that technology, which includes the use and transfer of internet plays a crucial role in the learning graph of the student. Good internet turns out to be a requisite condition for creating an enhanced learning experience.

6.5

Participant Response on “Which is Better: Traditional Classroom or Online Mode of Learning?”

The last item of the Online Teaching Survey for students was a descriptive type question asking “Which is better: traditional classroom or online mode of learning? Comment in about 50–100 words.” This particular component gave in-depth feedback of students regarding their personal experiences of online learning in contrast to offline learning (Hothi et al. 2019; Shearer et al. 2019; Stack 2015). A lot many interesting inferences were drawn from this particular item (Paul and Jefferson 2019). Majority of the students preferred face to face teaching. Due to Covid-19, the entire mode of teaching was transitioned to online mode and some of the common problems faced by students were technical glitches, low bandwidth internet connections, missing of peer and faculty interactions, heath issues due long sittings in front of the laptop and inability to interact socially. A worth

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Table 6.4 Analysis of variance amongst the faculty and students for the six clusters Cluster

Source Sum of of square variation

Epistemological Between beliefs groups

Technology

Time management

Online assessment

1

305.314

0.512531 0.48323

595.6987

10,722.58

18

Total

11,027.89

19

Between groups

586.8738

1

Within groups

6246.492

6

Total

6833.366

7

Between Groups

3991.352

1

68.86307 4

Total

4060.215

5

Between groups

1829.572

1

Within groups

2654.511

9

Total

4484.083

10

Between groups

1651.471

1

Within groups Total Student participation

F

Within groups

Within groups Pedagogy/tools used

305.314

Degrees Mean of square freedom

Between groups

362.7685 2014.24 480.2626

2

586.8738

P-value

F crit

4.413873

0.563715 0.481165 5.987378

1041.082

3991.352

231.8428 0.000108 7.708647

17.21577

1829.572

6.203082 0.034388 5.117355

294.9457

1651.471

9.104822 0.094518 18.51282

181.3842

3 1

Within groups

2333.132

2

Total

2813.395

3

480.2626

0.411689 0.586835 18.51282

1166.566

noticing student response advocating traditional teaching for comment-based item 30 of the survey is: Traditional Classroom, because: 1. 2. 3. 4. 5.

Interaction with peers and faculty is a must; Some people face the issue of dryness of eyes which results in giving them a headache; Doubt clearing session are effective when done in person; It takes all of your Wi-Fi. No hard copy of textbooks!

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Table 6.5 Paired t-test for comparison between students having good and bad internet for the six clusters Cluster

Group

N

Mean

Variance

Pearson t Stat Correlation

Epistemological Good 25 28.36364 532.6545 0.786591 beliefs internet

P(T < = T t) one Critical tail one-tail

0.249634 0.403962 1.812461

Bad 22 27.27364 429.7025 internet Technology

Time management

Good 25 55 internet

1166.667 0.503586

Bad 22 19.3175 internet

528.5172

Good 25 60 Internet Good Internet ter Ternet

16

2.373157 0.049112 2.353363

0.324748

2.162113 0.081562 2.919986

Good 25 12.66667 47.46667 0.123354 internet

0.088329 0.466522 2.015048

Bad 22 51.53333 48.00333 internet Pedagogy/tools used

Bad 22 12.12333 203.8281 internet Online assessment

Student participation

Good 25 70 internet

200

Bad 22 50 internet

372.0992

Good 25 24 internet

288

Bad 22 11.365 internet

10.35125

1

5.494505 0.057305 6.313752

1

1.299229 0.208806 6.313752

6. People sleep while the class is going on whereas at least we are physically there in traditional classroom.

However, some of the students did advocate a hybrid mode of teaching for Physics. The obscurities of every subject are very different and hence their mode of teaching can facilitate offline, online and hybrid techniques. As already stated, Physics is a subject which involves a lot many theoretical concepts, lengthy derivations, complex diagrams and numerical based problem solving. The students are accustomed to studying Physics in traditional mode even during their school days. This is a compulsory subject at school level for all engineering aspirants in India. Most of the students studying Physics advocated traditional teaching. A few feedback comments by the students under study are hereby presented which portray the

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common beliefs, anticipations and experiences of students in online and offline modes of teaching: Traditional classes as I can interact with faculty and classmates for better and efficient learning and hence giving me much more clarity about the topic.

However, a transition to online teaching prompted many students propose a hybrid model for teaching wherein theoretical concepts are taught in an online mode and numerical and derivations are done in offline mode (Bouilheres et al. 2020). Some of the student comments in support of the above statement are enlisted below: Traditional mode is sometimes better when it comes for explanation of numerical and diagrams in Physics. But when it comes to learning some new topic, online learning is great with a picture in front of you or a video lecture which helps to visualize better. Traditional classroom is much better in studying derivations and numerical than online mode. In online mode it is easy to study theory and the concept behind the numerical.

Thus, a hybrid mode of teaching is considered a viable approach which can be adopted by Physics faculty teaching Engineering students. This requires a lot of ground level preparation and adequate technical support wherein technical glitches are minimized. The faculty were interviewed for the same question and they provided insights as about online teaching in contrast to traditional teaching: As a faculty, I find traditional teaching better for a number of aspects. I deeply miss the interaction that I had with my students in traditional mode. It is an altogether different experience wherein personnel connections are made which are life-long. I do not expect the same kind of relation with my online students. Monitoring student progress in an online mode is quite challenging and at times I feel that I am not completely fair in student assessment as there is lot of scope of cheating.

Some faculty advocated online mode of teaching: COVID-19 did turn out to be a blessing in disguise for me. I explored technology and adapted several innovative techniques for teaching, which immensely benefited my students. Visualizing concepts in three dimensions was indeed easy in online mode. Although initially a lot of hard work was involved in preparation of asynchronous and synchronous content, but somehow I feel it was worthy as this was more like a onetime process. I reused the content later on for new semester students. Running laboratory classes in an online mode was quite challenging, yet was made possible through simulation. I have become more technology savvy and this will indeed help me in traditional teaching as well.

There were some faculty members who did choose a hybrid mode of teaching: I was very apprehensive about teaching a subject like Physics in an online mode. However, I got a lot of support from my institute and I eventually adapted to this new pattern. However,

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there are some inherent drawbacks of teaching Physics in an online manner. For example, tutorials sessions do not turn out to be much effective as it requires one on one interaction amongst the faculty and students. Doing derivations also requires a lot of input from the students. However, teaching theoretical content is quite easy in the online mode. Thereby, I suggest that a hybrid mode should be adapted to teach Physics.

Thus, faculty did admit to the fact that online teaching has its own pros and cons and adaptability to hybrid mode is a very good option, wherein technology and personal interaction walk hand in hand.

6.6

Conclusion and Future Scope

Due to several technological advancements, the teaching methodologies of faculty and the learning competencies of students have undergone a paradigm shift in the 21st century. Online teaching and learning is going to witness new advancements and its domain is increasing day by day. COVID-19 pandemic has in fact boosted online education and even courses like Engineering were obligated to adapt this. A sudden alteration in teaching from face to face to online mode due to COVID-19 affected the students and faculty on a number of scales and perhaps they were not mentally prepared for this sudden switch. This apparent change affected their epistemological anticipations, beliefs, participation skills and time management abilities to a great extent. Lack of social interaction and peer support had undeniable repercussions which affected both teaching and learning. These issues were reflected in the Online Teaching Survey designed for both the students and faculty. Preparation of online content for teaching is a tedious job which is very time consuming. Furthermore, student assessment in online mode is quite challenging and requires a lot of effort on the part of the faculty. Statistical analysis of the Online Teaching Survey pointed to the fact that the faculty had a lot of zeal and enthusiasm towards inculcating technology in teaching. On the other hand, it was witnessed that the students having good and bad internet connectivity had an altogether different reception towards technology in learning and there existed significant change in their responses towards the “Technology” cluster. Students having good internet were able to use technology extensively for learning, whereas students having bad internet were not so good receptors of it. Use of technology in online teaching had various advantages as well. This has prompted some students and faculty to transform Physics teaching in a hybrid mode. With increasing development, soon internet bandwidths will improve across the nation and consequently teaching and learning quality shall improve. Courses such as Engineering will never transform into a complete online mode as it is a practically oriented course which requires a lot of hands-on practice. COVID-19 pandemic is subsiding nowadays but the world is not COVID free. Hence there exist a number of challenges in engineering education. Different tools and techniques are being developed for teaching and learning complex phenomenon. The use of simulators, advanced tools in LMS would certainly scale

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online teaching to new heights. Innovation in pedagogy is mounting new pinnacles and eventually this with trigger positive responses for online teaching and learning. Faculties also need to focus on balancing the social and cognitive skills of students on the online platform.

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7

Survey of Blended Learning Approaches, Frameworks, Tools and Techniques for Science and Management Students Sudarsana Sarkar and Anish Sudhan

Abstract

Experimentations with the blended learning approach have been going on for quite some time now and its effectiveness is continuously being tested by the educationists and researchers, in search of the most appropriate approach for any one kind of discipline of study at the level of higher education. Innovativeness has become a crucial factor in the process, tagged along with continuous transformations, in terms of technological advancements, content development and adoption of appropriate psychological makeup. The COVID-19 pandemic had actually given a tremendous boost to the process of blended learning approach—forcing even the reluctant recalcitrant to participate constructively in adopting this approach. Since this approach is here to stay, attempts are being made to find out how it can be further enriched to serve the purpose of making the learning process more effective, so that knowledge attained can become more implementable. The chapter covers all the possible blended learning approaches that are being used by various institutions for varied disciplines of study. The journey of this approach is not without its fair share of obstacles. The content development and the expertise of the faculty to implement a blended approach of teaching learning is also being questioned and worked upon. Since this approach of learning is the future to all educational initiatives,

The original version of this chapter was revised: The author name has been corrected from “Anish Sudan” to “Anish Sudhan”. The correction to this chapter is available at doi.org/10.1007/978-981-99-3497-3_15 S. Sarkar (B) · Anish Sudhan Mukesh Patel School of Technology Management and Engineering-MPSTME, Narsee Monjee Institute of Management Studies (NMIMS), Mumbai, Maharashtra, India e-mail: [email protected] Anish Sudhan e-mail: [email protected] © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023, corrected publication 2023 N. J. Ahuja et al. (eds.), Sustainable Blended Learning in STEM Education for Students with Additional Needs, Contributions to Environmental Sciences & Innovative Business Technology, https://doi.org/10.1007/978-981-99-3497-3_7

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it is time to collate all the techniques that had been adopted till date and locate its application possibilities in the areas of science and management studies. Keywords

Blended learning approach • Technology Engineering • Management studies

7.1

•

Faculty

•

Students

•

Mathematics

•

Introduction

It had been a long time now that Higher education had been actively in search of ways and means to improve the possibility of better learning processes for students. Learning improves in quality when sufficient interest had been created for the particular topic under study and also the institutional management had enabled the access of adequate material for study through various means and measures and ensured that the lecture and analysis delivery of the subject had happened, as and when required, to have quenched the heightened curiosity of the students. Since the beginning of the twenty first century, the blended learning approach to higher education learning had been growing steadily, as plenty of research regarding its overall impact on students’ learning had demonstrated more or less very positive results. As the consistent growth happened of the blended learning approach, it also continued to grow in terms of its exact interpretation and meaning to be applied in the academic world, as well as in terms of variety of options available to it, for many kinds of permutations and combinations to happen, in order for the accruement of the best learning to happen. There had been a raging debate in the academia regarding the actual meaning of blended learning. Way back in 2002, Collis and Van Der Wende opined that, higher educational institutions were randomly using information technologies to complement traditional face to face teaching approaches (Collis and van der Wende 2002; De George-Walker and Keeffe 2010). Eventually, the researchers decided that there is more to the meaning of blended learning than simply stating it to be a combination of in-person and distance learning, through the utilization of the information and communication technologies. It was observed that the blended learning approach was essentially being defined from the teacher’s perspective rather than from the learner’s perspective. This was reflected in (Singh and Reed 2001) attempt at defining blended learning approach to using ‘right’ learning technologies, matching individual learner’s learning style, in order to deliver the ‘right skills’ to the ‘right person’ at the ‘right time’. Then came an era, roughly from 2004 to 2008, when the researchers thought a change of perspective is required in the way the blended learning approach should work. What was required was a refocusing on the entire system of teaching learning process, which they believed should concentrate more on pedagogy than on the usage of varied kinds of technologies (De George-Walker and Keeffe 2010; Bonk and Graham 2006). What they thought would be a revolutionary idea is to bring the

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learner to the forefront and reinvent and create a fresh design of the entire teaching learning relationship in terms of curriculum and pedagogy (De George-Walker and Keeffe 2010; Garrison and Kanuka 2004). Thus, was devised the coinage of the term ‘self-determined’ blended learning wherein the learners’ decision regarding curriculum and pedagogy should prevail (De George-Walker and Keeffe 2010; Bonk and Graham 2006). The proposition suggested a paradigm shift in the educational world as it was in stark contrast to the traditional university process of imparting knowledge. But there were pitfalls to this exciting new idea, as some students might equip themselves sufficiently in making the right choices regarding what is to be taught and how was it to be taught but there was the possibility that most students would get lost in the variety of options offered to them. So, they would require guidance (De George-Walker and Keeffe 2010; Macdonald 2008). The instructors’ interference at that juncture was crucial for helping the students to navigate through the choices on offer by training them in the skills of ‘reflection, self-direction and self-management’ (De George-Walker and Keeffe 2010; Bonk and Graham 2006; Garrison and Kanuka 2004) thus allowing them to remain independent and responsible at the same time, while realizing the advantages of flexible learning methods and appreciating them. Whatever may be the nomenclature with this new breed of learning system, be it blended learning, hybrid learning or online learning, the fact remains that all had heavy usages of technology. Some theorists had tried to define each of them according to the proportion of time that the students spent online, in digital classrooms to the time spent offline, in physical classrooms (De George-Walker and Keeffe 2010; Bonk and Graham 2006). Whatever may be the theoretical distinctions made vis-a-vis such classrooms, it became irrefutable‘ that this technology-oriented learning system would grow stronger into the future.

7.1.1

Theories

There were a number of learning theories existent in the literature of education and one of the interesting ones was that student’s learning happened through ‘the interaction of three core elements’—‘cognitive presence, social presence and teaching presence’ which was essentially composed of the teachers, the other students and the community at large (Garrison and Kanuka 2004; Billigmeier 2011). This perspective pointed mainly towards ‘social constructivism’ (Fig. 7.1) which essentially is interested in individual human development through incorporation of the narrative created through collaborative effort of the society, its values and its artefacts (Billigmeier 2011; Dougiamas 1999). Theorists had differed vastly on the idea of ‘learning’ as some saw it as a process and some saw it as an outcome. Taking into cognition the various theoretical schemas of the reputed cognitive psychologists such as Bloom, Gagne, Mager, Belbin, Merriam and Caffarella, more or less a common broad schema could be drawn by merging both the learning processes and outcomes. For the blended learning system it was identified that the teacher directed learning, the independent decision of the student to pace the

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Fig. 7.1 Social constructivism

learning process, the participatory role played through discussions and debates, and all these supported by adequate study material and an effective assessment process had possibilities of creating knowledge, learning practical skills which are application oriented, well developed communication skills along with deep understanding of the surrounding world and initiate one’s own growth and development (Billigmeier 2011; Carman 2005). The word blended learning had already become a popular ‘buzz word’ in the higher education and the corporate world (Bonk and Graham 2006). But it was indeterminate as to its qualifying adjective as to which one to be used ‘blended’ or ‘hybrid’ for both had different meanings. Anyway, to make things simpler, it was broadly understood that it was a combination of instructional modalities, instructional methods and overall, a mixture of face to face and online learning. Elsenheimer (2006) stated that blended learning should not only refer to mixing of training and delivery methods but also to the orchestrated application and integration of instruction, tools, performance support, collaboration, practice, and evaluation to create a unified learning and performance environment (Billigmeier 2011; Elsenheimer 2006).

7.1.2

Experiential Learning for Researchers and Educationists

For a validated blended learning system to be in place, the various learning styles of the students were reckoned. Scholars argued, on a variety of dimensions, for the reasons as to why learners adopted any kind of learning style. Their arguments ranged from the learner’s intention of realizing the relationship between self and the environment (which was essentially the learning process that constituted of the

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problem solving and decision making) to the choice of the learner to adopt any learning strategy in order to build their perception of the learning environment and then think of interacting with it (Billigmeier 2011; Wang et al. 2006). In the blended learning system, the choices of adopting such learning strategies would increase manifold and so the challenges for the teachers and students making the right choices of strategies for a successful teaching learning process would also increase. Course designing had been considered to be another important dimension of blended learning, and ‘course technologists’ should take extra care in building the courses for the purposes of maximum learning (Billigmeier 2011; Rowley et al. 2002; Yelon 2006). Special emphasis needed to be laid on development of metacognitive skills, which meant ‘learning how to learn’ that would enable the students to take responsibility of their own learning processes through their personal regulation, all the while developing a critical consciousness and ability to reflect on all the available information from various resources (Billigmeier 2011). That kind of approach had been a paradigm shift in the teaching learning process, wherein, the shift had been from teacher orientated learning towards student-oriented learning. Researchers claim that irrespective of the medium, the deciding factor for learning is always the instructional strategy adopted (Yelon 2006; Clark and Mayer 2006). So, although the shift had taken place for good, but the teacher instructor’s responsibility had hardly lessened, rather it had become more critical for making the entire blended learning approach to learning attain some kind of success. In order to make the student more active and interactive with other students, the respective teachers concerned with relevant subjects, as well as all kinds of study material, it thereafter became mandatory to undertake both formative and summative assessment tests of students and at the same time, the instructional design and delivery modes also became extremely critical. For any strategy that is designed in the blended learning environment, a varied combination of different instructional tools and methods should be undertaken in order to create the maximum learning possible for the students. All sorts of instructional instruments like ‘lectures, discussions, activities, videos, assignments, quizzes, tests, projects, forums, chats, and simulations (Billigmeier 2011; Yelon 2006)’, should have several permutations and combinations to bring out the best possible results. Each of these instructional instruments have different implications in terms of resource investment in the areas of technology and trained faculty. But if the arrangements can be made really possible, then the blended learning systems hold the potentiality for enabling students for higher thinking as they get continuously exposed to co-operating and clashing in discussions and debates on concepts and ideas and thereby investigating deeper into knowledge in order to stand their grounds. A media rich course content is always a valuable component of the blended learning system. The older communication technologies such as the ‘web pages with hyper text, graphics, audio, video and animations (Kirkley and Kirkley 2004)’ had their run but not to the effect of getting obsolete. In fact, they had been further

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strengthened with the ‘emerging technologies such as the computer games, simulations, virtual worlds (Bonk and Graham 2006)’ providing adequate role play environments which would make the learning environment extremely interactive. Figure 7.2 demonstrates a recently developed hybrid blended learning model based on Internet of Things (Singhal et al. 2021). It would be challenging for the teachers and the instructors to provide appropriate material for each of the technologies to deliver their best to the students.

Fig. 7.2 Types of blended learning models

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Objectives of the Chapter The following are the objectives of the chapter: • To track the well-treaded path of continuous development of the blended learning system, towards an advanced system of learning, which will be in tandem with the digitized milieu of the industrial world; • To determine the feasibility of blended learning system, in terms of efficiency and efficacy; • To discover the experiential learnings and challenges of both students and faculty as well as understand the contributions of infrastructural management for facilitating the blended learning system for all; • And, to discover possibilities of blended learning system’s future development and sustenance. Organization of the Chapter The rest of the chapter is organized as: Section 7.2 explores the recorded findings of students’ perceptions regarding the blended learning approach. Section 7.3 illustrates the teachers’ challenges in adopting the blended learning approach. Section 7.4 elaborates other perceived infrastructural, procedural and students’ aspirational challenges. And, finally Sect. 7.5 concludes the chapter with future scope.

7.2

Students’ Perception of the Blended Learning Approach

7.2.1

A Few Case Studies Regarding the Experiences of Business and Technology Faculty While Interacting with Students Through the Blended Learning System

Business faculty had been regularly using the blended learning system for years together. But according to the Business Faculty the feedback of the students had not been uniformly positive. According to one of the faculty members teaching Marketing courses reported that with Business Simulation, students had vastly different views, ranging from great appreciation to great hatred. The faculty felt influences from outside had a great part to play when it mattered about the student’s liking a particular pedagogy or methodology of teaching. Another faculty, teaching Supply Chain Management opined that blended learning approach had always fetched very positive feedback from the students. For this particular faculty, the online simulation tools had worked wonders, teaching the students to actively run companies, continuously monitor profit and loss of the company and in the process understanding the codependency of each aspect of a business. Students apparently appreciated the ‘hands-on’ aspect of the business. According to Communication faculty, the blended learning approach had been adopted and been used for a long time now across all University Colleges and Campuses in

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USA (Mino and Butler 1997; Gill 2009). Mino (1999) emphasizes the initiative taken by the Communication faculty to infuse Public Speaking Courses with the help of technology and it had positive results accrued from the process. “Introduction to Electrical Engineering” was a subject offered by the Institute of Electromechanical Design at the Technische Universitat Darmstadt and it targeted¨ about 1000 students of mechanical power engineering, industrial engineering and materials science at the foundation level. Until 2008, the lectures were organized traditionally in the face-to-face pattern. But since then, a blended learning approach was adopted to impart learning to the students of this subject by using lectures and exercise recordings and also ‘interactive animations, videos, tests and quizzes’ to allow for autonomous learning at the individual speed. The students were highly appreciative of the lecture recordings and weekly online tests. Lecture recordings helped the students to do self-study by allowing repetitive usage of the recordings. Instantaneous feedback was also a great motivation. It was observed that the process in order to be successful required transparency in study material creation and minimum interference from administration (Winterstein et al. 2012). Researchers experimented with a student friendly teaching learning software called Edmodo in 2013 (a software for teaching learning developed in the format similar to popular social media websites, which were constantly being used by the then current generation of students) and thereafter Google classrooms were introduced which facilitated both the students and the teachers to interact synchronously as well as asynchronously. These educational software applications allowed students to coordinate their learning processes independently with the help of lecturers, who uploaded the requisite course material including the course plan, study material (textual, audio visual etc.) and then evaluated and gave feedback to the students on the basis of assignments, quizzes and discussion topics through the variety of grading options available. Those pedagogical tools pushed the students towards a learner centered process of learning, opening up avenues for deeper academic processes of ‘inquiry, dialogue and creative thinking’, which when carried over to their places of employment possibly turned out to be valuable and cherish-worthy skills (Adi 2019).

7.2.2

A Follow-Up Discussion on the Varied Possibilities of Students’ Reactions to the Blended Learning System

Students joining any online course or a course being offered in the format of blended learning, should be given training in mental preparation in what is to be expected from these kinds of systems. Whatever expectations they had from the traditional class room learning system should be discarded. First, of course students should realize that the teacher would be physically absent, so there shall be no rhetorical monologue. The student can expect at the most to have dialogue with their teachers. This means that the students need to pick up all the responsibilities of learning and can expect to be guided by the teachers whenever they stumble or find obstruction regarding availability of study material or in-depth analysis on

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any topic. This also means, the students need to tutor themselves in learning in a very different way, where they are no more passive receptors but actually active guides of their own learning processes. Research had found, that students exposed to the online or blended learning environment acquire a more independent style of learning, which is very different from the students taught in the traditional classroom environment, where they had remained dependent on the established reward system set down by the teacher (Billigmeier 2011). It could turn out to be a challenge for the students joining a blended learning course to adjust themselves to the entirely different kind of learning environment that they are being exposed to. They have to get acquainted with the very independent spirit of the environment, wherein they have to take responsibility of their own learning and thereby be competent enough to access web-related study material, choosing their own method of learning, making their way through the entire process through independent decisions taken by them like what to study, how to study, when to give the exam etc. (DeTure 2004). Although, time is the advantage available to them, they must be agile and aware to take responsibility for time utilization. While developing an effective blended learning environment, it has to be kept in mind that all kinds of students, with very different kinds of mindsets, can find it useful for their own individual purposes. Research has categorized students under different headings like students, who are visionaries and want to capture the big picture than the intricate details, again there are others who are more into details than the big picture. Then there are extroverts and introverts, and also ones who prefer conservatism and sticking to the rules and others who are more broad-minded and would prefer breaking rules or going out of the way from traditionalism (Billigmeier 2011; DeTure 2004). Thus, it was assumed that individual differences in thinking styles or combinations of thinking styles might be a predictor of success in any blended learning environment (Billigmeier 2011; Nachmias and Shany 2002). It also seemed reasonable to suggest that the opportunity to interact with a wide range of materials in a variety of formats, in a way that the students felt appropriate to their personal needs, which had been made out of their own choice, might contribute to increased motivation for learning and understanding (Billigmeier 2011; Condie and Livingston 2007). It had been observed that attendance had become an issue with web-based courses and might have led to increasing number of students dropouts and also might have created a reluctance to take additional web-based courses, which finally resulted in poor performance of the student in the class (Billigmeier 2011; Jones et al. 2005). It had been found that retention rates continued to be an issue in many distance education programs. So, it could somehow be expected to happen in blended learning classrooms as well, but personal touch and ongoing support might have had a positive impact on the retention issue. It had been found that the process of community building through face-to-face classroom interaction and online learning, with the right involvement of the collaborative components, resulted in 100% completion rate for blended learning courses (Billigmeier 2011; Martyn 2003). With the increase in confidence levels, performance

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levels also increased. ‘Self-efficacy concerns a person’s confidence in their abilities to complete tasks or goals but is not based entirely on experience performing these tasks in the past (Billigmeier 2011; DeTure 2004).’ The result being that students who demonstrated more independence with their choice of learning styles in their fields of study had higher online technology self-efficacy (Billigmeier 2011; DeTure 2004). In a web-based system of study there are several possibilities of formative assessments and these assessments are very helpful to the students before their summative assessments take place. The students benefit a lot through a welldeveloped, web based formative assessment system. There are several benefits to the formative assessment system like students can take the test whenever they feel they are ready, they can repetitively take the tests and also have access to ready feedback, on which they can further enhance their learning abilities. Research had found that a learning strategy based on varied methods of formative assessments like quizzes, short question answer sessions, home works etc. benefit the students a lot. Moreover, they can also remain relaxed with the learning process as this method of blended learning had proved to keep the students out of stress (Billigmeier 2011). The well-paced out learning methodology creates a comfortable environment of learning for students with different abilities of learning capacity. The most surprising results that were derived from such studies were those of the students’ opinions regarding the blended learning environments. Although, they gave the most positive answers for both environments (internet environment and face-to face environment) of blended learning, but when they were required to choose one of them, 90% of the students preferred face-to-face environment to the electronic environment (Balci and Soran 2009). In a recent study, the Faculty of Computer Science and Mathematics in UiTM Kelantan found that most of the students responded positively towards a blended learning system. But the positivity was not without its fair share of caution. The fact remains that the proactive students perform well in the blended learning environment but the weaker students and not so proactive students find it difficult to handle this kind of a learning environment independently (Rahman et al. 2020).

7.3

Teachers’ Challenges in Adopting the Blended Learning Approach

The learner centered approach that the blended learning system brought around expected the teacher to be more passive in the learning process and allowed the students to become more active and take control of the teaching learning process in terms of executing their choices regarding the kind of course material they would like to have, the way they wanted to be taught which would finally help them in a particular career or to find their ways around the world. This would bring around a paradigm shift in the entire education system, as the students would become more demanding and teacher shall only provide the students according to their

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respective requirements. The teacher shall have to take a backseat and restrain from being proactive (Billigmeier 2011; Mackeracher 1993; Groen 2005). The first step that a teacher could take towards implementing a blended learning environment for making the students’ learning more effective is to understand his/her role in the entire scenario. The teacher needs to see that he or she needs to perform the balancing act between in- person teaching and online teaching. The online teaching never meant that the computer would act as a substitute teacher. The computer, the internet and web are only there to facilitate the effective teaching process. The technology is not there to replace the teacher. Moreover, the teacher has to make sure that the students no longer remain a passive receiver of information and analysis from the teacher. The teacher has to make sure that the student contributes substantially in the analysis, so that the student becomes the co-creator of the knowledge being produced and disseminated in the class. The identity crisis that would loom large before the teacher is only an illusion, for the teacher’s role as the initiator and facilitator for producing enhanced knowledge along with the students that can in no way be diminished. If the entire purpose of teaching is to create more learning for the students, then the blended learning approach might become handy and much helpful to the teachers (Billigmeier 2011; Oliver 2005). The entire approach of the blended learning system was to follow the ‘constructivist’s principles’, wherein the students develop critical thinking abilities and deep-thinking possibilities through experiencing of highly structured and organized course material, enforcement of rules for making constructive contributions and forcing them to stand their ground with defensive arguments, teaching them in the process to take responsibilities for their active participation. It was definitely nothing similar to the categorical passing down of information and knowledge from the teacher to the student, but an effective teaching strategy in a blended learning environment that showed possibilities of co-creation of the narrative of discussion and interaction. The ‘constructivist model’ emphasizes on building the students’ awareness of the requirement of knowledge and training in order to fulfil their ambitions and aspirations in life, and thereafter making provisions for the supply of the same through various online teaching instruments, like the teachers’ inputs and criticisms as well as guidance through online materials (Billigmeier 2011). The environment of collaboration that is created through online classes, inspires students to contribute substantially, devoid of much disturbances, which enables them to build narratives, which have their own experiences of lives incorporated in them. Since the online classrooms create possibilities of such agile and active participation, the learning is complete, both from the ‘cognitive’ as well as the ‘affective’ points of view (Billigmeier 2011; Martyn 2003). As soon as the teachers entered the online environment of instruction, they realized that it was very different from the traditional classroom in many respects. The prior preparation to be taken for conducting an online course is far more challenging than the ones taken in-person. It is not only about the selection of appropriate course study material but also the apt designing and organizing of such material

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in such a strategic way that if required it can also make the students not realize the physical absence of the teacher. So, the teacher’s responsibility now became more of an architect of the course rather than that of the basic masonry. The online course required proper structuring inclusive of selecting and assimilating course material, sequential organization of the same, creating suitable presentations, incorporating relevant assignments and activities and finally creating the tools of assessment. The provision of study material to the students should be enough to address their immediate queries regarding the subject (Billigmeier 2011; Groen 2005). There had been certain observations by researchers that for some teachers, entering the blended learning world of teaching had been pretty traumatic experience for the fear lurking in their minds of the near loss of control over the teaching learning system. Research shows that the entire success of the blended learning system was majorly dependent on the preparedness of the teacher in regards to handling effectively the online instruction environment. This preparedness is concerned with their overall attitude towards the entire blended learning approach to learning. It all depends on how much belief they have regarding the efficacy of the system and secondly how confident they are with the technology involved in it. In spite of being probably good with their own subjects, they fear humiliation and insult, if they fail to demonstrate their technical acumen in this kind of an environment. Research also says, many teachers also felt that blended learning environment possesses the possibility of undermining their traditional value as teachers in the class (Billigmeier 2011). In a very recent study Saeed Al-Maroof et al. 2021, stated that faculty required repetitive assurances and support from the institutions in terms of creating pedagogical content matter, technological self-efficacy and continuous training in the latest technological tools, devices and other kinds of latest digital interventions in order to make their contributions to the blended learning system productive. Faculty teaching Combinatorics and Data Processing were convinced that mathematics could be best taught by the blended learning process, through interactive applications, wherein the students could be converted into active learners rather than the passive ones as in a traditional learning process, provided they had access to plenty of online material (Pokorný 2019). Similarly, faculty of Entrepreneurship Education also felt that the blended learning approach, through the use of ‘business simulation platforms and traditional lectures’ could best build up the ‘skills, mindsets and competencies’ of the students. The only challenge that seemed very prominent was the ‘a lack of guidance for educators involved in teaching interdisciplinary entrepreneurship programmes and how they can apply effective teaching and learning strategies (Baruah et al. 2019).’ For the Faculty of Physics and Mathematics of Kharkov National Pedagogical University, too, the primary challenge in implementing the blended learning system was ‘advanced training and appropriate retraining of teaching staff (Ponomarova et al. 2021).’

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145

Other Perceived Infrastructural, Procedural and Students’ Aspirational Challenges

Before creating any blended learning environment for the students, it is advisable that appropriate research be conducted regarding their preferences of learning styles, especially their propensity towards web-based learning systems. It is important to keep in mind the varied web based technological competencies of the students and their preferences towards the level of mix of physical and digital presence of themselves, their co-learners and teachers they would like in the process of learning. Such detailed information about the students can help educational institutions to build suitable blended learning environments with varied kind of educational tools to enhance a variety of courses, fulfilling varied aspirations of students (Billigmeier 2011; Nachmias and Shany 2002). Since, it had been more or less agreed upon that pedagogy had been holding the center stage for the blended learning system to function smoothly, development and designing of any kind of online study material will require the entire information vis-a-vis how students interact amongst themselves as well as with their respective subject teachers. This information would be helpful in designing the required course material. Of course, the level of interactions that could be accommodated in an online environment would depend on the technical competencies available with both the teacher and the students regarding access and maneuverings of multimedia technologies. Since research tells us that more than 75% students, around 2006, had been using internet for doing homework and accessing other kinds of information it was natural that they would be attracted towards the online teaching and learning systems available to them (Billigmeier 2011; Chou and Tsai 2002). But of course, in order to create a feasible blended learning environment; it is mandatory to provide access to computers, internet services and training of web based technological tools to both the students and the teachers. So, a strong institutional level technical team should remain ready to provide all kinds of support (Billigmeier 2011; Conceição 2006). Having a technology savvy educational environment requires not only technically competent instructors, but also a well invested technical infrastructure, with a well-equipped Information Technology department, in terms of both resources (well laid out efficient network system, back-end support system in place and an active security coverage) and human capabilities and this requires heavy financial investments (Billigmeier 2011; Clark 2003). Thus, the teaching strategy must be very carefully framed. The blended learning approach to education is not only about providing an online environment of a traditional classroom but it is much more than that because it is also ambitious enough to cater to the choices of the students regarding the methodology to be adopted for learning. So, one can say it might as well be completely student-centered. It is important to take into cognition as to how they want to be taught. They probably would be looking out for teachers’ guidance on the choices they are making. The teacher is only supposed to support their choice of learning with adequate study materials, provision of the sources of internet information, creating competitive assessment techniques for executing a fair evaluation process (Billigmeier 2011;

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Chou and Tsai 2002). One misconception regarding the blended learning environment is that the instructor stands to gain in matters of saving time in the process of delivering instruction in an online mode. But the truth is, in order for the delivery to be effective in a web-based environment, it better be highly organized and methodical. So, the absolute necessity for rigorous faculty training for the purpose. The entire traditional attitude towards teaching requires an absolute extreme overhaul, moving from ‘a know it all’ sage mindset to a humbler guiding assistant. Research says that students are much more demanding in online courses than they are in any traditional classroom environment. They expect their instructors be available to them all the time nullifying the concept of a fixed time availability of the instructor in a traditional teaching environment. This is bound to create a lot of pressure on the instructors. The solution is of course the incorporation of ‘off the shelf’ course management systems, which again mean more training for the instructors (Billigmeier 2011). It would be rather immature to think that incorporation of internet facility in the process of learning is sufficient to tag it as a blended learning system. Unfortunately, that is not the case. It is actually a very organized processing of study material involving a lot of research and understanding and an attempt to continuously upgrade the study material extracted from the internet. It definitely requires the studious work of experts (Billigmeier 2011; Hillstock 2005). It had already been observed that there is a growing trend of appointing content matter designers, educational technology designers, ‘instructional designers’ by the management of educational institutions in order to help the faculty in implementing the students’ desirable blended learning environment (Billigmeier 2011; Hillstock 2005). Probably, these are the new employment or contractual positions being created in educational institutions and in the growing field of educational technology with a very high involvement of large companies. But a recent publication by Harvard Business Publishing Education informed us that in those months of online learning, due to COVID 19 disruption caused to the traditional teaching learning system, is shaping the perceptions and attitudes of the students, vis-a-vis online education and they are also questioning‘ its valid credentials and relatable employability. At the same time Business School leaders have realized that students’ concerns should be addressed with empathy. Successful e-learning models must address students’ needs, expectations and the fatigue involved, even as the institutions engage in modifying pedagogy design. Postgraduate management students have shown worry regarding investment cost in online mode which would probably not be commensurable with the compensation packages of the job offers in a postpandemic world. But the general opinion of the business institutions is that with working from home becoming the general norm, the industry would look out for candidates who can be their own CEOs, middle managers and executives. Covid-19 has also initiated deep innovation in executive education and lifelong educational programs, and universities are now running along their most important learning curve in the history of higher education. Employees are now looking forward to upskill and they are clearly preferring online education which

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gives them the flexibility to earn and learn simultaneously. Education leaders agree that COVID-19 has spurred deep innovation in executive education and lifelong learning programs, and it is up to the universities and the education technology companies to face this incredible challenge of higher education. Partnerships between academic institutes and companies, such as Google and Amazon, to facilitate skill and competency-based learning are bound to increase exponentially in the future. As the online cross-curriculum courses for students will be on the offer increasingly, the large multinational companies will closely collaborate with universities to create and co-design programs for online study. Apparently, Universities are already competing for providing certifications from Google or Microsoft, and thereby continuously encouraging collaboration with industry and technology leaders. Technology is expected to increasingly inform pedagogy forcing the faculty to become more oriented towards design thinking, with the incorporation of multimedia and online content matter in the traditional classroom environment. It is also projected that business analytics, marketing and human resources education will feature large in the coming decades (Harvey 2021). Interestingly, there had been some quick paced advancements in Indian matters of furthering the cause of online education. In March 2021, India had approved plans to lift some restrictions that were there in offering online degrees, thereby allowing more universities to offer formally recognized, fully online degree programs. But in the process, education leaders unanimously agree that the quality of evaluation, in terms of rigor of the examination and assessment processes must not be compromised with (Harvey 2021).

7.5

Conclusion and Future Scope

Blended learning system or alternatively hybrid learning system, is here to stay and develop strongly into the future. As digitization encompasses our entire society and living environment, it is not surprising that it is also going to influence the traditional education system radically. Whatever dithering the institutions had in incorporating a blended approach to learning was swept away by the Covid pandemic wherein all institutions, the world over, had to forcefully go online for disbursing education. But the crux of the matter remains that the initiative for introducing this approach had been taken long back, but there had been much less confidence in implementing it. The paradigm shift was huge both for the students and the teachers, both of whom were supposed to interact in a digital environment and navigate their paths through the cutting-edge technological infrastructure. During the pandemic, the implementation was compulsory and turned out to be successful. But the wait is still required, to find out whether the ideal tailor-made blended approach for each student is feasible or not? Although, many universities are investing a lot of money in the information and communication technology infrastructure to facilitate blended learning, as it has become an integral part of teaching learning process, there still exists a debate

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regarding its ‘effectiveness and efficiency’. Majority of studies conclude that it improves students’ learning, at the same time some studies do not feel that the level of learning is significantly more in the blended learning system. So, after taking into reckoning the research in the implementation process of the blended learning approach, we can see that the paramount challenge lies in the training and re-training of the staff and faculty members of any institution. The future studies in this area should definitely be in finding out, at what proportion the learning of the students, increased with the increase in training of the staff and faculty members. Moreover, it also remains to be seen what is the gap, in terms of improvement in performance in the industry or otherwise, between the students taught in the traditional system and the students taught in the blended learning system.

References Adi SS (2019) Utilizing edmodo and google classroom for facilitating blended learning. In: Proceedings of the 3rd international conference on education innovation (ICEI 2019), pp 125–129. https://doi.org/10.2991/icei-19.2019.38 Balci M, Soran H (2009) Students’ opinions on blended learning. Turkish Online J Distance Educ 10(1):21–35. https://dergipark.org.tr/en/pub/tojde/issue/16911/176394 Baruah B, Ward A, Jackson N (2019) On-line business simulation platforms for teaching entrepreneurship to engineering students in higher education. In: 2019 29th annual conference of the European association for education in electrical and information engineering (EAEEIE), pp 1–7. https://doi.org/10.1109/EAEEIE46886.2019.9000424 Billigmeier G (2011) Blended learning: design and implementation. http://ndl.iitkgp.ac.in/doc ument/MDl5cHdNUUlnd0lnZHNoQXlvOG5lQlFjSkpQUTJ5SjVOV0x1VlNkQW52az0 Bonk CJ, Graham CR (2006) Handbook of blended learning: global perspectives, local designs. Pfeiffer Publishing, San Francisco, CA; Future directions of blended learning in higher education and workplace learning settings Carman J (2005) Blended learning design: five key ingredients. https://www.researchgate.net/pub lication/238687086_Blended_learning_design_Five_key_ingredients Clark D (2003) Blended learning. Tech. rep., Epic, Brighton, United Kingdom Clark RC, Mayer RE (2006) e-Learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning, 4th edn. Wiley, San Francisco Chou C, Tsai CC (2002) Developing web-based curricula: issues and challenges. J Curric Stud 34:623. https://doi.org/10.1080/00220270210141909 Collis B, van der Wende M (2002) Models of technology and change in higher education: an international comparative survey on the current and future use of ICT in higher education. Center for Higher Education Policy Studies (CHEPS), Netherlands Conceição S (2006) Faculty lived experiences in the online environment. Adult Educ Quart 57:26. https://doi.org/10.1177/1059601106292247 Condie R, Livingston K (2007) Blending online learning with traditional approaches: changing practices. Br J Educ Technol 38:337. https://doi.org/10.1111/j.14678535.2006.00630.x De George-Walker L, Keeffe M (2010) Self-determined blended learning: a case study of blended learning design. High Educ Res Dev 29(1):1. https://doi.org/10.1080/07294360903277380 DeTure M (2004) Cognitive style and self-efficacy: predicting student success in online distance education. Am J Distance Educ 18(1):21. https://doi.org/10.1207/s15389286ajde1801_3 Dougiamas M (1999) A journey into constructivism Elsenheimer J (2006) Got tools? The blended learning analysis and design expediter. Perform Improv 45(8):26. https://doi.org/10.1002/pfi.4930450806. https://onlinelibrary.wiley.com/doi/ abs/10.1002/pfi.4930450806. Accessed 14 Feb 2022

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Blended Learning and STEM Education for Students with Special Needs and Learning Disabilities Lochan Jolly, Anvita Birje, and Roohi Mehta

Abstract

Learning Disabilities (LD) affects a person’s ability to listen, speak, read, write, and learn STEM. The present system pushes them to mug up at any cost and in this process, they lose interest in studies especially science and mathematics and hence drop out. So, there is a need to develop teaching methodologies and pedagogies along with ecosystem which take into consideration the learning needs of students with LD. These students can be taught STEM in a fun-filled manner through small games or game boards or experimental setups or arts. In this chapter, we propose customized programs where students with LD will be taught STEM in laboratory combined with activity-based learning. The results show an improved STEM learning impact for students with LD through the proposed program. Keywords

STEM education • Learning disability • Learning needs • Teaching methodologies • Pedagogies • Inclusive ecosystem • Fun learning

8.1

Introduction

According to the National Center for Learning Disabilities State of Learning report, one in five children have a Learning Disability (LD), which is approximately 4 children in every class, and it is anticipated that this number will grow. L. Jolly (B) · A. Birje · R. Mehta Thakur College of Engineering and Technology, Mumbai, India e-mail: [email protected] A. Birje e-mail: [email protected] © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023 N. J. Ahuja et al. (eds.), Sustainable Blended Learning in STEM Education for Students with Additional Needs, Contributions to Environmental Sciences & Innovative Business Technology, https://doi.org/10.1007/978-981-99-3497-3_8

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Research shows that many students with LD can acquire STEM degrees and prosper in their STEM careers. But we all know that students with LD are neglected and lose the opportunity of becoming talented professionals in STEM, because of a lack of a support system. This problem needs to be addressed so that a significant chunk of the literate population with LD continues to contribute as the future productive workforce of the country (Hwang and Taylor 2016). The present-day education system seems inadequate to handle students with LD. It leaves students and parents unsatisfied as trained and qualified teachers are incapable to understand them and provide the support. It is dangerous as it may lead to anxiety, depression, etc. comorbid psychopathology in students with LD (https://mgiep.unesco.org/article/learning-disabilities-what-why-and-how). So, there is a need of a support system to reduce the problems and challenges that the students with LD and their parents. Also, the system should encourage them for STEM learning by enhancing their learning experience. Objective of the chapter: The system proposed has the following functional capabilities: 1. 2. 3. 4.

Assist students with LD to make learning STEM fun. Assist faculty to identify students with LD. Assist faculty to design personized STEM syllabus. And, assist parents, faculty, student, and institute in assessing the progress of their child.

Organization of the Chapter This chapter presents a detailed study about challenges faced by students with LD and technological tools that can solve the problem and make learning fun for students with LD. Section 8.2 of the chapter presents literature survey about challenges for students with LD in the present day education. It also discusses existing teaching methodologies and pedagogies for students with LD. Further in Sect. 8.3 as per the literature survey we present the analytical study about challenges to learn STEM for students with LD, especially dyslexia. After analytical study, the methodology to develop support ecosystem for students with LD through a proposed systematic approach is presented in Sect. 8.4. Based on proposed methodology we have shared the way to implement the STEM laboratory along with assessment rubrics in Sect. 8.5. Section 8.6 focusses on the results for the testing of the proposed STEM laboratory. And, finally Sect. 8.7 concludes the chapter with future scope.

8.2

Literature Survey

Issues related to STEM and students with LD are related to traditional views, importance of STEM education and performance of LD students in STEM are discussed by (Hwang and Taylor 2016). The authors proposed STEAM in which

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arts is integrated with STEM education. The authors also proposed a new framework to demonstrate how STEM education should take place in classroom for students with disabilities which will help them to teach problem-solving skills in science and engineering and increase student motivation. One way to make STEM contentment accessible by all is Universal Design for Learning (UDL) (Scheffler et al. 2019). Barriers for students with LD are reduced by UDL, especially in postsecondary. The paper also talks about the preparedness of the faculty to handle students with LD interested in STEM fields, ULD provides guidance regarding teaching methods and self-advocacy from students with LD and suggests recommendations for additional research. Equal access to STEM for LD students was proposed by Guzman-Orth et al. (2021). The paper stressed uniform access of STEM experience for students with LD. The paper by Norris et al. (2020) talked about difficulties in learning physiotherapy subject by students with LD. It also pointed about the complex the complex dynamics in learning physiotherapy and the difficulty that students with LD face to navigate. A rigorous study regarding STEM education was presented by Li et al. (2020). The results showed that the importance of research in STEM education is growing globally. Lee (2020) shared that students with LD from low-income groups tend to join STEM more compared with students with LD from high income groups. Therefore, the paper proposed providing resources for academics and career counseling for students with LD. The paper also shared that the national goal of broadening participation in STEM fields will be achieved by encouraging students with LD for STEM entrance. Projects to assist intervention development and test specific intervention models for students with LD was suggested by Miller et al. (2014). To encourage students’ participation in classroom, paper by Barrasso and Spilios (2021), described the details of the Learning Assistant (LA) model for teaching STEM with its goals and future areas of research. The suggested model works on the differentiators between LA and near-peer instructors. The results showed that the LA model improved the student’s learning experience and outcome along with assisting the teacher in preparation and identifying any deficiency. Koshy-Chenthittayil and Farfan Dsouza (2019) talked about rights of students with LD, along with the support program by government, private and non-profit initiatives that provide research funding for disability studies. A model developed by the author (DisCrit model) can help in the interpretation of policies, implementation of programs and practices of faculty and staff in a university. The study gave an idea about the work going on in the field of STEM education for students with LD. Students with LD should be given equal opportunities to learn STEM subjects but due to lack of social and academic support they have limited opportunities. Some of the studies provided evidence that students with LD have the capability to be successful in the field of STEM. So, it is essential to encourage them to recognize their STEM abilities, interests, and potential talents.

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Analytical Study

India is a diverse country. The problem for students in India is further compounded because India is a multilingual country and basic education facilities are not available to a sizeable portion of the population in their mother tongue. Moreover, now the government has started recognizing students with LD, and therefore, we lack indigenous tools to diagnose LD in India along with assessment procedures and policies. The best solution for the student with LD is its early identification so that the students are given the right support. LD is difficult to identify at an early age as this does not present any physical manifestations or sensory markers in the child with LD. So, many questionnaires have been prepared to help teachers to identify any early unusual behavior in students. This will help the child with LD as the system is empathetic towards the child and starts supporting him rather than leaving the child in a condition where he faces challenges in learning, adapting, and socializing. The process of identification and screening becomes more complex because of a lack of awareness about LD amongst students, parents, and society (Schreffler et al. 2019; Guzman-Orth et al. 2021; Lacassie and Ruiz-Del-Solar 2006; Rajasegarar et al. 2007; Poobrasert and Phaykrew 2021). As per the study by UNESCO, it is extremely important to reach out to teachers who deal with children suffering from LD in regular schools. This is important as they are the first professionals to interact with the students and can identify the children with LD in their classrooms. Identifying the problem of the child at an early stage is important as it will help the system to provide the right ecosystem for the students (https://mgiep.unesco.org/article/learning-disabilitieswhat-why-and-how; Akhil et al. 2017). Many parents and teachers confuse LD with laziness and therefore fail to understand the students. So, if the teaching community is given more information about disabilities and ways to support such children it will help to reduce the comorbidities that arise in such students (Norris et al. 2020). Moreover, during the present pandemic dyslexic students get stressed due to the usage of multi-media because online classes strain the short-term memory containing new routines for instance: 1. Password to log in. 2. The need to monitor discussions or even manage hypertext structure because it involves reverse sequencing. 3. Inability to maintain synchronous activities like reading and responding quickly and accurately. 4. Even asynchronous discussion can pose a problem if the posts are long and complicated. 5. Technological hiccups: if the child has already handed his work but the teacher broadcasts that he has not done it. 6. One-to-one questions cannot be asked immediately.

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Fig. 8.1 Problem with the present system

7. It’s cumbersome to toggle between applications, browsers, windows along with focusing on the text at the same time. 8. Online classes lead to isolation which further reduces self-efficiency. Based on the study we tried to identify the reason for leaving STEM education by students with LD. Figure 8.1 shows the problem with the present education system. In India, a large portion of our population still lives in economically challenging conditions. Most of the government-funded institutions, due to lack of funds, are not able to upgrade the system as per scientific and technological innovations (Li et al. 2020; Lee 2020). So, the key challenge is holistically teaching STEM so that the education system is inclusive taking into consideration the diverse learning needs of the students in the class. This will ensure that students with LD also get an equal opportunity for employability as well as social development (Miller et al. 2014; Barrasso and Spilios 2021). A Why-Why analysis is presented in Table 8.1. It was found through the whywhy analysis that the absence of formal training for the teachers and ecosystem to include faculty, parents, and education system together to provide 360 feedbacks to the students and each other is the reason for most students with LD dropping science at the early age. It is necessary that the four pillars in the student’s life, that is, parents, teachers, the education system, and the student himself, work together to boost the confidence in students to learn STEM.

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Table 8.1 Why-why analysis Questions

Answers

1. Why the present system is not inclusive for students with special needs?

Because educators cannot identify students with special needs

2. Why cannot educators identify students with special needs?

Because they get confused between LD and laziness

3. Why are educators confused between LD Because they are not aware about behavior or and laziness? traits of students with LD 4. Why are educators not aware about behavior or traits of students with LD

Because educators are not given any formal training to identify such students, their challenges about tools and techniques to handle it

Therefore, we need to implement STEM education for which we need to design infrastructure and curriculum which will equip children with guidance and support. Based on the literature survey, the next section presents an analytical study. So, it is essential to design programs to teach the educators to identify early symptoms of LD and make an ecosystem that will help students with 360° feedback to support them and their parents and stop them from losing hope to learn STEM. The next section suggests the methodology to develop a strong ecosystem (Koshy-Chenthittayil and Farfan Dsouza 2019; Pirani and Sasikumar 2012).

8.4

Methodology

To develop an ecosystem where all teachers, parents, the education system, and students themselves all work together to support the LD student to achieve success we propose the following (Lasica et al. 2016; Birje and Jolly 2018; Harrison et al. 2005; Poobrasert et al. 2011; McCarthy and Misquez 2003). A detailed explanation of the flowchart of the program flow to support students with LD is presented in Fig. 8.2. Provide training to teachers to identify students who are facing problems. For this, some simple tested questionnaires are available which teachers can use to identify any kind of odd behavior or abnormalities compared to other students of the same age group. Then they can observe them for at least 6 months and also maintain a record of it. The dos and don’ts while handling students with LD as shown in Table 8.2 can be the guidelines for the teachers to make the learning environment encouraging for them. 1. The parents and the authority in school can be informed. A counseling & guidance session for the parents with a counselor or pediatrician will provide proper assistance to them. The present faculty can forward all the details of LD students to the next class teacher for future access and adhere to continuity for the same.

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Fig. 8.2 Flowchart of the program flow to support students with LD

Table 8.2 Do & don’ts while handling students with LD Do’s

Don’ts

Have clear communication with students and parents. Parents should be well informed

Do not assume anything prior to experiencing with students with LD

Be available to help, understand their problem

Do not form a group of LD students together for any activity

Be a role model for other students and parents to deal with LDS

Do not compare with others

Provide resource content in an interesting Do not anticipate 100% outcomes or results format or in mother tongue language for easy to read or understand Allow use of Voice to text converter during assessment. Check the comfortability of LD

Do not force or restrict them

Assessment for LDS will have higher weightage for Formative Assessment. (Like 60% of Formative Assessment and 40% of Summative Assessment)

Do not impose regular assessment on them

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2. Curriculum can be designed with resource content based on learning by doing for the students with LD. Resource contents can be designed that are easy to grasp, and it may be in mother tongue language. We can design and develop special STEM laboratories (which are student-centric/student-generated and deemed to be complete only if the output gets generated) which gives experience in the form of light or sound etc. as it will be retained for a longer time and enhance the learning ability. 3. While designing curriculum for students with LD certain portions of non-core subjects can be omitted, so that they learn the required content at their pace and do not get overburdened with the load because of their pace which is less than other students. Also, while designing learning should be exploratory with emphasis on hands-on activity or inquiry based. 4. The resource content should be equipped with images, videos, larger font sizes with audio assistants to read content for them, and the pauses to help them pronounce better. One Note is a very effective tool for developing content for such students. 5. Assessment for students with LD should have more weightage for formative assessment i.e., 60%, compared to normal students (40%) so that they are evaluated based on their skills and knowledge gained through real experience rather than a formal system that evaluates the rote learning ability of students. 6. Screening observation schedules, checklists, interviews, and work samples, as well as curriculum-based, can be used as informal assessment tools by teachers. 7. Design pedagogies to support STEM learning such as revision of previous learning, repetition, demonstration, use of video and experiment demonstration, focus on design-based learning (interdisciplinary experiments) that enhances the horizon of their understanding, time for self-exploration, and assessment. 8. Technology tools that help dyslexic students to learn with ease should be demonstrated and then also they should be taught to use them to support their learning like audiobooks, text to speech converter, games that help dyslexic students with memory skills, phonics, and sequencing, for flawless typing voice to text converter, apps to convert any text into a dyslexia-friendly font, graphic organizers, etc. 9. Group LD students for activities with other normal students or their classmates. (Inclusive environment, Group games, and team activities be appreciated) 10. Write articles in blogs or magazines to create awareness in societies. SWOT analysis for the proposed system is shown in Fig. 8.3. The SWOT analysis shows that all the constrains of the traditional education system for teaching STEM to students with LD are overcome in the proposed system although there are few weaknesses which can be overcome by the motivated and dedicated leadership working for the welfare of all students (Pena-Becerril et al. 2021).

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Fig. 8.3 SWOT analysis of proposed system

8.5

Implementation

We propose a STEM laboratory with all the facilities as in the proposed system that can make the learning of STEM an enjoyable experience with high retention of content and ability to apply skills. This will be a cost-effective laboratory which all students can be given and will be “Lab at home” support for the students with dyslexia to make the young students think out of the box and be innovative and creative (Kumar et al. 2021; Ha et al. 2019; Heng 2019; Tasir et al. 2018; Chivukula et al. 2008; Pirani and Sasikumar 2013; El Kah et al. 2021; Gumbheer et al. 2022; Conchinha et al. 2015; https://tryengineering.org/wp-content/uploads/ acmotorsDec122019-1.pdf). And it has been proved that the students with dyslexia have a brilliant capability to correlate and that is the reason some of the great scientists who had dyslexia are the world’s biggest innovators. In addition to these, we can use some technology tools and special apps which are available to assist students with special needs. But we propose a new STEM laboratory concept to assist in learning for such students (https://www.washington.edu/doit/book/export/html/6936; Rahman et al. 2020; Forawi 2018). We tried to study dyslexia and its identification using ML algorithms and the results show for the data under consideration where the SVM grid algorithm gives results with 95% precision. So, this could be the tool to identify the students with dyslexia correctly. The procedure classification and identification is followed as reported in (Modak et al. 2020).

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STEM labs will help students with LD (Birje and Jolly 2018; Makhmasi et al. 2012): 1. 2. 3. 4.

To To To To

develop develop develop develop

skills to practically solve any problem. an interest in science and technology. innovative & critical thinking skills. skills to work in a team.

The following steps elaborate how to conduct STEM lab. Step 1: Grouping of students in 3 or 4 to ensure the participation and involvement of each student in practical/learning. Step 2: Teachers will help the students in 1. 2. 3. 4. 5. 6.

Practical and solving their doubts. Checking the result, output, conclusion. Provide Valuable Feedback. Measure the Effectiveness of a Student. Determine Development and Training Needs for Students. Providing a platform to understand their strengths &convert their weakness into opportunities for growth & overall holistic development.

Step 3: Evaluation will be done in the following way. 1. A self-evaluation test at the end of each module activity by the student will help to give feedback to students about the development according to the objectives defined. 2. The second level of evaluation by teachers, parents and counselors will help to identify the attainment of students on completion of the experiment. 3. Faculty will determine the task success, errors, amount of effort, test time, efficiency. 4. Observer will determine the participant’s perspective on usefulness, satisfaction, and ease of use. Assessment will act as not only evaluation but also feedback for all the involved stakeholders so that they can do their role to support the student with the required help to improve his knowledge and skills (Guzman-Orth et al. 2021). Following rubrics, we propose for the assessment: 1. Self-assessment rubrics: Students will be required to assess self-growth using the rubrics given in Table 8.3 to keep a record of the activity/experiment done in the stem lab.

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Table 8.3 Rubrics for self Particulars

Excellent (4)

Good (3)

Satisfactory (2)

Unsatisfactory (1)

Knowledge and skills gained

I could understand and perform on my own and also develop experiments using this knowledge

I could understand and perform without help

I could understand and perform with help

I could not understand and perform without help

Synopsis

I could make the synopsis of the experiment that clearly explains the problem & the developed solutions with scope of the future development

I could make the synopsis of the experiment that clearly explains the problem & the developed solutions

I could make the synopsis of the experiment that somewhat explains the problem & the developed solutions

I could make the synopsis of the experiment that does not explain clearly the problem & the developed solutions

2. Evaluation by counsellor/parents/faculty assessment rubrics: All the remaining three pillars of the ecosystem that is faculty, parents and counsellor will assess the growth using the rubrics given in Tables 8.4 and 8.5 to keep a record of the activity/experiment done by students in the stem lab. All the rubrics for each student can be shared with the four pillars involved in designing the strategies for each student to give the right support to each student with LD. Next section presents a case study where the proposed STEM laboratory was adopted, and the results of the workshop are also shared.

8.6

Case Study

We conducted a few experiments to develop a system using technology to support parents and teachers of students with LD along with the students with LD themselves. We designed a STEM laboratory and tested it for teaching the science concepts to students from 5 to 10 and the results show that learning by doing is much accepted and has a greater impact on students learning and retention of concepts (Nite et al. 2020; Ahmad et al. 2010; Tsalmpouris et al. 2021; Grout 2015; Alsubaie et al. 2018; Willis 2018; Rambli et al. 2013; https://www.researchgate.net/pub lication/330185223_Can_Learning_Be_Fun; Dukhanov et al. 2015).

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Table 8.4 Evaluation by counsellor/parent /faculty Particulars

Excellent (4)

Good (3)

Satisfactory (2)

Unsatisfactory (1)

Problem Statement: Concise description of the issues that needs to be addressed

The description of the experiment problem statement is clearly addressed

The description of the experiment problem statement is generally addressed

The description of the experiment problem statement is somewhat addressed

The description of the experiment problem statement is unclearly addressed

Practical evaluation

Student was able to perform the practical accurately and wrote the exact conclusion with additional information which indicated clear understanding of concept

Student was able to perform the practical and wrote the partial conclusion

Student was able to perform the practical partially and wrote the partial conclusion

Student was not able to perform the practical and did not write the conclusion

Interaction/oral

Student responded all questions confidently and correctly with in depth knowledge of the entire syllabus

Student responded all questions appropriately

Student responded few questions appropriately

Student responded very few questions partially correct

Synopsis

The synopsis of the experiment is clearly explaining the problem & the developed solutions with scope of the future development

The synopsis of the experiment is clearly explaining the problem & the developed solutions

The synopsis of the experiment somewhat explains the problem & the developed solutions

The synopsis of the experiment does not clearly explains the problem & the developed solutions

Table 8.5 Attainment

Sr. No Objective 1

Interest in science and technology

2

Innovative & critical thinking skills

3

Skills to work in team

Attainment in %

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We adopted a systematic approach to developing a STEM laboratory (Birje and Jolly 2018). Step 1: We found difficult topics in science. Step 2: A final set of kits was prepared as per the syllabus requirement of the school. Step 3: This proposal is sent to an expert for their opinion. Annexure I shows the write-up for one experiment. Step 4: Multilingual content is developed for the workshop. The content included a manual with all instruction sets and demonstration videos which were given to school and students after the workshop so that whenever they have any query, they could refer to it. Step 5: Workshops are conducted for school teachers. The first workshop was in English for English medium teachers and the second was in Marathi for Marathi medium teachers. The objective of it is that knowledge should reach every student and language should not be a barrier. Suggestions and improvements were incorporated into the design after their feedback. Step 6: Workshop is conducted for school students in English and Marathi/ Hindi to understand the acceptability and its ability to create excitement in students. After the workshop again the changes in design were made as per the observations made during the workshop. Step 7: While conducting the workshop there is one trainer and a team of faculty and lab assistants to assist the students to do various activities as per the instructions of the trainer. There is one observer who records the student’s behavior and identifies the area of improvement for the trainer, team, and kits. Step 8: Feedback is taken at the end of the workshop to understand the experience of students during the workshop (Fig. 8.4). During the workshop we have a team to assist the students in doing experiments. We have interaction sessions to further strengthen the understanding of the topic. We have an observer along with the science teachers during the workshop to record the student’s interaction with the experiment and participation. Their feedback helps to evaluate students’ learnings and enhance the setup to provide better experience to students with LD. We took feedback after every session to understand the response about the workshop. The students were highly satisfied and enthusiastic during the workshop and participated with full energy (Figs. 8.5, 8.6, 8.7, 8.8 and 8.9). The proposed model is a step towards providing a platform for school children with special needs to use technology for learning science concepts. It will develop the thinking skills of students. It promotes their ability to find out a variety of solutions for the same problem and then analyze the results. It is receiving a positive response and acceptance from students as well as teachers. When this workshop is

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Fig. 8.4 Workflow of activity

Fig. 8.5 Feedback about overall assessment of the workshop

combined with other technology tools and involves parents, teachers, and systems, students can have a greater impact on students’ STEM learning.

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Fig. 8.6 Feedback about how we met the expectations of students to gain knowledge and information after participation in our workshop

Fig. 8.7 Feedback about, Knowledge, and information gained will be useful/applicable in their future experiments

Fig. 8.8 Feedback about motivation to learn STEM in future

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Fig. 8.9 Feedback about, motivated to take up experiments related to STEM

8.7

Conclusion and Future Scope

In today’s world technology can provide solutions to 60% of the problems of any society. No individual can survive without the knowledge of STEM. If we look at our school education system, it focuses on the delivery of the content as per the curriculum prescribed by boards at the same pace for students with diverse learning needs and expecting the same output from all of them. The present system lacks the very basic thing of an education system that is identifying the learning needs of every student. There is a need to strategize our policies and realign our processes for our students with learning disabilities (LD). The chapter presents a complete analytical study about problems of the present education system for students with LD. It also suggests a methodology to overcome the challenges and presents an experimental setup for students from grade 5–12. The proposed setup testing results presented through the case study show that the setup can engage students and help them enhance their learning levels. The proposed model also shares a methodology using machine learning SVM grid methodology for identification of students with LD and the results show that the method suggested has 95% precision. The proposed model will address the specific needs of the students with LD as the traditional teaching learning methodology has constraints and it demotivates students with LD to learn STEM. It will also bridge the gap between the traditional system and the learning needs to make learning STEM fun. It will make the system inclusive and help to enhance the STEM learning experience of students with LD.

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Future Scope

This model can be extended in future to provide personalized learning with the use of machine learning and artificial intelligence to be a complete assistive technology solution for students with LD. This will create a barrier free and inclusive STEM learning environment for the students with LD. The impact will be that it to make the students with LD professionally competitive and socially relevant. Thus, the system will make everyone accountable and will be able to meet the expectations of the parents, students & the industry.

Annexure A Setups to Learn Basic Science 1. The study of the working of LED circuits used for continuity testing. Objective: Help to recognize any material is a conductor or non-conductor of electricity and also explains that current flows only when the circuit is completed.

Activity The faculty will first explain the working of the setup. Students will be given this setup and asked to connect the open end of the wire or put the open ends on various materials and observe the LED. They will be asked to fill the observation table (Fig. 8.10). Sr. No

Material

1

Pencil box

2

Pencil lead

3

Water

4

Dry soil

5

Wet soil

LED glowing (Yes/No)

Output: The output shows that LED glows when the circuit is connected across the circuit it does not have any faults or any point of discontinuity and does not glow since it is having any faults or discontinuity. By testing with various materials students will themselves learn the materials which are conductors and give continuity to the current by observing if the LED is glowing or not.

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Fig. 8.10 Set up for continuity testing

Evaluation: Game boards or apps will be used where students will match the material as conductors or non-conductors and faculty can evaluate their understanding by asking them to match on board the correct pairs. The design of the board is that it will be having a material in one column and type in another column. When a student selects a combination of materials and types LED will glow or else it will not glow. If the student has a setup, he can test it and reply correctly with the understanding and not require any mugging up of the list of the conductors and non-conductors. Material

Select type

plastic

Conductor

Non-conductor

LED Glow/not glow

Pencil lead

Conductor

Non-conductor

Glow/not glow

Metal bangle

Conductor

Non-conductor

Glow/not glow

Water

Conductor

Non-conductor

Glow/not glow

Annexure B Few pictures of game boards designed by us to make interactive Teaching learning (Figs. 8.11, 8.12 and 8.13).

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Fig. 8.11 Kit use to teach the addition of two numbers

Fig. 8.12 Kit use to teach different shapes of the object

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Fig. 8.13 Kit use to teach match the following

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Designing Integrative and Collaborative Learning for Students with Special Needs and Learning Disabilities in an Inclusive Classroom Pooja Khanna and Sunita Bhola Abstract

The “World Conference on Special Needs Education: Access and Quality” recognized the notion of inclusive education and was finally confirmed at the World Education Forum. It recommends all the states to implement the policy of inclusion in their education systems. The United Nations’ Standard Rules on Equalization of Opportunities for Persons with Disabilities Proclaiming Participation and Equality for All also supports the concept of inclusion. In India, the National Council of Educational Research and Training (NCERT) collaborated with UNICEF to develop Project Integrated Education for Disabled Children (PIED) in 1987. It aims at improving the integration of disabled students into regular classrooms. During the course of time, the concept of inclusive education has been expanded to include all students who may be disadvantaged, not just those with disabilities. Inclusive learning environment as an approach towards educating all learners covering full range of learning diversity in a common learning setting aims to impart knowledge to all the students together under one roof, no matter what their strengths or weaknesses are, and it targets at honing the potential of every student. Traditional Indian educational setup should be changed as per the needs and demands of a changing culture in which smart technologies are used that promotes teaching and learning. In order to contribute to this demand, an integrative and collaborative learning design framework based on awareness, compassion and partnership is suggested to connect right technologies that advances classic educational scenario and

P. Khanna (B) · S. Bhola University of Petroleum and Energy Studies, Dehradun, India e-mail: [email protected] S. Bhola e-mail: [email protected] © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023 N. J. Ahuja et al. (eds.), Sustainable Blended Learning in STEM Education for Students with Additional Needs, Contributions to Environmental Sciences & Innovative Business Technology, https://doi.org/10.1007/978-981-99-3497-3_9

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works to reconstruct inclusive educational setup. Inclusive and smart learning environments can create flexible learning overcoming barriers to learning and catering to each learner’s needs with experiential use of technology. Technology is able to renovate, enhance, and select alternative academic resources to fit individual needs for an inclusive learning. The objective of this study is to address different technology-based teaching strategies that educators can use to create an inclusive learning environment in their classrooms. Co-teaching, differentiated instruction, peer-mediated instruction and interventions are some of the approaches that are implemented in inclusive classrooms in order to support students with learning disabilities. We need to increase attention to our professional development that can contribute to a healthy society. Keywords

Inclusive classroom • Integrative and collaborative learning design framework • Inclusive learning environment • Individualized learning design • Professional development

9.1

Introduction

Inclusive education has been characterized in a variety of ways to address the learning requirements of children who are differently abled. In order to meet the learning needs of these children, inclusive education has been defined in a variety of ways. Indian government owes the responsibility of ensuring that every kid has access to basic education and to bring this into enforcement, the government has enacted a slew of policies relating to special education. The Integrated Education for Disabled Children (IEDC) scheme of 1974 was one of the first formal initiatives launched by the Government of India (NCERT 2006). The Kothari Commission established in 1966 emphasized on the need for educating children with impairments (Census of India 2011). The former Ministry of Welfare of the Government of India recognized urgency for an agency that could supervise and control HRD programs in the field of disability rehabilitation in the 1980s. Until the 1990s, 90% of India’s estimated 40 million children aged–16 years with physical and mental disabilities were excluded from mainstream education. The National Policy on Education (NPE 1986) and the Programme of Action (1992) both emphasized the importance of integrating special needs students with other groups. In 1994–95, the Indian government launched the District Primary Education Project (DPEP) (Pandey 2006). In 1997, the notion of inclusive education was incorporated into the District Primary Education Program (DPEP). Keeping pace with global trends, this program specifically emphasized on the integration of children with mild to moderate disabilities. It became one of the GOI’s largest flagship programs at the time, with a budget of 40,000 million rupees (approximately 740 million US dollars). In 2001, one project named Sarva Shiksha Abhiyan (SSA) was initiated with the objective to attain the goal of Universalization of Elementary Education. Under SSA,

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a zero-rejection policy was implemented, ensuring that every Child with Special Needs (CWSN), regardless of the kind, category, or degree of disability, receives a relevant and excellent education (Azam and Saing 2015). In 2005, The National Curriculum Framework (NCF) for inclusive education was established. In the same year, a National Action Plan for the inclusion of children and youth with disabilities in education was implemented by the Ministry of Human Resource Development. Furthermore, in 2009–10, IEDC was renamed “Inclusive Education of the Impaired at the Secondary Stage (IEDSS)” to help with the inclusive education of disabled children in 9th and 10th grades. Since 2013, this scheme has been absorbed into the Rashtriya Madhyamik Shiksha Abhiyan (RMSA). Integration of these youngsters into regular classrooms is critical in order to help them socialize and gain confidence (NCERT 2006). Objective of the Chapter This chapter explores various technology-based teaching practices that teachers might employ in their classrooms to build an inclusive learning environment. The objective of this research is to investigate various technology-based teaching practices that educators can use in their classrooms to create an inclusive learning environment. Some of the tools available to serve students with learning difficulties in inclusive classrooms include co-teaching, tailored instruction, and peer-mediated instruction and interventions. To contribute to a healthy society, we must devote more time and energy to professional development. Organization of Chapter Section 9.2 highlights the concept of Inclusive education. Section 9.3 explains the main principles of Inclusive education, likewise Sect. 9.4 discusses the needs and importance of Inclusive Education. Section 9.5 talks about inclusion through blended learning. Section 9.6 puts forward the broader scope of building inclusive classrooms, which includes inclusive pedagogy, content, and technology and tools. On the same lines, Sect. 9.7 intends to propose the methods to make the classroom more inclusive. Section 9.8 highlights the methods to implement Inclusive Education. Section 9.9 discusses in detail the role of teacher as facilitator, designer, mentor, coach and evaluator. Section 9.10 explains the Perquisites of Blended teaching for a Teacher. Alongside Sect. 9.11 discusses the Challenges for Blended Instruction Implementation. Section 9.12 presents a real-life Case Study. And, finally Sect. 9.13 concludes the chapter with future scope.

9.2

Concept of Inclusive Education

Inclusive Education (IE) can be defined as an innovative concept that fosters educating children with disabilities along with other students in one classroom. Facilitator’s role is to help students in finding out their hidden talents and to maximize their holistic development by learning from one another. This is a very efficient means of promoting a tolerant and inclusive society. Inclusive classrooms are designed in a way to allow special needs children to learn alongside other

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children in age-appropriate overall education environment. As our understanding of people, cultures, and civilizations grows, inclusive classrooms are becoming increasingly essential. However, as inclusive classrooms become more popular, the need of the hour is to find out the best ways to cater to the needs of all sorts of students proficiently. Today’s classrooms, both real and virtual, are more integrated (MHRD 2005). As per NCFTE 2009, Inclusive education is as much a philosophical position as a plan of institutional services and procedures. This ensures access to and conditions of success in education for every student irrespective of learning disability or sans it. Students with a wide range of requirements are included in general education techniques; they are physically present in the same location and are expected to do the same work in the same way. While special education is a very common application, inclusive classrooms are growing to ensure their inclusivity for many reasons. Creating an inclusive classroom does not imply that all students must be in the same place, doing the same things, and in the same manner. Its motive is to involve every student in the learning process by using the methods of their choice and to reach to the same outcome (NCF 2005). Inclusive classroom emphasizes more on the learning objective and less on the activity that is used to measure it. They expect all students to achieve the same learning objectives through assessments that are tailored to each student’s specific requirements. For example, inclusive classrooms may include kids with special needs, but they must also take into account students from various social and economic backgrounds, students who speak minority languages, students of other religions, and students of various sexual orientations. It is critical to ensure that a classroom is truly inclusive in order for students to develop in a healthy and productive manner (Das et al. 2013; Chatterjee 2003). As a result, it is a novel notion that encompasses a wide range of topics. It includes all children, disabled or not, and educates them in the similar learning environment, which promotes personal, intellectual, and professional growth for all students, regardless of ethnicity, color, gender, or sex. It fosters a sense of belonging among the students in the classroom. It is the educational process that fosters societal acceptance, peace, and collaboration.

9.3

Main Principles of Inclusive Education

The following are the main principles of Inclusive Education: Be Together: It creates a learning atmosphere that fosters the holistic development of all students in the same educational setting, regardless of caste, color, or gender. As a result, it is a strategy that connects all pupils into a common educational community. Be Equal: The Idea of Equality is another important principle. Every individual has the right to access information, knowledge, and skills. Children in India have some educational rights guaranteed by the Indian constitution. Despite these provisions, some groups of individuals are denied access to education due to a variety of

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reasons or factors. However, inclusive education encompasses all of these groups of people and ensures that everyone is treated equally. Participate: The notion of participation underpins inclusive education. All pupils are included in inclusive education in common educational settings that allows them to learn together without any prejudice. It gives equal possibilities of active involvement to students with disabilities. As a result, inclusive education encourages all children to participate in the teaching and learning process. Accept: Every parent wishes for their child to learn or be educated with other pupils in a systematic classroom and to be able to lead a self-sufficient existence. This is Principle of acceptance, i.e., including all children in the educational process, regardless of their limitations. Reject special classroom: The concept of a special classroom within a special school is fiercely rejected by process education. Rather, it lays stress on the integration of all the children, both normal and disabled. Individual differences: This is one more integrated education principle. Each child is distinct and individual. It takes into account the notion of individual differences among children in the learning environment. That is why it is beneficial to all youngsters. Opposite of exclusion: Exclusion, discrimination, and limitation on the basis of any distinctions are contrasted with inclusion. All impaired children should be educated alongside other children and given access to a high-quality education. Principle of change: It is founded on the idea of change. It aims to alter the educational system to match the needs of the kid, rather than the children changing the educational system. It makes an effort to incorporate all children for an equal education, regardless of their differences (Alfieri et al. 2011).

9.4

Need and Importance of Inclusive Education

All over the world efforts have been taking place to integrate students with learning disabilities in regular schools. It should be considered seriously and children with special needs must be a part of regular schools in order to accomplish rightly inclusive education. The consideration of experts in the special needs area has moved to biopsycho-social model from the clinical model. Rather than proceeding with the old discussion about nature versus nurture, it should be seen how nature and sustained cooperation are being developed. Best case scenario can be expressed with the biological inclination, the environment at home where a youngster grows, and then the society, all these factors impact the growth and learning of the child. Learning and engagement in the class are challenging for these students, hence teachers try to make their classrooms diverse and concentrate on each and every student individually. They take up those activities that could integrate all the students, and make them a part of effective inclusive learning program. It is important to note that how the student is engaged in the learning process is actually more important in determining what is learned than what the teacher does (Giffard-Lindsay 2007).

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It has been discovered that to ensure the success of all the students, providing an inclusive education is a better approach. It has been noted that when students are aware of the fruitfulness of the general education curriculum, they tend to learn and perform good. The advantages of improving a child’s social-emotional abilities extend beyond cognitive development and academic achievements; they are also major drivers of mental health and job chances (Banerjee n.d.). According to a growing body of evidence, students perform better academically in inclusive settings, and inclusion allows them to form bonds. Friendships, social skills, personal ideas, ease around special needs persons, and loving school atmospheres are just a few of the benefits (Biggs and Tang 2011). Friendships are important because they make people feel comfortable, treasured, and safe. Even if they do not qualify for special education, low-achieving kids can receive additional support in an inclusive educational setting. In inclusive classes, children with disabilities’ classmates often improve their social cognition and become more sensitive to others’ needs. A thought-provoking observation is that the parents of the normal children realized that as a result of their children’s experiences, they feel more at ease that their children are around people with exceptional needs. Special needs students can form ever-lasting friendships that they might not have been able to form otherwise, and these connections can help them negotiate social relationships later in life (Bosse 2015). Inclusionary classrooms are extremely beneficial to special education students. Many students with special needs, disabilities, or impairments are completely capable of participating in regular classes, this is the case. Many of these students are mistakenly assumed to be profoundly mentally handicapped, despite the fact that they have no learning disabilities. Due to misconceptions, this can make teachers and even other parents feel like they don’t fit in regular classrooms. Allowing these students to participate in general education programs guarantees that they are on track to meet educational goals. They may not be moving at the same pace at first but that does not rule out the possibility of their doing so (Bucholz and Sheffler 2009). To put it another way, both special and normal students learn more. Inclusionary education has been shown in numerous studies over the last three decades, to boost achievement and skills for special students as well as their peers who are normal (Galceran and Mugot 2019).

9.5

Inclusion Through Blended Learning

Before advancing to means of facilitating learning to younger generation, it is mandatory to understand the learner and its requirements. The teachers are enabling Generation Z in their classroom who are digital natives. Research has found that generation Z is more entrepreneurial, self-regulated and self-sufficient; rely on self-service tools to research and cater to desired micro-experiences as opposed seeking an expert support. Large population size of learners with special needs and disabilities poses a challenge to educator community that can be

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answered through blended learning (Flude 2011). Blended learning or hybrid learning embodies a model that integrates technology to boost learning and provide expected outcomes. The answer to resolving the issue of inclusive classroom is to make gadgets and digital learning resources more accessible. Hybrid Learning uses synchronous lessons that are delivered both in person and online. This means that some students are in a physical classroom, while others are studying at home or at other educational institutions. Because it helps to break through geographical barriers, hybrid learning is an excellent solution for inclusivity (Hicks-Monroe 2011). Hybrid learning allows kids with special needs, children from low-income families, and students with various needs to be present in the classroom even if they are not physically present. Due to the requirement to cooperate and be completely engaged in the classroom, it also encourages kids to build self-scheduling and self-confidence (König et al. 2020). Additionally, the actual change might be accelerated by training teachers and parents to better understand and satisfy the learning requirements of children, as well as equipping them to navigate between face-to-face and digital learning. Technology can play a great role in Designing Integrative and Collaborative Learning for Students with special needs and learning disabilities in an Inclusive Classroom. Assistive technology (AT) uses gadgets, piece of equipment, or system that helps people with special needs, impairments, or disabilities live better lives. While assistive technology can be low-tech or completely non-tech, combining it with EdTech can make the classroom more accessible (Means and Peters 2021). Digital technologies enable focus on systems, processes, and people. It allows diversity, equity, inclusion, and empowerment. It helps to create full learning experiences, targeting and curating specific solutions for pre-defined learning objectives just-in-time. One of the most effective strategies to make the classroom more inclusive is to encourage collaboration among various students. It encourages students to set their differences aside and work together for a common goal. Effective collaboration, on the other hand, might be impossible to achieve without the right tools (Muralidharan et al. 2019). Example: In an integrated writing classroom, all students are asked to pick a photo that represents them and share it with the rest of the class. Someone with a vision impairment can request that someone choose a photo for them and then inform them about it. They will be able to complete the exercise after they have this information by recording their voices than writing it down. This assignment requires students to pick something that means significant to them and tell the class about it in an inclusive writing classroom. The student can do more than finish the task; they can also accomplish the goal of sharing something significant with the class. This can lead to Leadership competencies such as empathy, emotional intelligence and compassion. Reimagining collaboration platforms and learning platforms-creating fully democratic, open access, highly collaborative experiences and still allowing individual learners to feel that learning has been personalized just for them (OECD n.d.).

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Building Inclusive Classrooms

To create a truly inclusive classroom, you must consider three crucial factors, as illustrated in Fig. 9.1: 1. The pedagogical strategy. 2. The content. 3. The technologies and tools. Step One: Inclusive Pedagogy Thinking broadly about the pedagogy could involve reconsidering how students learn and giving resources to help them succeed. Examine the curriculum for strategies to ensure that these best practices are followed throughout the course (Polirstok 2015). – Within the course, a syllabus has been made available to all students and is simply accessible. – Either in the syllabus or in the course units themselves, the course aims and learning outcomes are clearly stated. – When appropriate, take-out time to create differentiated activities. Giving the students a variety of ways to demonstrate their knowledge and understanding boosts engagement and guarantees that all learning styles and needs are satisfied without the need for complex adjustments. – Throughout the lesson, opportunities for collaborative learning have been provided. – All lessons, evaluations, and activities have clear instructions. It’s critical that everyone knows exactly what’s expected of them. – Throughout the curriculum, Universal Design for learning concepts have been applied.

Fig. 9.1 Crucial factors for creating inclusive classrooms

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Step Two: Inclusive Content Thinking inclusively means revisiting information and making sure it’s ready for everyone. It also entails refusing to use content that falls short of expectations. Examine all of the content in the course for the elements listed below (Puthenpurakal 2014). – Unless otherwise stated, all images feature alternative text or have been designated as ornamental. Don’t use text images in the material. – The course should not contain any blinking visuals or animations. If it has to be, the animations are essential to the content, not merely for entertainment. – Make sure that alternative text or extensive text descriptions adequately clarify what the animation is saying. – Every Word and PowerPoint document is correctly formatted. – All PDFs are marked to make them more accessible. – All videos have closed captions. – There is sufficient contrast between the background and foreground in all of the colors that has to be used. – Tables aren’t used for layout anywhere in the content. Step Three: Inclusive Technology and Tools Understanding how individuals need to interact with the many tools that has been utilized and changed or accommodated as needed is what inclusive thinking entails. Consider how tools and technology will affect persons with different needs when choosing them for the classroom (Rasmitadila et al. 2019). – – – – – – –

Is there enough contrast between the colors in the application? Does the entire page, not just the text, magnify? Can a keyboard be used to access all of the controls? Is the cursor moved to the correct element when form labels are clicked? Is there a variety of audio and visual notifications available? Is the content visible when the browser’s style sheets are disabled? Are any further plug-ins or downloads needed?

Start with whole-group instruction and progress to smaller groups, stations/centers, and paired learning. Using technology such as interactive whiteboards promote student involvement in the classroom. Flexible groupings for younger students are often led by teachers, sometimes they can also be led by students with teacher oversight for older students. Peer-supported learning takes many forms, such as pair work, peer tutoring, cooperative grouping, and student-led demonstrations, all of which can be very successful and interesting (Rivera 2017). Every student must have the opportunity to contribute in learning involvements that are relevant to their learning goals. This will necessitate taking into account the services that students with disability require. Basic methods begin with the assurance that all students listen to the instructions, start the activities, participate in huge group instructions, and transfer in and out of the classroom together.

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This will keep students on track with the teachings, and will also confirm that their peers with learning disabilities do not notice them leaving or joining the classroom during the session, which can highlight their dissimilarities (Singh and Dangmei 2016). Universal Design is a diverse strategy to fulfil the demands of all sort of students. There are many examples of ways of conveying information to students, the most used ones are modeling, visuals, objectives and manipulatives, graphic organizers, oral and written replies, and technology. Large texts, headphones, the possibility to have a peer-written dictated response, a drawn picture, or calculators can all be customized for students with learning difficulties. Deliberate the importance of project-based and inquiry learning, in which students alone or jointly analyze an experience (Singh 2016). Blended learning is created on the idea of allowing students to choose their own learning paths based on what best suits them and to take advantage of the collaborative, personalized, and interactive nature of digital learning. True transformation can only occur when no child is left behind to reap the benefits! Through Blended learning teachers can spend less time in presenting wholeclass lessons. Rather they can utilize their time in interacting individually with special needs students. They can also meet them in small groups to help them with their specific learning problems. In blended-learning classrooms, students with special educational needs use digital and online technologies and this way they naturally acquire more technological literacy that holds lots of value in today’s world (Starcic 2010). By permitting an open opportunity of conversation between the student and the teacher, the traditional classrooms provide a traditional medium for educating students. The previous 25 years have opened up a new horizon of possibilities in education, aimed at engaging learners at all academic levels, thanks to the use of technology and virtual supplemental materials. The notion of blended teaching has shown to be beneficial in reaching this objective as the teachers attempt to provide a positive, meaningful learning environment for special education students with learning difficulties. A blended learning setting gives special needs children double advantage: a facilitator from whom they can learn and ask for help, as well as the benefits of virtual resources. Blended learning requires students to take accountability and charge for their learning and also giving opportunities for study. General education teachers can use blended learning to strengthen reading, math, and language abilities in their learning-disabled students by combining computer-based supplemental activities (Vizcaya-Moreno and Perez-Canaveras Rosa n.d.). Inclusive classrooms require instructors to possess a high level of organization, consistency, and positive reinforcement. It is essential for teachers to consistently implement the social expectations established for the classroom. Effective classroom management strategies involve transforming teachers’ disapproval into approval, employing selective overlooking, emphasizing structure and routine, and empowering students to take control of their own learning (Schwieger and Ladwig 2018).

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As a result, blended education has the ability to bridge the gap between the teacher’s physical presence and the advantages of virtual events by enhancing learning achievements, student happiness, and student connection to the instructor (Sharma 2019). The purpose of blended education, also known as hybrid education, is to educate student’s cognitive independence, make education useful through current technology, and ensure the classroom’s long-term viability. The benefits of blended learning are visible in student outcomes as a result of this coherent interaction. Students with special needs benefit from a personal meeting with both the teacher and their peers in the blended classroom, as well as individual support with virtual reinforcement within the classroom. Furthermore, special needs children are motivated to discuss their problems with other learning-challenged classmates, enhancing their physical, mental, and virtual sense of community. In all classroom modes, a blended environment allows students to participate in collaborative group tasks and open communication (Vitelar 2013). All parties involved in this type of instruction must communicate and collaborate effectively: students, parents, education instructors, and special education support staff. The urge to involve parents further supports the special needs student’s goals, is a corollary impact of the blended learning environment. Parents play a key role in student achievement by assisting the teacher in building the blended curriculum and completing online tasks at home.

9.7

How to Become More Inclusive?

Generation Z has never experienced a time when computers and cell phones were not available. Because they have effortlessly integrated technology into their lives and have used it since childhood, it is almost as if it is the oxygen they breathe, pervading practically every aspect of their lifestyle and relationships. iGen creates and consumes their own media (Vitelar 2013). They have easy and free access to tech tools to create content. Social media plays an important role in their lives (Sanjeev 2006). Technology-enabled classrooms will support freedom of expression and inclusivity without fear of ridicule or exclusion/discrimination. Curriculum for different styles of inclusive learning will be constructivist, inquiry-based, reflective, collaborative, and integrative (Save the Children 2006). Moreover, we need to accept that students with special needs learn differently but at the same time, their cognition is same as other learners. They require a curriculum that is adaptable enough to allow schools to localize, indigenize, and improve value in accordance with their educational and social contexts (Shah et al. 2014). The trajectory of the educational path should be such that at the elementary level, Character Education should be focused at, as it helps in improving an individual’s ability to make ethical and moral decisions and take actions. At the secondary level, curriculum should be focused on ethics and career guidance covering concepts of moral values, career choices, and responsibility (UNESCO 1994).

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Inclusive Education in India: Its challenges The total disabled individuals in India are enormous, their difficulties are complex, means are limited, and social attitudes are harmful. The path to inclusive education is lengthy and winding, with many challenges and possibilities along the way. India is a multilingual, multicultural, and multireligious country, with socioeconomic and caste divisions. With a population of 1,210 million people, India is the world’s second most populous country. It has 17% of the world’s population as well as 20% of the world’s unschooled children (UNICEF 2007). As schools accommodate kids with more diverse origins and skills, the primary goal has grown more difficult. The number of individuals with disabilities in India is estimated to be 26 million, or around 2.1% of the overall population, according to official figures as per the Census by Indian Government (Government of India 2011). However, over 30 million children in India are disabled in some way. This was reported by UNICEF on the Status of Disability in India (2000), approximately10% of the world’s population has a disability, with the majority of these people living in underdeveloped countries. However, in India, 75% of people with disabilities reside in rural regions. Since the time, India became Independent, our government has enacted a number of policies concerning special education. In typical classrooms, there may be numerous obstacles to educating students with impairments. These difficulties could be caused by a lack of proper resources, corrupt teacher, community attitudes, normal peers and their parents. Though Indian government has adopted policies that are inclusive of individuals with disabilities, yet their implementation efforts have not resulted in an inclusive educational system (Ha et al. 2019). If instructors and parents both have negative attitudes and behavior then this can have significant obstacles in relation to the ability of impaired children. Another significant issue is that disabled persons continue to be denied equitable access to mainstream education. In our country, because of its huge population, large class sizes act as a major obstacle to the execution of inclusive education. Das et al. (2013) investigated the existing competence levels of regular primary and secondary school instructors in Delhi, India, to teach children with disabilities in inclusive education setup. They discovered that over 70% of regular school teachers lacked special education training and had no prior experience teaching students with disabilities. Furthermore, 87% of instructors reported that they did not have facilities to support resources in the classrooms (Center for Online Learning and Students with Disabilities 2016). As per the Sixth All India Educational Survey (NCERT 1998), special needs education is required for almost 20 million of India’s 200 million school-aged children (6–14 years). The fact is that the national average for gross school enrollment is over 90%, and only around 5% of children with disabilities attend school. For children with impairments, peer acceptance is a much larger difficulty. Children with disabilities are frequently mocked and tormented by their peers who are not impaired. A considerable number of disabled children live in families with incomes that are much below the poverty line.

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The majority of school professionals in India are unprepared to create and execute educational programs in traditional schools for children with impairments. The majority of teacher education programs in India do not contain a disability studies component. Most of schools in India are dilapidated, and only a few are prepared to meet the unique needs of impaired students. It’s also worth noting that obtaining and resourcing assistive devices presents obstacles. Despite several initiatives in India to promote inclusive education, over 94% of children with disabilities were denied access to educational programs. Over and beyond some of the obstacles that India faces in common with other developing countries, there are several unique characteristics that will make educational reform extremely difficult to execute. The Indian government’s commitment to Universalization of Elementary Education (UEE) would not be fully realized unless the unique educational requirements of physically and mentally challenged children are met. Although inclusion is becoming a term in education, there are still many misconceptions about it (Chen 2010).

9.8

Few Methods to Implement Inclusive Education

Inclusive education encourages impaired children to take pleasure in their work since they feel as if they have done something. Albert Einstein had a learning disability, but he nonetheless succeeded in becoming the paramount thinker of the twentieth century. Educating children with disabilities with their non-disabled peers is one of the best ways to provide education to the Indian community. The Indian government must repair the gaps in its educational system in order to build a strong system of inclusive education. As a result, the following initiatives have been made in India to improve Inclusive Education implementation (Herold 2016). The Right to Education (RTE) should be extended to all Indian citizens. The necessity of a broader idea of inclusive education that serves the various needs of all learners should be recognized by state and federal governments, and by other social actors. In all schools and across the Indian educational system, a policy of inclusiveness must be implemented (NCF 2005). Schools must transform into centers that educate children for life, ensuring that all children, particularly differently abled children from marginalized communities and children in challenging situations, benefit from this vital area of education to the fullest extent possible. Because the purpose of rural special education programs is to integrate disabled persons into their own environment and community, teacher preparation for these programs should be distinct. The system of inclusive education should be adaptive. Its adaptability must be reflected in the approaches and resources used to ensure that these children have the greatest possible access to the regular curriculum.

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To satisfy the needs of children with special educational needs, a school-based support team should design solutions for the entire school. This organization should also serve as a resource for teachers who are having difficulties with their students. The school is in charge of assisting children in learning alongside their usually developing peers. An inclusive school must be able to adapt its educational structures, procedures, and approaches to meet the needs of all students, especially those who confront the greatest challenges in obtaining their right to education. Parents have the right to be involved in decisions that impact their children. In the educational process, they should be considered collaborators. Parents have been shown to be extremely valuable resources for teachers and schools that work together. Bringing exceptional children into the mainstream necessitates preparations on the part of schools. It is necessary to alter transportation services so that these children can move around with relative ease. In service areas such as restrooms, ramps and wheelchair access should be built into the design. Medical and educational assessments, books and stationery, uniforms, transportation allowance, reader allowance, and stipend for girls, support services, assistive devices, boarding and lodging facilities, therapeutic services, teaching– learning materials, and so on should all be provided in accordance with the needs of the students. Differently abled children must be treated equally to other children, and their gifts and abilities should be recognized for their self-esteem and for the welfare of society, rather than being looked at with sympathy. Required school supplies, such as audio learning or Braille textbooks, should be available. It may be necessary to make appropriate changes to the examination system in order to eliminate pure mathematical and logical judgments. Teachers’ attitudes toward inclusive education can be formed and grown within the context of a school system that can create special circumstances for outstanding practice in this area. Families with children who are not disabled should form relationships with families who have children who are disabled and be able to assist them. To successfully teach children with disabilities, 2–3-week in-service training programs for general and special educators in all disabilities and specific areas of disability should be organized. Teachers must attend seminars to learn how to adapt to the demands of children with special needs at schools that are committed to accepting them. To face the challenges of changing trends in special education, teacher preparation should involve periodic evaluation of training programs and ongoing upgrading. Inclusion should not be just the duty of the class’s instructor. Everyone should be a part of the process and have a stake in the outcome. Teachers should get continual and consistent training. Its main focus should be on behavioral transformation.

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In terms of knowledge of inclusion and its principles, curriculum reform should be carried out in parallel with competent teacher training. The curriculum for each of the following programs should be carefully crafted by an experienced panel of special educators (McCown 2014).

9.9

Role of Teacher in Blended Learning

In light of the current situation, virtual learning provides an appropriate style of teaching and learning, as well as an opportunity for teachers to positively touch the lives of a large number of school children during these trying times. However, the question that emerges is, “Can Technology Replace Physical Teaching in an Optimal Way?” A teacher is not just a knowledge facilitator, but also a mentor, a guide, a friend, and a role model for his or her students. Teachers as mentors are educated to address various emotional challenges that students confront, whether on an online interactive platform or in a real classroom. In a physical classroom, a teacher provides personalized feedback and guidance to students based on her or his years of experience. A teacher recognizes the necessity of instilling fundamental human principles. A young child needs to know and grasp the importance of core values in life, which teachers may instill in them through value education, allowing them to grow into socially responsible citizens. Teachers support students in their decision-making and journey. Although technology has no physical limitations, teachers and educators play an equally significant and critical role in guiding and directing students to the appropriate resources and monitoring their progress (Kumar et al. 2021). Blended learning, in our opinion, is the way forward in the education sector. Technology does play an important role in improving the teaching–learning process, and it is here to stay and change education as an inherent component of it. However, extracurricular activities, one-on-one communication, experiential learning, and school activities with instructors as mentors will continue to be an important element of a child’s education. In this context, Bill Gates has rightly said, “Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is the most important” (Cardona 1997). In the Blended Learning classroom, the teacher takes on the following roles A teacher must encourage students and recognize their accomplishments as a coach and tutor. During student conference time, he also works with them one-on-one. Facilitator of deep learning, discussion, and collaboration—Students require assistance in determining how to make collaborative possibilities work as well as training in the use of online collaboration technologies. Designer of problem-based learning opportunities—For example, teachers urge students to come up with their own research ideas.

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An educational decision-making tool based on student data. While technology facilitates the collection and analysis of real-time feedback and scores, only a teacher can determine the appropriate next steps for the class and each student (Garrison and Vaughan 2008). Cooperative grouping coordinator—Using discussion forums or blogs for group work opportunities could be an example. Teachers select and assign a variety of materials for students to use in a mixed learning environment, both traditional and online, and can personalize learning levels for each student. Evaluator—Teachers assess students and provide constructive criticism (Garrison and Vaughan 2008).

9.10

Perquisites of Blended Teaching for a Teacher

Technology can also provide teachers with critical information that allows them to better understand students’ particular requirements in order to support and deepen their learning. When teachers effectively use technology, they gain the ability to become even more knowledgeable in the subjects they teach. In a mixed-learning classroom, technology is used to teach students facts and concepts, but teachers are responsible for deep learning—true knowledge of the subjects. Rather than playing the traditional duties of delivering content and evaluating papers, blended learning classroom teachers must. Be open to learning The teacher in a blended learning program should be prepared to: • Access, analyze, and aggregate data. • For each individual student, groups of students, and the entire class, use data as an integral component of the planning process. • Use benchmark exams and other evaluations to guide instruction at various levels (individual, group, class). Many blended learning programs require teachers to take an online class as part of their mandated professional development to help them master their new duties and grasp online learning. A “conventional” teacher can obtain the data-analysis abilities desired to learn the most out of the blended learning paradigm with the right professional development (Vitelar 2013). Be willing to try new teaching methods In order to teach various courses, the blended learning teacher should possess a broad range of content knowledge. They should focus on academic intervention and enrichment. Differentiate education based on student needs (as determined by data).

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Be Front-runners Teachers should model learning and show students how to discover knowledge and answers (or ask the proper questions) in a mixed learning environment. They should also be able to handle project-based learning activities. Develop techniques to keep pupils focused, interested, and motivated. Students must learn to reason, integrate information, and demonstrate understanding through application, while the teacher must interpret and evaluate data (Vizcaya-Moreno and Perez-Canaveras Rosa n.d.).

9.11

Challenges for Blended Instruction Implementation

Although special education teachers recognize the benefits of online reinforcement and blended learning, there are challenges in adopting the supplemental programs. Many special education teachers are not being taught on effective blended instructional models or equipped with the skills necessary to apply blended learning in their classrooms, according to the Center for Online Learning and Students with Disabilities (2016). As a result, they lack experience with models that will benefit students with special needs. Furthermore, schools in the United States spend more than $3 billion per year on digital content and technological tools, yet teachers are not completely adopting the technology or maximizing the resources. This is partly due to teachers who want to stick to their tried-and-true methods and are resistant to new, creative technology. To further increase these possibilities in special education, training opportunities for teachers working in special education and blended instruction are required. One of the most significant challenges in incorporating technology is students with special needs’ lack of computer skills and general technological understanding. Furthermore, because classroom time is given to curricular standards and the learning needs of a range of kids, teachers struggle to integrate successful virtual opportunities into a regular classroom day. In a study, it was found that the students lacked the digital literacy skills needed to complete online reading strategies successfully. Technical difficulties are often a source of concern. When considering the challenges of adopting technology and online learning, McCown (2014) noted, “One third of the students in one university’s blended learning initiative reported technical problems.” Technology research confirms the need for more training and resources at all levels of school to ensure success in supplemental possibilities.

9.12

Case Study

Author Ms. Khanna had been teaching middle school for 6 years before joining higher education. Over the years, she has facilitated students with special needs. In the year 2009, she had two students, one with Dyslexia and one girl child with slow motor coordination due to heavy sedative medication she was being

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administered for a neurological condition. Both students had diverse needs. Ms. Khanna wanted to be much more involved in educating these students and finding ways they can take part more fully in her classroom. She first involved all the stakeholders before designing the content and pedagogy for these students at the start of the school year. First and foremost, role is played by the parents in the initial stage where acceptance of the fact that their child is unique and has special learning needs. School authorities also need to be communicated and informed if special sanctions are required to make alterations to common curriculum. Ms. Khanna had her primary meeting with parents and school Principal communicating the needs and support required. It’s important for people around the students to understand that there is nothing wrong with the child, it’s just that they learn differently. Being the homeroom teacher, Ms. Khanna engaged and involved other subject teachers in designing the learning activities of her class. She hosted a weekly meeting with her colleagues to share her strategies and to seek feedback of her colleagues. After initial inertia was overcome with resolute and intervention of the school, principal cooperation led to collaboration. Ms. Khanna included more audio–video lessons, which were welcomed not only by two students with special needs but also by all. Media-based assignments helped the dyslexic child to overcome the phobia of writing as he was allowed to record his assignments under parental guidance. Attention span of slow learner improved. Teachers provided worksheets to help students with special needs. Using videos with close captions which were bold and has large font helped easy viewing for students wearing glasses. Initially, facilitator kept the volume of audio played lower to not disturb neighboring classes but soon the authorities helped by providing the only AV room for 3 hours to the class for 4 days a week. Weekly meeting with parents supported the initiative and individual learning plan for the student was shared with parents as they carried the learning forward at home. The parent also introduced Ms. Khanna to the counsellor who helped in providing better learning tools and strategies. Structured and clearly designed learning activities provided outcomes. It required little effort from the teachers to align their pre-defined learning outcomes to new requirements. Clear instructions and continuous communication helped students to follow the curriculum. A well-structured and inclusive environment, characterized by acceptance and encouragement, along with lessons supported by audio-video content, and the flexibility to submit homework in written or recorded audio-video format, played a crucial role in creating a less chaotic atmosphere and supporting student success. Keeping a close track of medical history of her student helped parents also as they were less anxious about their girl being alone in school. Continuous assessments which were customized for students with special needs helped to track progress. Peers were engaged to support their friends. Both the students were made part of buddy groups where buddies supported their group members in keeping up with learning activities. Beautiful friendships flourished. Buddies slipped their notebooks in their friends’ bags so that mothers can note the incomplete tasks. Dyslexic student who was considered troublesome was the most

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loved friend in no time. Role plays, music, and co-curricular activities also helped to make the buddy groups more collaborative. Music helped our slow learner to retain better. She sang lessons as lyrics to retain. Drawing pictures and creating visual maps to note down class learnings encouraged both the students with special needs to turn assignments in time. Giving alternative mediums to express rather than just writing and reading helped boost the confidence of all the students. Ms. Khanna ensured that parents were connected with all subject teachers, and there is continuous communication using telephony.15 min was set aside each parent–teacher meeting for a collaborative meeting to discuss the progress and challenges. Parents of other students volunteered to be part of these 15 min as they reported that their kids are happier and engaged with new project happening in class. They specifically appreciated the story-telling as the medium of instruction for science class as our Dyslexic student was the chief astronaut who led the entire group for a space expedition to all planets. History class was more engaging as all of them were archaeologists who went to dug history in assembled shoe boxes. Indus Valley’s city planning was more vivid through a virtual tour on BBC’s educational site. Movies like Ice Age helped to understand tectonic plate shift, climate change and migration of life species. Mathematics teacher also collaborated with parents by giving parents the references to various YouTube videos and exercises freely available on internet. The project continued for 3 years where Ms. Khanna was promoted each year to next class with her students. With time the need to create customized learning plan started diminishing as the students were more confident, accepted, and supported.

9.13

Conclusion and Future Scope

Integrative and collaborative learning through blending technology in our educational system, processes and pedagogy could support achieving inclusion. Same technology can help in developing and equipping teachers with ways and means to create an inclusive environment. Reimagining ways of delivering and engaging with content to achieve the learning outcomes via student-centric modes can support the dreams of equity, inclusion and empowerment through education. It is critical to use an inclusive strategy in order to create a more inclusive society. In doing so, commonly held beliefs need to be challenged and a new set of core assumptions has to be developed. Inclusion is more than just a means of educating disabled kids. It emphasizes that each kid is a valued member of society who is capable of participating in that society, regardless of the severity and extent of his or her disability. A good inclusive education permits all students to participate equally or nearly equally in all elements of the classroom. The involvement and cooperation of educators, parents, and community leaders are critical for the establishment of stronger and more inclusive schools in order to face the difficulties. The Indian government is working to enhance its education system by emphasizing an inclusive approach. The difficulties can be overcome by increasing community

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understanding of human rights and publicizing good examples of disabled children and people prospering in inclusive education and, as a result, in life beyond school. We must create an inclusive learning design to make education enjoyable for all children so that education is inviting, learner-friendly, and helpful to them, and they feel a part of it rather than apart from it. As a result, inclusion emerged as a viable solution to the problem of how to better teach these youngsters. The future scope of this research is to explore different technology-based teaching practices that educators might employ in their classrooms to create an inclusive learning environment. Co-teaching, tailored instruction, and peer-mediated instruction and interventions are some of the tools available to serve students with learning difficulties in inclusive classrooms. We must devote more time and energy to professional development in order to contribute to a healthy society.

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Giffard-Lindsay K (2007) Inclusive education in India: interpretation, implementation and issues. Sussex: The Consortium for Educational Access, Transitions and Equity (CREATE). http:// www.create-rpc.org/pdf_documents/PTA15.pdf, http://www.eenet.org.uk/resources/docs/inc lusive_education_indian.php Ha NH, Nayyar A, Nguyen DM, Liu CA (2019) Enhancing students’ soft skills by implementing CDIO-based integration teaching mode. In: The 15th international CDIO conference, p 569 Herold B (2016) Technology in education: an overview. Educ Week Hicks-Monroe S (2011) A review of research on the educational benefits of the inclusive model of education for special education students. J Am Acad Spec Educ Prof, 61–69 König J, Jäger-Biela DJ, Glutsch N (2020) Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. Eur J Teach Educ 43(4):608–622. https://doi.org/10.1080/02619768.2020.1809650 Kumar A, Krishnamurthi R, Bhatia S, Kaushik K, Ahuja NJ, Nayyar A, Masud M (2021) Blended learning tools and practices: a comprehensive survey. IEEE Access McCown L (2014) Blended courses: the best of online and traditional formats. Clin Lab Sci 23(4):205–211 Means B, Peters V (2021) How people Learn I & II MHRD (2005) Action plan for inclusive education of children and youth with disabilities. http:// www.education.nic.in Ministry of Human Resource Development. National Policy on Education (PoA-1992). Government of India, New Delhi Muralidharan K, Singh A, Ganimian AJ (2019) Disrupting education? Experimental evidence on technology-aided instruction in India. Am Econ Rev 109(4):1426–1460. https://doi.org/10. 1257/aer.20171112 NCERT (2006) Including children and youth with disabilities in education, a guide for practitioners. Department of Education of Groups with Special Needs. National Council of Educational Research and Training, New Delhi. http://ncert.nic.in OECD iLibrary | Beyond Academic Learning: First Results from the Survey of Social and Emotional Skills (n.d.). https://www.oecd-ilibrary.org/education/beyond-academic-learning_92a 11084-en?utm_source=Adestra&utm_medium=email&utm_content=Learnmoreabouttheresu ltshere&utm_campaign=OECDEducation%26SkillsNewsletter%3ASeptember2021&utm_ter m=edu Pandey Y (2006) From special education to inclusive education: an analysis of Indian Policy Polirstok S (2015) Classroom management strategies for inclusive classrooms. Creat Educ 06(10):927–933. https://doi.org/10.4236/ce.2015.610094 NCF (2005) National curriculum framework. NCERT, New Delhi, pp 79–89 Puthenpurakal D (2014) Discovering generation Z: who are they and what do they want? Rasmitadila W, Prasetyo T, Rachmadtullah R, Samsudin A (2019) The instructional strategy in inclusive classroom: in inclusive teachers’ opinion. Int J Sci Technol Res 8(8):1753–1757 Rivera JH (2017) The blended learning environment: a viable alternative for special needs students. J Educ Train Stud 5(2):79. https://doi.org/10.11114/jets.v5i2.2125 Sanjeev K (2006) Inclusive education: a hope for children with special needs. www.bihartimes. com Save the Children (2006) Inclusive education: a policy statement. http://www.eenet.org.uk/key_iss ues/policy/SC%20UK%20IE%20policy%20English.pdf Schwieger D, Ladwig C (2018) Reaching and retaining the next generation: adapting to the expectations of Gen Z in the classroom. Inf Syst Educ J 16(3):45–54 Shah R, Das AK, Desai IP, Tiwari A (2014) Teachers’ concerns about inclusive education in Ahmedabad, India. J Res Spec Educ Needs. https://doi.org/10.1111/1471-3802.12054 Sharma M (2019) The changing role of teacher in blended learning 5(8):325–327 Singh AP, Dangmei J (2016) Understanding the generation Z: the future workforce. South-Asian J Multidiscip Stud Singh D (2016) Inclusive education in India—Concept, need and challenges. Sch Res J Human Sci English Lang 3(January 2016):3222–3232

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Starcic AI (2010) Educational technology for the inclusive classroom. Turkish Online J Educ Technol 9(3):26–37 tools (n.d.) UNESCO (1994) Salamanca statement. United Nations Educational, Scientific, Cultural Organization. http://portal.unesco.org/education/en/ev.php-URL_ID=10379&URL_DO=DO_TOPIC& URL_SECTION=201.html UNICEF (2007) Promoting the rights of children with disabilities. Innocenti Research Centre. http://www.unicef-irc.org/publications/pdf/digest13-disability.pdf, http://www.edweek.org/ew/ issues/technology-in-education/ Vitelar A (2013) Like me: generation Z and the use of social media for personal branding. Manag Dyn Knowl Econ 7(2):257–268. https://doi.org/10.25019/mdke/7.2.07 Vizcaya-Moreno MF, Perez-Canaveras Rosa M (n.d.) Social media used and teaching methods Preferred by generation Z students

Maintaining Performance and QoS of Software Tools for Remote Teaching Environment

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S. Gayathri Devi, S. Manjula Gandhi, C. Sathya, S. Chandia, and K. H. Vani

Abstract

The use of new technology to distribute education has been enhanced as a result of Covid-19. Institutions of higher learning have loosened to blended learning. They qualified teachers and students to become more tech-savvy. Remote teaching, webinars, virtual classrooms, teleconferencing, automated tests, and evaluations have all become commonplace. Moving instruction remotely can give teachers and students the freedom to teach and learn anywhere, at any time, but the rate at which this transition is anticipated is unparalleled and staggering. Emergency remote teaching (ERT) is a temporary transfer in instructional delivery to a substitute transport model due to crises, as opposed to interactions that are prepared from the start and configured to be remote. It entails the use of fully remote teaching solutions for education or instruction. Nobody believes that this is the only way to provide remote education. The advancement of high-quality remote education would not be part of the pandemic’s victory. This chapter investigates the efficiency, maintenance, and quality of service of software tools used in a remote- teaching environment. Since Remote Teaching tools rely on Internet connections, the quality of those connections (speed, latency) can affect S. Gayathri Devi (B) · S. Manjula Gandhi · C. Sathya · S. Chandia · K. H. Vani Coimbatore Institute of Technology, Coimbatore, Tamil Nadu, India e-mail: [email protected] S. Manjula Gandhi e-mail: [email protected] C. Sathya e-mail: [email protected] S. Chandia e-mail: [email protected] K. H. Vani e-mail: [email protected] © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023 N. J. Ahuja et al. (eds.), Sustainable Blended Learning in STEM Education for Students with Additional Needs, Contributions to Environmental Sciences & Innovative Business Technology, https://doi.org/10.1007/978-981-99-3497-3_10

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how students interact with learning tools. Since these tools depend on Internet connections, the qualities of such connections (speed, latency) can affect how students interact with them. Quality of Experience (QoE) is another quantification tool of this remote teaching service. Crowdsignal, GoSoapBox, and Poll Everywhere are tools to keep track of the progress of learners which may be used for QoE. This article starts with the analysis of remote teaching and also lists the various tools used in remote learning and teaching. This work points to the challenges and issues in remote/blended learning and teaching. It suggests the measurements to improve the quality of software tools used in remote teaching. In addition, a case study on the feedback of students about remote teaching and learning is included. Finally, the chapter concludes the finding of the study and future enhancements needed in remote teaching. Keywords

Traditional teaching • Remote teaching • Quality of service • Software tools E-learning and issues and challenges in remote teaching and learning

10.1

•

Introduction

The Indian education tool is generally based on regular and traditional classroom methods with limited scope for a remote mode of teaching (Dent and Koenka 2015). The largest disruption has been created in education tools due to Covid-19 which in turn forced schools, colleges, and universities to shut down face-to-face teaching. The continuity in remote education has become a panacea for this sudden global pandemic and also the situation challenges both educators and learners. Covid-19 pandemic led the education tool to pave the way for introducing remote teaching and assessments. The classroom should be exciting and vibrant (Advances in Intelligent Systems and Computing). This tremendous transition from traditional one-to-one learning to technology enhanced new e-earning will be a completely new and different experience for teachers and students. Learning is an ongoing process that never ends, but at the same time, remote teaching is unlike teaching in the classroom. Remote Teaching is the latest and most widespread form of education in the current Covid-19 situation (Singh et al. 2021). It allows for delivering content or data in ways that are more highly active than lectures and the trends only increasing. It has been one of the main research lines of Educational Technology in the pandemic days. Many virtual platforms have been launched by the UGC and MHRD with ebooks, remote materials, and educational channels through television and radios for the students to have uninterrupted learning during this pandemic (Wang and Bai 2016). It should be maintained that access or use of digital technology alone is not merely the digital divide, but also the contribution of gaining benefits by integrating digital technology into social practices should also be considered (Saba 2012). To make education successful, various distance learning sites and educational applications are free and selected by students and teachers (Beyond income,

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Fig. 10.1 Key elements of traditional teaching

beyond averages 2019). These digital transformations allow teachers to prepare and upload e-materials for the curriculum, take remote classes according to schedule, assign tasks, and evaluate student performance (Mishra et al. 2020).

10.1.1 Traditional Teaching The traditional teaching method is a teacher who guides students to study through practical and presentation methods and their critical thinking, solution for real-time problems, and complex decision-making skills. Old-fashioned learning is done to learn new research and visual learning functions from a different perspective. It can be used in a variety of ways. The teacher may be a member of a group. Another way a teacher might impose a moral is by having students work in groups. Collaborating helps students to communicate with one another and listen to all points of view on a topic or task, for example. Figure 10.1 depicts the key elements of traditional teaching.

10.1.2 Distance/Remote Teaching The transmission of educational content from teacher to student is required with social distancing and less crowd and hence comes the role of remote teaching (Mathivanan et al. 2021). In remote teaching, students attend the teaching session through technology tools such as virtual assessments, discussion panels, video conferencing, and classroom. It’s an Internet-based attempt to recreate a face-to-face classroom. Students who are unfamiliar with online education are also involved in distance education. Lots of improvements should be done to the remote teaching system, teachers, and technical support (Endler et al. 2012). Byju’s market for example made e-learning easy through audio, visualized, and animated videos

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Fig. 10.2 Key factors in remote teaching

(Tripathy and Devarapalli 2020). Numerous teachers see their students using video conferencing systems like Zoom or Google Meet, additionally; commands take place in remote classrooms like Google Classroom. Remote education is characterized by a lack of interaction with coaches and presents a particular set of issues. Some pupils may find learning a subject tough and require additional time to comprehend. Figure 10.2 depicts the factors involved in remote teaching.

10.1.2.1 Advantages of Online Learning and Teaching Remote teaching has been highly popular in recent years, with more and more universities and organizations, such as IBM, Microsoft, and IIT, offering courses remotely. However, despite the popularity of remote tutoring, a large number of people actively avoid it, owing to a variety of misconceptions. The advantage of asynchronous learning should be taken up by schools and colleges to ramp up the capacity to teach remotely (Darling-Hammond et al. 2017). For some, distance training is the best option, for others; Classroom training is the best way. Distance teaching meets the needs of students learning in the current Covid-19 scenario and the growing student population in a fast-growing world cannot follow the traditional learning method. This situation presents the greatest potential for inequalities surrounding education and technology. In some situations, students cannot find a particular class at their chosen institution, and also those who work

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or do research can study after the work. The followings are the merits of the online teaching and learning process: • The convenience of learner and teacher: Anywhere anyone can access at any time course material, assignments through the Internet. Minimum requirements on remote teaching are computers with an Internet connection, so minimize physical resources for both teacher and students like accommodation, parking, travel expenses, etc. • Innovation: Increased different types of creativity, activity, and interactions in remote teaching. • Remote grading and maintaining: Ability to record and documentation, grading remotely and managing forever. It can be maintained all in digital and tooltip.

10.1.3 Comparative Analysis of Traditional and Remote Teaching Learners must own smart gadgets to acquire remote instruction in remote teaching. Learners require consistent contact with their email, hardware, and gadgets such as a webcam and headphones. Remote teaching can make the teaching–learning process more flexible and innovative (Green et al. 2020). At the same time, traditional education doesn’t need such digital and technical requirements. In remote teaching, the courses are engaged remotely which does not restrict the student to a particular location. In traditional learning, however, pupils must go to an organization for education. Students like to choose on-board online education due to the reason that they felt when they sought employment in the industry; they would require a certain skill that is not provided by their educational institution. In remote, preassigned time slots are assumed to the students at which they have to report daily for getting their education (Barrett et al. 2015) (Table 10.1). Table 10.1 Comparing traditional learning and remote teaching S. no Traditional learning

Remote teaching

1

Traditional learning encompasses only synchronous learning

Both synchronous and asynchronous learning is included in remote teaching

2

Found face-to-face interactions, reactions, go further learning

Relaxation from face-to-face reactions and interactions

3

Involvement in self-discipline in Improves the actuality on their assignments personality development, help to guide the but at the same unhurried to monitor person right direction ability behavior

4

Tests and awards are more efficient than remote teaching

Tests and awards are different from traditional learning, but with help of remote tools

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10.1.4 Challenges in Existing Studies Over Learning and Teaching The key issues facing educational institutions are the provision of appropriate instructional technology and adequate teacher training support. Online learning is a major challenge for students due to their temporary and spatial dispersal (Ebohon et al. 2021). Due to the spatial gap, students will benefit less from this distance education (Lizcano et al. 2019). Many research studies had highlighted the overall barriers to distance learning as an instructional style, but there is no clear knowledge of the challenges that exist in the online components of distance learning. Experience and pleasure influenced students’ acceptance of e-learning (Almaiah et al. 2020; Bordoloi et al. 2021). As a result, a systematic evaluation of the literature was conducted to identify barriers for students, teachers, and educational institutions when it comes to the online component of distance learning. The main challenges students face are self-control issues and difficulties in learning technologies. Most of the problems for teachers revolve around the use of technology in the classroom. In most cases, learning works best when working with other learners (Ammenwerth and Hackl 2017). Screening is therefore important, and if left unchecked it can lead to major depression and mental health problems (Majumdar et al. 2020). Challenges faced by students are listed below. The challenges faced by the students are listed as follows: A. Flexibility This sudden or unexpected change made it impossible for them to adapt to elearning methods. Students who always study in a traditional classroom setting find it difficult to focus on online studies. They must accept the new learning environment with a positive attitude. Artificial intelligence is also now being used in a new learning mode to customize information to suit the needs of an individual student or learner. It helps to develop individualized courses that identify their shortcomings and abilities to enhance learning outcomes. After traditional classroom learning, students find it challenging to adapt to the online learning environment. B. Technology Problems Many learners or students may not have access to the high-speed Internet connection or hardware required for online new learning methods (Ha et al. 2019). As a result, they find it difficult to launch virtual learning and other sites that require an Internet connection. They have technical problems because they are not familiar with technology and computer programs. Some of them are: • The speed of internet connection can affect how quickly they can join the class and avoid missing any live sessions.

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• There’s a chance they’re experiencing poor connectivity. If they’re having trouble downloading information or if they’re seeing blurry videos etc. shows poor internet connection. • Even so, all they need is a high-speed internet connection at their residence. Also, be aware of where they may obtain help with their connection as well as any technical concerns with software and tools for effective learning. C. Digital Expertise In the current scenario of the education environment, the lack of computer education in rural areas is a serious concern. Simple computer applications like Microsoft Word and Power-Point are not yet used by many children. When technical challenges arise, people find it difficult to solve the problem in this situation. They include live classes, the appropriate icon application, Microsoft Office, and communication-related applications, and struggle with websites and browsing research materials, among other things. They may not be familiar with technical skills such as signing in, attending live classes, creating and submitting work, and interacting with teachers and friends who have access to support devices that can help students fix technical issues by phone, email, or live chat. During the problem-solving process, they should pay attention to the instructor. D. Organize your time When it comes to new modern learning, many of the students struggle to manage their time and the interruptions of family members and social media. For many, learning online is a new familiarity and acquaintance that requires a lot of effort and personal interest because no one will keep track of every move like traditional education. New technology has the option of opening multiple windows at once and doing multiple tasks, but this only works at one point and sometimes it distracts and wastes time. They need a time management plan to manage their time effectively but are not able to use it properly. At the same time, unlike traditional classrooms, online learning allows for greater flexibility in planning. However, for some, it is a matter of learning online learning. such as. • Prevent Diversions—Manage to stay or position away from things and other gadgets that can interfere with learning. Countless platforms can entertain and communicate with instructors. To prevent missing live lectures or sessions, make sure they schedule time for breaks and focus on learning according to the schedule. • Make a To-Do List—Daily, the students can make a list of things to do. To improve learning outcomes, try breaking down major activities into smaller ones. To complete each task, refer to this list. Make sure they stick to the list and develop a habit that will help them manage their time effectively.

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• Take Support—To manage their time while online learning, ask their parents, friends, and family for assistance. So that they do not lose out on learning while also getting work done. • Prevent overloading—Do not attempt to complete numerous tasks at once. Complete one task at a time to avoid making their work ineffective and inefficient. E. Self-discipline When students encounter difficulties with online learning, they begin to lose hope. To complete activities and engage students in their studies, motivation is required. For all students, a lack of motivation is a typical issue. The following areas are identified for motivation: • Participate—the students should participate in all activities and learn during the sessions. Make a habit of logging in every day, checking the status, and participating in all sessions and discussions. Make contact with their classmates and teachers to ask questions and share information. • Schedule Learning Time—To learn well, the students must keep to a study schedule. Take a break and then return to learning with the same excitement and desire. • Maintain a Positive Attitude—Maintain a positive attitude toward online learning. Make the most of their time and discover new things to improve their learning outcomes. F. Diversion Learning from the comfort of their home is a wonderful experience. Students can imagine their surroundings as a school campus. However, things at home are like chalk and cheese, where they have a large classroom, parks, playgrounds, restaurants, friends, and teachers to guide and teach. However, with online schooling, they have to manage everything in one place when they are surrounded by parents. Small bits and pieces around the tie can quickly distract them from the comfort of their own home. Students should teach their parents and friends about their online learning schedule so that they are not distracted. Put a ceiling on access to the study area during live sessions and video chats. Teachers take advantage of scheduled breaks. G. Studying Methodologies Understanding learning styles is very important to achieve the best learning results. Communication, audio lessons, visual presentations, and written notes are all options for learning. Follow their learning style and help them get the most out of

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their study. Most students are educated in the traditional classroom setting. Online learning will help them to adapt to different learning methods. Some students can fix these techniques immediately, but what about those who need more time? They have no concentration, cannot understand live classes, and have difficulty creating projects and tasks using know-how technology in these situations. H. Interaction With the new online learning approach, some children are unenthusiastic to interact with their professors and aristocrats. This may be due to lack of interest, lack of technical skills with applications and video calls, or helplessness to communicate through live chats, emails, or text messages. During online learning, students do not have proper communication skills. Teachers do tasks to help students improve their reading and writing skills, but educators are unable to write effectively so that they can understand what their tasks are. I. Virtual Collaboration Students can talk privately with their lecturers through virtual learning sites or phone calls. Their teachers can provide them with more precise help. Teachers can help them with some simple reading materials that are easy to understand. After online lessons, they can spend more time with their lecturers and friends and gain more understanding about the lesson. Teachers can use online classrooms to distribute content to students through reading materials, tasks, contact via email, live chats or messages, and live sessions; Students should not do presentations, recorded films, or lectures. Despite all of these activities, some find themselves engaging in a routine one. See it as a challenge to communicate in person with students who have difficulty understanding concepts. J. Report According to fluctuating research, students rarely return to their assignments to review their suggestions and comments. They may have involved understanding and implementing the online feedback system. They can get feedback from teachers on performance. Teachers can give them personal ideas on how to build and categorize their strengths and weaknesses. In terms of input, they improve the learning method. To strengthen their learning skills, each student needs feedback on their performance during the learning process. They are observed not only during tests and exams but also during each task and project.

10.1.5 Challenges Faced by Teacher Many educators are expected to teach their students from home as education budgets shift online. Because they are used to traditional classroom instruction, most

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teachers are unaware of online learning and its procedures. Changing their teaching approaches can be tough for them at times. Teachers in poor nations face numerous challenges as a result of their lack of knowledge of current technology and how to apply them (Aung and Khaing 2015). Teachers must receive sufficient online training before instructing pupils. Despite all of the advantages of online learning, teachers still confront challenges. Many authors, especially in industrialized countries, are unfamiliar with providing assets such as video, audio, and other technological applications (Lamothe 2010). Every problem, as the saying goes, has a solution. As a result, we’ll not only identify the roadblocks but also design solutions to overcome them. Some of their challenges are listed below. The following points enlists the challenges faced by the teachers: A. Making students interested As students migrate away from traditional classrooms and toward online learning, teachers are finding it difficult to transition to a new learning environment. If they teach online, students may not be affected or engaged for long periods. They are easily distracted and lose concentration during live sessions. Teachers must recognize that online learning provides a wealth of resources and engaging venues for students to engage in learning. Include those tools, as well as a variety of learning approaches, in your plan. Podcasts, videos (teaching channel, own videos, live courses), debates, different sorts of text (articles and blogs), and a variety of evaluation methods are just a few examples (tests, quizzes, assignments, and projects). For better learning outcomes, engage in learning activities and collaborate with others. B. Commitment of Time Teachers may not realize how much time it takes if they think about the course matter in person. Teachers do not have enough time because they are swamped with academic and non-academic tasks (Klopfer and Sheldon 2010). Converting those learnings into a successful online format remains a difficulty. Teachers should be given some time to prepare curriculum for their pupils as well as delivery approaches. Teachers are unable to deliver timely and appropriate content. Teachers spend more time teaching online than in person, according to the survey. Students may be assigned more work if they miss their deadlines for completing assignments or projects. To develop a connection with kids, use a kind tone when communicating with them. In the learning management system, they can set reminders for assignments and projects. One week before the submission deadline, send it to their students. C. Interaction The easier it is to communicate with students, the more detailed the syllabus is. Teachers are sometimes not given enough time to prepare coursework for their

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students. Some pupils avoid communicating with teachers while learning online. Because online teaching is similar to speaking without using body language, students may misunderstand, resulting in poor performance. Students may request an extension for their work or make any other justification for the delay. When students request that they be excused from meeting their deadlines, give them some leeway. They must appreciate the importance of maintaining contact with kids and comprehend the kind of activities that will help to achieve their aim. Conduct discussions for specific topics that will allow students to overcome problems and learn more efficiently. Also, allowing students to debate practical concerns to lessen irritation, improve problem-solving skills, and deal with technological issues. They should give pupils a platform via which they may communicate and collaborate with their classmates. D. Evaluation For both students and teachers, assessment is the most crucial aspect of online learning. It can also be stressful for students. As a result, anytime assignments or projects are due, teachers may be bombarded with queries from students. As a result of the lack of communication between students and teachers, expectations for student achievement vary. At times, students are likely to have less homework, fewer assignments, or no exams. This can make assessment difficult for teachers. They must be aware of the kind of inquiries that students may pose and develop FAQs for the most typical ones. They should give appropriate assignments and administer examinations regularly. This will assist to evaluate their performance (Huybers 2013; Clarke-Midura et al. 2011). E. Comment Every student requires feedback on their work to improve. It is challenging for teachers to provide customized feedback to all students. Occasionally, only a few kids gain from it, while others do not. Because kids do not receive adequate feedback, they do poorly. Teachers struggle to develop effective ways to provide feedback to all students. They should realize how critical it is to provide pupils with feedback for them to grow and improve. Make sure that each student receives tailored instruction so that they can improve their learning ability. F. Systems for Managing Learning Teachers have a difficult time communicating their content to students, especially when it comes to assignments and exams. Students have had trouble recognizing the level of difficulty in terms of course content. According to teachers, online learning fails to provide the incident possibilities that occur in face-to-face conversation. They should be familiar with a robust learning management system as well as web technologies that can aid their teaching (Davidson-Shivers et al. 2018). Consider and benefit from the training and workshops they received during their

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teacher’s education. Use the techniques for effective teaching and management. They might also approach other professors who are aware of the situation. G. Methods of Instruction We know that most teachers employ traditional classroom-style teaching approaches, such as using only a blackboard and books to educate. It becomes more challenging for them to adopt new virtual and technology-based education approaches. The most important thing is to become accustomed to working in a virtual classroom. Learn about several tools that make teaching and assessment straightforward. Many teaching approaches, such as conducting various activities, model making, debates, group activities, virtual tours, group discussions, role play, and so on, can be developed to boost their learning. Quality of instruction and expectation has a high impact on the satisfaction of the students (Goodyear and Dimitriadis 2013; Oliver 1980). H. Fear of Being Cheated On Teachers may be concerned that online learning could lead to cheating. They believe that students can cheat on tests and assignments to boost their grades. There are some effective ways to improve the reliability of online learning. Students should be able to take tests whenever it is convenient for them. Don’t force kids to undertake chores or take exams if they aren’t ready. I. Lack of Technical Support Many teachers face technical challenges, which can be stressful. They are helpless if a technical problem happens during a live session or when conversing with pupils. Teachers should contact technical support if they are experiencing any difficulties that are keeping them from learning. Make sure your computer is up to date with programs and applications that will help you learn more effectively when used in conjunction with a high-speed Internet connection. J. Content of the Course The material of the course was designed with traditional classrooms in mind. Changes to online learning, on the other hand, involve course reorganization, which might take a long time and effort. To obtain better learning results, it would have been more successful if it had started much earlier. These courses work well in traditional classrooms but fall flat when given online in most cases. It happens when there aren’t any online content-related activities available. Teachers must be knowledgeable about the course material and how to incorporate it into their online courses. Make some adjustments to the activities and tasks for a better understanding.

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This study aims to exhibit the performance and QoS of existing online teaching and learning software tools and also to suggest some ways for improving their performance. Organization of Chapter The rest of the chapter is organized as follows. Section 10.2 explains the software tools for distance/remote theory and practical learning and teaching. Section 10.3 describes the challenges and issues in remote/blended learning and teaching. Section 10.4 suggests the future expectation from learning and teaching tools. Section 10.5 explains the case study about the remote education system in CIT. Section 10.6 discusses the findings from this study. Finally, Sect. 10.7 concludes the chapter with future scope.

10.2

Software Tools for Distance/Remote Theory and Practical Learning and Teaching

The learners are classified into two groups, one group with a fixed mindset and the other with a growth mindset. The former case is very difficult to adapt and adjust to, with the other group adapting to the new learning environment. Faculty members should be properly trained in the use of remote teaching management tools, leading to effective teaching and evaluation strategies. All employees should be given proper technical support for the online teaching system.

10.2.1 Tools for Video-Conferencing-Based Interaction, Learning, and Teaching Most popular social media tools such as YouTube live, Facebook lives, etc., (Chiou 2020) and also supported students in their learning. The most popular digital initiatives in higher education by UGC and MHRD are listed below (Lara et al. 2019; Singh and Quraishi 2021): A. SWAYAM SWAYAM (Study Webs of Active-Learning for Young Aspiring Minds) Platform creation and design following MHRD’s OM No. 8-26/2014-TEL (Pt.) dated March 21, 2016 for hosting Massive Open Online Courses (MOOCs) by combining academics and technology. SWAYAM MOOCs is the World’s Largest Online Free E-Learning Platform Portal, including School/Vocational, Under-Graduate, PostGraduate, Engineering, and Other Professional Courses to satisfy the three cardinal objectives of Education Policy, namely, Access, Equity, and Quality. Figure 10.3 shows the home page of the Swayam portal. SWAYAM provides MOOC learning resources in a variety of formats and structures (Gopal et al. 2021). SWAYAM has four elements or quadrants for learning

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Fig. 10.3 The home screen of the Swayam portal

such as e-Tutorial, e-Content, discussion forums, and assessment. SWAYAM’s courses have all been approved by the Indian government. All of the courses are recognized throughout the country, and the UGC published “Credit Framework for Online Learning Courses through SWAYAM” Regulations, 2016 in the Indian Gazette on July 19, 2016, defining credit transfer for SWAYAM courses. According to the UGC regulation, universities must amend their rules and regulations to include provisions for credit mobility and MOOC courses on the SWAYAM platform. It provides uniformity in content so that all the institutions in India can follow it (Abbasi et al. 2020). SWAYAM’s courses are divided into four sections: i. ii. iii. iv.

Video lectures Prepared reading material that may be downloaded/printed Self-assessment tests in the form of tests and quizzes, and An online discussion forum for clearing up any doubts.

Efforts have been made to enhance the learning experience through the use of audio–video and multi-media, as well as cutting-edge pedagogy and technology. Nine National Coordinators have been appointed to ensure that the highest quality material is generated and delivered. They are as follows: • AICTE (All India Council for Technical Education) for self-paced and international courses • NPTEL (National Programme on Technology Enhanced Learning) for Engineering

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• UGC (University Grants Commission) for non-technical post-graduation education • CEC (Consortium for Educational Communication) for under-graduate education • NCERT (National Council of Educational Research and Training) for school education • NIOS (National Institute of Open Schooling) for school education • IGNOU (Indira Gandhi National Open University) for out-of-school students • IIMB (Indian Institute of Management, Bangalore) for management studies • NITTTR (National Institute of Technical Teachers Training and Research) for Teacher Training programme. BENEFITS OF SWAYAM: i. ii. iii. iv. v. vi.

World-Class Instructors—Empowering you with knowledge and skills Weekly Assignments—Ensuring that you are making progress on schedule Proctored Exams—Provided by our approved partners Simple Credit Transfer—Adding to your academic program MOOCs with Active Local Chapters—Increasing MOOC Effectiveness Systematic Approach—Assisting you in achieving your learning objectives.

B. NDL (National Digital Library) The National Digital Library of India is a project of the Indian government’s Ministry of Education. The goal is to collect and collate metadata from a variety of national and international digital libraries, as well as other relevant sources, and to create a full-text index. It’s a digital library that houses textbooks, articles, films, audiobooks, lectures, simulations, fiction, and other forms of educational content. Many books in Indian languages and English are available for free at the NDLI. Users around the world are welcome to sign up. However, information from some popular sources is only available to registered users. This record includes some sources of works only: World eBook Library, South Asian Archive, OECT iLibrary, and Satyajit Ray Society. Figure 10.4 depicts the options for school materials and research collections. C. e-Yantra The Department of Computer Science and Engineering at the Indian Institute of Technology, Bombay, has launched e-Yantra, a robotics outreach project (IITBombay). The National Mission on Education through ICT is financed by the Ministry of Education, Government of India (NMEICT). The purpose of e-Yantra is to use technology to enhance existing Higher Education institutions around the world

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Fig. 10.4 The home screen of the National Digital Library of India

and to solve local problems in areas such as agriculture, disaster relief, manufacturing defense, home, smart cities, and service industries. From 2003 to 2006, e-Yantra was born out of the teaching of the Embedded Systems course at IIT Bombay via the IIT Bombay Distance Education Program. Prof. Kavi Arya began teaching Embedded Systems as the Program Coordinator for the remote education program at IIT Bombay in 2002. However, because the equipment and robots required were prohibitively expensive, the e-Yantra Project was launched. Through a common technology stack, the e-Yantra Innovation Challenge (eYIC) encourages participants to come up with innovative solutions to real-world challenges. Figure 10.5 is the home screen of e-Yantra. Project-Based Learning, or “Learn by Doing” is a complement to the present higher education system. This portal educates students, teachers, and institutions by fostering an innovation culture that focuses on leveraging technology to solve real-world challenges. It establishes eYantra laboratories in institutions to enhance training and connect students and teachers to the larger e-Yantra innovation community. D. ShodhGanga The Shodhganga@INFLIBNET Centre provides a venue for Ph.D. students to deposit their theses and make them openly available to the scholarly community. This system is developed by MIT (Institute of Technology Massachusetts) and in partnership with Hewlett-Packard, with open-source DSpace digital repository software (HP). The DSpace uses protocols and interoperability standards that are internationally recognized. Shodhganga offers a platform for researchers to submit Ph.D. theses and open them to the whole academic community. This repository is capable of capturing, indexing, storing, distributing, and maintaining ETDs presented to researchers (electronic theses and theses) which is shown in Fig. 10.6.

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Fig. 10.5 Home screen of e-Yantra

Fig. 10.6 Home screen of Shodhganga

E. e-ShodhSindhu The Ministry of HRD has formed e-ShodhSindhu, based on the recommendation of an expert committee, with consortium three such as the UGC-INFONET Digital Libraries Consortium, the NLIST, and the consortium INDEST-AICTE. More than 10,000 key and peer-reviewed journals and several Bibliographic, Citational, and Factual Databases from a wide variety of editors and compilers to their member institutions including centrally funded technical institutions, universities, and colleges covered under 12(B) continue to have access to current as well as archival information. E-ShodhSindu aims at providing academic institutions with a lower subscription rate for accessing quality electronic resources, including

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Fig. 10.7 Home screen of e-shodhsindhu

text, bibliographic, and factual databases. Figure 10.7 highlights the homepage of e-ShodhSindhu. F. E-VIDWAN Vidwan is a leading profile database for researchers and other faculty member working in leading educational organizations and other research and development institutions in India. It provides important information such as background, contact address, experience, educational publications, qualifications and achievements, identity, etc. of experts. Information and Library Network Centre (INFIPNET) developed and maintained the database with the financial support of the National Education Mission through ICT (NME-ICT). The database will play an important role in selecting teams of experts for various committees and task forces constituted by the government/ministries. Figure 10.8 highlights vidwan’s home screen. G. NAD (National Academic Depository) The National Educational Deposit (NAD) vision was born out of an initiative to provide an online storehouse for all education awards. National Educational Deposit (NAD) is the 24 × 7 online storehouse of all educational awards such as certificates, diplomas, degrees, mark sheets, etc. duly digitized and lodged by academic institutions/boards/eligibility assessment bodies as in Fig. 10.9 NAD not only ensures easy access to and retrieval of an academic award but also validates and guarantees its authenticity and safe storage. The NAD’s vision is based on the idea of providing an online shop with all the academic awards. The Diploma, Degree, Marks, etc. are duly digitized and

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Fig. 10.8 Home screen of e-vidwan

Fig. 10.9 Home screen of NAD

lodged at the academic institutions/boards/eligibility assessments bodies. This is an online shop with 24 × 7 of all academic awards. NAD ensures not only that an academic award is easy to access and obtain, but also confirms and guarantees its authenticity and safety. H. Fossee (Free/Libre and Open-Source Software in Education) FOSSEE project promoting the use of the FLOSS tools in academia and research as in Fig. 10.10 The project FOSSEE is part of the Ministry of Education (MoE) and the Government of India’s National Mission for Information and

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Fig. 10.10 Home screen of Fossee

Communication Technology (ICT). Below is the list of FOSSEE-promoting projects. Table 10.2 compares the most common video conferencing tools used in remote teaching. Table 10.2 Comparison of most common video conferencing tools used in teaching Tools

Participants Length

Operating Tool

Recording

Grid View

ZOOM 100

40 min (But not limited to edu account)

Windows, macOS, Possible Linux, Android, iOS, Chrome OS

Teams

300

Unlimited

Windows, macOS, Possible only for a 49 people Linux, Android, paid account iOS, Chrome OS

Meet

100

60 min (But Windows, macOS, Possible only for a 49 people unlimited to a paid Chrome OS, paid account account) Ubuntu and other Debian-based Linux distributions, Android 5.0 and above, iOS 12 and above

Webex

100

60 min (But Windows, macOS, Possible unlimited to a paid Linux, Android, account) iOS

49 People

25 people

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10.2.2 Tools for Game-Based Learning and Teaching The possibility of putting together a game-style training session through the use of mobile devices as a technical medium, game technology, and “gamification” of the learning process is finding new forms of growth. Scenarios for using such a training format include the instructor being personally involved in the game process (Guangul et al. 2020), as well as the teacher and students’ freedom (Ifenthaler 2012). The use of mobile devices to incorporate a game-like style of training will aid in achieving better educational outcomes (Nayak et al. 2021) by instilling a sense of urgency (Dhawan 2020).

10.2.3 Tools for Augmented Relation-Based Learning and Teaching Researchers say that augmented reality technology gives students the ability to look at the world around them in a different way and solve real problems in the sense that when it comes to its potential as a learning tool, they are already connected (Kayange 2014). Despite advances in technology and mobile skills, it is difficult for many reasons to use augmented reality software in education (Domínguez et al. 2013; Dunleavy and Dede 2014a): • Students are often overburdened by the difficulty of educational practices, according to the study. • A dynamic framework for measuring students’ accomplishments (Zhang and Lu 2014). • The school tool is incompatible with virtual reality technology. • The effectiveness of augmented reality tools is highly reliant on the abilities of the teachers. • Technical difficulties.

10.2.4 Tools for Podcasting-Based Learning and Teaching Working with podcasts is another application for mobile devices (Ng’ambi 2010; Elias 2019). Podcasting is a method of producing and disseminating audio or video content via the Internet. The following are the primary didactic purposes of podcasting: • Communicative (ability to communicate and argue one’s point of view); • Visualization and interaction (ability to observe the studied item as a portion and as total, understanding of the perceived educational content); • Informative (work with information—collection, processing, presentation); • Controlling (the ability to control the activities of students asynchronously);

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• Educational (gaining new information); • Developing (progress of inspired potential, as well as abilities and skills in working with information); interactive (communication between the subjects of the educational process); • Organizational and optimization (the choice of procedures and approaches of training, differentiation, and individualization of training); • Motivation and activation (the use of original, nonstandard options for the presentation of educational content); • Adaptation (support of favorable conditions for the educational process). According to the findings of Arbuzov’s study (2015), “Podcasting technology in teaching computer networks led to individualization of training; enhancement of student learning activities; interactivity of training; saving time on explaining theoretical content and features of employing technologies associated to the design process, creation and configuration of computer networks; a more visual and diverse presentation of educational material; the creation of conducive learning environments.”

10.2.5 Tools for Teaching Programming Logic Controller (PLC)-Based Courses A novel power tool instructional tool to copycat electrical power circulation and use tools is presented to reduce this difficulty and engage students in this field. A Programmable Logic Controller (PLC) and other engineering equipment are used to create the suggested tool. The development of an instructional instrument to aid the education process in power tool courses regarding electrical power circulation and application tools is analyzed. Power tool courses often cover a wide range of topics, including electric energy generation, transport, interconnectedness, alteration, defense, circulation, and ultimate feeding. In the classroom and laboratory, most subjects are trained through theoretic circuit investigation, mathematical representations, and imitations. When possible, technical visits to power plants and substations are conducted to aid with the learning of certain topics. However, because most power equipment runs at high voltages, investigational workouts in power tool courses are tremendously hard to implement.

10.2.6 VLabs for Laboratory Experiments A. Objectives of Virtual Labs • To enable distant access to labs in a variety of science and engineering disciplines. Students at all levels of education, including undergraduates, postgraduates, and research researchers, would benefit from these Virtual Labs.

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• To pique pupils’ interest in conducting experiments by appealing to their natural curiosity. Through remote experimentation, they will be able to acquire fundamental and sophisticated topics. • To create a full Learning Management Tool centered on the Virtual Labs, where students can access a variety of learning resources, such as extra web resources, video talks, animated demos, and self-evaluation. • To share expensive apparatus and properties that are then only accessible to a small number of users because of time and location constraints. Features (I) Virtual Labs will give the results of an experiment using one of the methods listed below (or maybe a mixture): • Modeling a physical spectacle using a set of calculations and running simulations to determine the outcome of a specific test. At best, this can offer a close approximation of the “real-world” test. • Providing measured data for virtual lab tests that correspond to data formerly gathered through actual tool measurements. • Remotely initiating an experiment in a real lab and displaying the results of the experiment to the learner via a computer interface. This would mean conducting the lab experiment from afar. (II) Additional inputs for students, such as audio and video streaming of an actual lab test and apparatus, will improve the effectiveness and realism of virtual labs.

10.2.7 Impact of Software Tools and Practices in Learning, Teaching, and Assessments The Indian education tool is generally based on regular and traditional classroom methods with limited scope for a remote mode of teaching. The Indian education tool is generally based on traditional methods with limited scope for the remote mode of teaching. The largest disruption has been created in education tools due to Covid-19 which in turn forced schools, colleges, and universities to shut down face-to-face teaching. The continuity in remote education has become a panacea for this sudden global pandemic and also the situation challenges both educators and learners. Covid-19 pandemic led the education tool to pave the way for introducing remote teaching and assessments (Almaiah et al. 2020). This huge transition from traditional face-to-face learning to digital learning can be an entirely new and different experience for both the students and the teachers. Assessing the students remotely is being the greatest challenge especially in ensuring academic integrity. Based on the nature of the course various assessment techniques such as quizzes, open-book assignments, take-home assignments, professional presentations, fact sheets, descriptive questions, E-portfolio, etc. are

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considered (Spooren et al. 2013). Various criteria such as validity, reliability, and clarity should be considered by the faculty while choosing the choice of assessments. Various follow-up methods should be followed by the educational institutions that encourage students to attend remote classes and submit the assessments. The advantages of remote teaching and assessments are as follows: • • • • • • •

No need for specific space Motivates self-learning E-books and videos will replace textbooks Flexible timing No need for transport Reduced Cost Fewer interruptions.

Students, educators, and content are the most important elements of online learning. The efficiency of learning is based on student-educator interaction and student-content interaction. Educators should use their digital literacy levels and should also pay more attention to planning the course interactions. To have efficient learning, the educator should possess the following qualities: • • • • •

High-level attitude toward technology Periodic monitoring of student progress Upper-level digital literacy Facilitation of learning process Ready to share the responsibilities with students.

Apart from the educators, content, and students, other factors that contribute to efficient learning are course design, academic support, and adaptation of the institution. The most predominant qualities of course design are as follows: • • • • • • •

Types of assessment Flexibility Limiting the size of the learning group Personalization Flexible deadlines High motivation Knowledge validation aligned with outcomes.

To connect formal learning and online learning communities, a well-designed online course that is delivered effectively should survive with the greatest possibility. Academic help for students, including technical and financial assistance, is especially vital for students who lack the required levels of literacy and self-efficiency.

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10.2.8 Shortcomings and Challenges in Existing Software Tools and Practices The two primary methods of education in India are the traditional education tool, i.e., classroom teaching and the modern education tool, i.e., remote way of conducting classes. The difference between those two tools is the difference between sitting in front of the blackboard and sitting in front of a computer. Even though modern tools have become popular nowadays, traditional teaching methods are only followed in a majority of schools, colleges, and universities in India. The existing tool is teacher-driven and the teacher and students are gathered under a single roof in a specific place and at a specific time. Even though face-to-face interaction becomes the greatest advantage of this tool, it has many disadvantages as follows: • • • • • • • • •

Expensive Passive Listeners Waste of time in taking notes Less practice time than presentation time Teacher-centric learning No flexible timing Generalized Learning Time and location constraint Lack of interest in Self-learning.

These drawbacks in the current tool can be overcome by the modern approach with many advantages.

10.3

Challenges and Issues in Remote/Blended Learning and Teaching

With the current situation after the impact of Covid, many institutions have offered remote teaching platforms as a feasible substitute to the old-style direct interaction methodology. However, anxieties are raised about the quality of remote education. Remote teaching focuses on flexibility in which institutions can work as a collaborative group as they need to schedule the timings quite less. It is usually decided that the assessment of teaching quality benefits both students and teachers (Hodges et al. 2020; Spooren et al. 2013).

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10.3.1 Different Modes of Learning Remote teaching platforms provide a flexible, cost-effective, convenient, and time-saving approach to the learners. Current trends involved in digitization are unlimited. A. Mobile Learning As the count of mobile users has increased dramatically over the recent years more learners are evolving a solid liking for mobile learning. Mobile learning is delivering numerous benefits in the current scenario. It allows beginners to consume content when they need it. Instructors can screen the learner’s performance thoroughly. Hence mobile technology can be merged with immersive skills to deliver high-impact education. Remote teaching platforms have evolved from building econtent to mobile users to enrich the quality mobile experience (Su and Cheng 2013; Zhang and Lu 2014) during Covid times. B. Social Learning Over the past years, learning was learned from others. This mode of learning is termed to be social learning. It is the simple teamwork between colleagues at workplaces that then can be delivered to the learning community. It can be carried out over many styles such as relaxed chats, forums, learning circles, and allocation sessions. Social learning is accessible, open to all, and efficient. C. Video-based Learning Video-based learning emphasizes the learners by delivering the content by seeing specimens, performers, meetings, and how-to’s in video presentation rather than in plain text directions. It has been proved as a successful reflection tool for teachers (Sabli´c et al. 2020; Al-Zahrani 2015). Videos are more interactive, appealing, and engaging. It helps to grip the learner considerably longer than any other form of education. It encourages a quick supply of information by enhancing content consumption and increasing preservation rates. D. Learning and big-data Big data in remote teaching is about binding the control of data composed by tools (LMS, social media). Learners’ progress, exam results, course completion rates, remote training efficiency, and any other data relevant to remote teaching platforms could be included in the data. Institutions can adjust training to the particular needs of their learners by collecting and analyzing data. During remote teaching, it keeps track of learner behaviors and delivers insights that allow it to alter the learning process to make it more adaptive. Also, it supports the parallel processing of huge data during remote teaching (Copeland et al. 2020).

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Different decisions can be made based on the accumulated data from electronic learning with users of various levels, using knowledge extraction tools such as: • To construct optimal learning environments with possibilities for personalized acquisition of key knowledge, abilities, and competencies; • To optimize the selection of test elements techniques and the appropriate type of intervention in the student’s activities; • To optimize the techniques for the selection of test elements and the appropriate type of intervention in the student’s activities; • To optimize the techniques for the selection of test elements and the appropriate type; • To identify students with a high risk of failing to cope with the learning process; • To examine the degree of knowledge acquisition and forgetting for various periods and types of difficulties, as well as a comparison of the indicators over time. E. Artificial Intelligence One of the most prominent e-learning developments in artificial intelligence. Its vast capabilities are put to use in the personalization of learning. Algorithms in AI-powered models capture data like a learner’s strengths, limitations, interests, and competency. This information is then evaluated to understand the learner’s behavior better and to extract insights that make it easier to create highly tailored learning routes. Intelligent robots are being used by modern learning and development teams to help kids and learners with special needs get the most out of their education. F. Gamification Gamification is the use of enjoyable game mechanics to increase learner engagement and retention. It enables educational institutions to develop intangible incentives that promote effective training outcomes. A monetary prize or a gift card might be used as an incentive. For example, a remote course could be built to award points or badges to students based on the modules they complete. Gamification learning streamlines the learning process by making course information more interesting to students and increasing motivation.

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10.3.2 QoS Issue in Remote/Remote or Blended Learning and Teaching A. Accessibility Accessibility is the feature where a student can learn from any corner of the world. It proves to be an important quality-enhancing measure. The region where a student lives should not be a matter of consideration inclusive of remote locations. Student learning options should not be restricted based on geographical location. B. Person-specific education Person-specific education is yet another quality-enhancing feature that determines the student’s current knowledge and individual skills. Individual learning skills will be improved as the individual plans and directs his or her learning. Personspecific education has the potential to develop self-confidence and self-esteem and provides wide access to the students. C. Trustful Interactions Remote teaching platforms create a trustful scenario for the students that there is an instructor to take care of and to support them. Effective remote instructors have to cultivate their presence one-to-one with the students. Hence the interaction creates a relationship based on trust which becomes the foundation for remote teaching platforms. • Has to provide a supportive environment for all learners • Need to incorporate digital tools and daily basis activities to support the studentto-student interaction and presence. D. Equitable Outcomes Equitable methods can be applied to promote student access and success. Effective practices can be introduced to improve equitable outcomes that provide supportive and welcoming classes which are more student centered. E. Dynamic effective teaching Effective teaching is inherently dynamic. When a lecture is presented by an instructor or when the instructor responds to student questions, it is carried out to be “at the moment”. Effective teachers use experience where the concepts are taught dynamically and improved with each iteration. Effective remote teaching can be formulated by: • Applying student self-assessment to guide learning opportunities.

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• Developing plans to improve courses each time they are taught. • To use Formative and summative assessment to find the interaction of students and learning and responding appropriately.

10.3.3 Tools for Measuring QoS in Remote or Blended Learning and Teaching Software A. Crowd Signal Create polls, surveys, quizzes, and ratings with this remote tool. The quizzes can be disseminated via email or published on websites or social media. The free Crowd Signal app allows us to examine collected data on many devices. It is necessary to register. A wonderful, free tool for teachers to make quizzes or surveys! Depending on the option, the scores can be displayed to respondents or hidden, and teachers can also select a passing score (%). The free account allows us to create a quiz or survey with up to 200 responses per month. Quizzes are simple to make, therefore no specific IT skills are required. B. GoSoapBox Begin the session with a warm-up question regarding the day’s objectives or a quick Q&A review of the previous lesson using GoSoapBox. Quick polls can help the teachers gauge student comprehension and guide their instruction as progress through a class. Polls can also assist them to deal with logistical challenges and give students more options by asking questions like “What is the best way to assess this lesson?” As groundwork for the following action, utilize a conversation theme like “For what reason do intellectual property laws exist?” to amplify change times. Teachers may find the Social Q&A tool distracting during lectures or classwork, but it can be valuable for resolving student misunderstandings or collecting questions to answer. The Confusion Barometer can offer them an idea of how the class is feeling, but because students can time out if they are inactive for too long, it isn’t a reliable indicator of the class’s overall knowledge. If the teachers want to collect statistics on specific students over time, have them register an account. Joining as a guest (the most common option) might be difficult for long-term data collecting, especially if students utilize different devices over time. C. Poll Everywhere Poll Everywhere is a dynamic remote polling platform that gets the votes of students through text message (SMS), smartphone, or computer on unique teachercreated polls. Polls can collect a maximum of 40 votes with a free educator account from Poll Everywhere, which is much sufficient for most classrooms. Multiple choice and open text poll questions are two forms of poll questions that can be

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utilized in the classroom. Teachers may quickly create polls to be used singly or in a series. All polls are capable of receiving submissions from a variety of devices. Students can use a smartphone, portable device, tablet, laptop, or computer to text message and vote remote. When displayed, students can follow the instructions in the poll to answer. They respond through text message to the number provided to them on-screen or they can get and share a custom URL with students to be responded to the web app or even through Twitter. For each poll, teachers can define the settings for how to submit responses. Poll Everywhere can be used as a formative assessment strategy that enhances and amplifies classroom discussion, participation, and understanding. In addition to the quick service of this tool, surveys created on the website can also be integrated into PowerPoint presentations to interact with the audience in real-time. D. LMS A Learning Management Tool (LMS) is a web-based tool or software that is used to design, perform, and evaluate a learning process. In plain English, software aids in the administration, documentation, tracking, and recording of eLearning programs. Currently, more than 200 different open-source LMS products are available. A shortlist of the best learning management tools (Alkhateeb et al. 2021; Ventayen et al. 2018): (a) (b) (c) (d) (e) (f) (h) (g) (i) (j)

Eduflow—Best for corporate training and higher education Google Classroom—An easy LMS course authoring tools Chamilo LMS—Best free digital learning management tool Moodle-Open-Source Online learning platform D2L Brightspace—Suitable for Video assignments and game-based learning NEO LMS—The best dashboard widgets LMS that we can drag and drop Blackboard Learn—Suitable for learning content reporting/analytics Schoology—Best LMS for third-party integration SAP Litmos—Higher education’s best learning management tool Canvas—The best enterprise learning management tool.

LMS should be effectively used for the development and implementation of content (Daniel 2020).

10.3.4 Learning Measurement Metric for Tool-Based Learning or Teaching For the current situation where remote teaching is predominant, various Quality of service measures needs to be considered for a successful Remote teaching mode.

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Knowledge, Skills, and Perception are the factors that affect the motivation of a teacher (Feng et al. 2021; Mohamad et al. 2015). A. Communication Enhancement In the current era of remote teaching, a learner does not have any chance of faceto-face interaction with the instructor. Interaction is very significant in establishing a high level of bonding in student–teacher relationships. Lack of proper communication can cause misunderstanding between students and the teacher which in turn may have detrimental effects on the teaching–learning process. Communication obstacles can arise at all stages of remote teaching where the instructor has a major priority in dealing with poor communication. B. Isolated Condition The feeling of isolation occurs in the remote teaching process as the students remain in touch with their remote friends sitting at far-off places and getting connected through WhatsApp, Instagram, Facebook but greeting and meeting fellow students is a missing feature. Studies also show that feeling of isolation is a huge stress factor to prompt the students’ dropout. Hence the instructor is in a condition to monitor each learner’s stress level by interacting closely with them. C. Providing Motivation Remote learners face a lack of motivational aspects during their learning process because they get easily distracted toward any outer and personal issues. As they work at their own pace, they have difficulty with time management and face a tendency of procrastination. Hence the instructor needs to face the challenge by providing motivational tips and making the students more successful with the structure of remote teaching. D. Accessibility of Remote Areas Accessibility is the feature where a student can learn from any corner of the world. It proves to be an important quality-enhancing measure. The region where a student lives should not be a matter of consideration inclusive of remote locations. Student learning options should not be restricted based on geographical location. E. Self-motivated Aspects Online teaching provides the students with the flexibility and convenience of online learning. Own learning is the factor to be concerned about. To have successful learning through online mode self-regulation, self-motivation is highly needed and

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expected from the students’ side. When there is a lack of connection between the instructor and the student, the student faces a negative experience that has to be eradicated by proper motivational guidance. F. Domestic Responsibilities Having academic responsibility and being at home is a reason for tension for a set of students that have a lack of parental support for their studies. In a family that has more traditional gender roles, female students are tasked with the major domestic responsibilities and household chores instead of learning online. A gender balance of privilege for access to the educational content whereby daughters are not allowed to watch educational programs compared to sons. Thus, the domestic condition of the students proves to be an important measure that is to be considered when online teaching is at its utmost level. G. Encouraging Students to Increase Learning Outcomes Equitable methods can be applied to promote student access and success. Effective practices can be introduced to improve equitable outcomes that provide supportive and welcoming classes which are more student centered. As an important part of online teaching, the instructor must ensure that the student learning outcome has to be achieved. The way it can be achieved is not as easy as traditional faceto-face classroom teaching/Learning outcomes should be measured through the parameters such as grades of the student, depth of learning, higher-order skills in thinking, critical thinking, and skills in problem-solving. The online discussion becomes the major tool in communication between online instructors and learners and it acts as the base to promote the depth of learning of the online content and high-quality learning outcomes. The instructor should also be able to accommodate the students’ learning styles. The instructor’s responsibility adds up by making the learner active in the process of learning, cognitively complex, and motivated. H. Division of Teaching Content Teaching content can be divided into smaller units to increase the students’ attention. To ensure whether the students concentrate on online study instructors should break down the online teaching content into different topics and there is a need to adopt a modular teaching method. To ensure a clear knowledge structure in the curriculum, instructors can partition the content into smaller modules where each module can have the content lasing from 20 to 25 mind for ease of learning. I. Parent’s Involvement The best instructors don’t educate in a vacuum; they collaborate with their kids and keep parents informed at all times. Using school ERP systems to keep parents updated about their children’s growth is one of the most effective ways to do this.

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It can also be done with the use of school administration software to entice parents to participate in the educational system, resulting in more parental involvement in schools and virtual classrooms.

10.4

Future Expectation from Learning and Teaching Tools

With the coronavirus pandemic wreaking havoc on most sectors of the economy, especially education, the emphasis has shifted to remote teaching to allow students to continue their studies. Following the closing of institutes against the Covid-19 protocols, educational tools widely are facing a daunting challenge or mission. The main goal of these activities is to stop the pandemic from spreading. Many institutes have turned to remote teaching to ensure that all students receive a progression in curriculum-based learning and teaching, but even this comes with its own set of challenges. Government agencies will look for different strategies to increase remote teaching quality in collaboration with civil society and various private sectors (Dahdouh et al. 2018). Researchers have examined and evaluated the consistency of remote teaching through empirical studies (Chang et al. 2017). Technology, assessments, pedagogy, time management, and communication are all factors that remote teaching faces, according to the findings (Trust and Whalen 2020). In certain cases, feedback is a crucial component or cog in the wheel of efficient and high-quality teaching. The instructor will create an enjoyable, inspiring, and insightful remote atmosphere for the students by offering feedback (Stenman and Pettersson 2020). However, even though the technology is used for administrative, research, and academic activities, it’s still a challenge in higher education (Rumanyika and Galan 2015; Stantchev et al. 2014). The following are some suggestions to improve remote teaching: • • • • •

Allowing students to exercise some autonomy The instructor should show his or her face, make effective use of group contact Teachers should record lecture material, provide clear guidance to students Set limits and schedules, make use of available support and Teachers should automate their teaching content.

10.4.1 Constraints in Remote Teaching and Assessments A. Internet Bandwidth and Data Package Students and instructors have to deal with technical concerns such as Internet connectivity (Dunleavy and Dede 2014b). Due to unstable Internet connections, students and teachers have limited interactions jointly which in turn makes understanding lecture materials difficult. Also, the high cost of the data package which

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is unsuitable for the family income of the people makes accessibility and affordability inadequate for both teachers and students. So, the educational institution should support the teachers and students with proper Internet facilities. B. Experience of Teachers Since most of the instructors have limited experience in virtual instructing, proper coaching should be given to the instructors before the commencement of the remote teaching methodology (Dent and Koenka 2015). C. Student–Teacher Interaction As there is a lack of communication between instructors and learners in remote mode, instructors should develop interactive remote classes to limit learners’ distraction and also improve satisfaction. D. Change in Pedagogy As pedagogy available for face-to-face learning is not suitable for remote teaching, it should be devised as suitable for remote and remote teaching. E. Remote proctored exam alternate As the failure of software and hardware, poor Internet connection could be experienced by learners during their exam, an emergency plan should be designed by the staff before the exam is started. From the survey study on medical students during Covid-19 pandemic, due to the above constraints, learners expressed dissatisfaction in online learning (Abbasi et al. 2020; Singh et al. 2020).

10.4.2 Engage Students in Online Learning App for Remote Teaching Since the instructor does not have a physical presence in the classroom; the teacher establishes a telepresence that qualifies at the first crack of remote teaching. Online instructors need to not only engage students from the beginning and during the course but also motivate and support them to maintain a competent learning community. Ensure the presence of a teacher who is visible and available during remote teaching. Give innovative assignments and projects to understand concepts deeply. This is described in Fig. 10.11. A. Using a Blend mode of Supporting Tools The best method to achieve this is by promoting both instructor and learner engagement and learner and learner communication. Generally, people who are

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Fig. 10.11 Engage students in online learning app for remote teaching

learning have the capability of modifying the design in learning (Gautreau 2011). At the beginning of remote teaching, in an online class, instructors also ask learners to post personal introductory speeches and participants to contribute to different events. Well-planned online learning methodologies are meaningfully different from one that is offered online during a crisis (Gwee et al. 2010). The instructors use a combination of coherent and asynchronous methods for teaching, making a mix of traditional online learning styles with new, more collective audio and visual tools also used. Working with a combination of activities forms the content more enjoyable and interactive with learners. It is a meeting with the instructor and other learners. The instructors also can learn more about new teaching and learning methods. Figure 10.12 depicts the above concepts.

Fig. 10.12 Benefits of using a blend mode of supporting tools

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Fig. 10.13 Make e-learning content and ongoing feedback

B. Make e-learning Content and Ongoing Feedback The benefits of e-learning are a precedent for an easy and effective technologydriven learning model from traditional classroom learning. The pandemic lockdown has proven both epidemiological development and suitability of E-learning in recent times. Learners can enjoy access to relevant, self-contained, personalized content at any time from the comfort of their own home. Feedback is an important component in all useful learning contexts, including online. Feedback should be continuous during the e-learning process so that learners can identify which performances or skills need to be enhanced by providing positive feedback quickly. Figure 10.13 shows the concept of E-learning contents and feedback.

10.4.3 Suggestions to Improve the Remote Teaching Anxiety, rage, depression, confusion, and disillusionment are all in the air in this epidemic situation. Understandably, graduate students are afraid that their family’s finances, academic goals, and, eventually, their future, have been jeopardized. The difficulty of online classes is obvious. To promote remote teaching, web-based activities can be designed by the teachers for their respective courses (Oliver 2001) for the members of the teaching team must create and deliver courses that are engaging, interactive, well-supported, and timely. Here are a few easy techniques to ensure that online learning is significantly improved. There should be fun in education but many educators still now feel that fun is not suitable for serious education (Okada and Sheehy 2020). A. Build a personal connection with students Teaching staff members must conduct surveys on the Internet’s speed, the physical environment, and the students’ capacity to grasp. Then discuss the results

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with other students while substituting comments from instructional staff members to the questions. An anonymous survey can reveal a lot about a student’s current situation, how they felt about their normal classes, and how they think online education can be improved. It can also assist educators in gaining a better understanding of students’ motivations for taking online classes, their expectations for those programs, their areas of specific interest, and the kind of help they’d like. B. Motivate students Self-regulated students can govern their learning process in both traditional and online learning environments. Other pupils, however, are not in this situation, and they should be motivated (Dent and Koenka 2015; Zeidner et al. 2000). Motivation is essential for good learning, and the perceived relevance of the course is likely the single most critical factor. As a result, it’s critical to start talking about the course’s usability, value, and application as soon as feasible. Assist students in comprehending how their themes provide a necessary basis for more challenging courses in the following semesters, as well as how it will benefit them in acquiring specific skills, or how it tackles issues of particular interest to them. C. Assist students in staying focused Student failure in online classrooms is largely due to a lack of focus, a problem that has been exacerbated by the current health crisis. The attention problem has many different aspects. Because they miss the framework of a typical college day, many students struggle to concentrate, prioritize, organize their time, and stay on track. As a result, providing them with the appropriate structure is vital. Here’s how to go about it: • Construct a list of the weekly tasks that learners must complete. • Ensure that the directions given by the instructional staff member are simple to follow. • Remind students frequently of activities, assignments, evaluations, and deadlines. • Others find it difficult to focus or think clearly during an online class session; after all, people’s attention spans are short, and distractions and disturbances abound, making it difficult for them to focus or think clearly. • Help the students when necessary. Make sure that each class has a different aim. • Ascertain that students are aware of the session’s goals and organization, as well as their responsibilities. • Create shorter exercises and sequences for each class session (polls, breakout sessions, questions).

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• Ask or beg questions throughout the lesson. D. Create a sense of community new ideas, and fun times Make smaller groups out of a large group of pupils. Within the smaller breakout groups, have the students participate in icebreaker activities. During the breakout sessions, students can also share their perspectives, skills, and experience. Be available before and after synchronous class sessions. Students are much more likely to contact a member of the teaching staff if he/she is available. After a “live” session has ended, he/she must remain online. Solicit questions, comments, and other forms of input from the audience. E. Make debates interesting Make sure that a discussion is valuable to the students’ learning, whether it is held verbally, in breakout sessions, or via text, chat, or a discussion forum. Here are a few ways that have shown to be successful: In brainstorming sessions, students present a variety of approaches to a topic or problem; comprehension exercises, in which students help one another understand a complex topic; critiques, in which students challenge a particular argument or interpretation; diagnoses, in which students deconstruct a problem; and sharing activities, in which students reveal their own experiences or perceptions. F. Increase student engagement Students’ passion and interest must be maintained because motivation tends to wane over time. Check for understanding, run surveys, and ask questions during individual sessions. Allow students to participate actively in a class by asking them to ask a question or respond to a question in the conversation. Make active learning possibilities available. Students should be required to conduct research on a topic, analyze a case study, or evaluate a text, document, video clip, or another piece of evidence. Even in our socially isolated setting, project-based learning is possible. Students could write a policy brief, contribute to a class blog, construct a podcast, a video story, a poster, or infographic, research and respond to the topic, do genealogy research, or do a study of anything in their surrounding neighborhood. G. Address concerns of equity The shift to online learning has exacerbated issues about equity. Every kid does not have the same level of access to technology, high-speed Internet, or a distraction-free study environment. Recognize that students’ comfort levels with online learning vary widely and that some are from various parts of the country, so be mindful of the issues they face. To allow students to participate in the class in many ways, including both asynchronous and synchronous learning options. Allow students to use some techniques to access educational information, such as

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downloading PowerPoint presentations, watching movies at their leisure, or taking quizzes on their phones. Provide opportunities for students to earn extra credit points. Regular evaluation procedures should include more real-world and projectbased (Beyond income, beyond averages, beyond today : inequalities in human development in the 21st century 2019). H. Recognize and assist pupils who are having difficulty As a result of the current crisis, students are struggling in a variety of ways. Some people need intellectual help, while others need technical help. Many, if not all, of them require non-academic help. There will be discussions about a variety of mental health issues (Agoramoorthy 2021; Chiou 2020). Others, on the other hand, need assistance juggling their obligations and priorities. What does a member of the teaching staff do? The members of the teaching staff can keep track of their participation. Regular check-ins and check-ups can be done by the instructional staff member. When there is evidence that a student is lagging behind, the instructional staff member can reach out proactively or send notifications. A member of the teaching staff can send out alerts. Empathy is more important now than it has ever been. Encouragement is necessary for students. Rubrics, checklists, example test responses, background material, and glossaries can all be used as scaffolding. Allow for some wiggle space when it comes to deadlines, as well as the ability to retake work and receive fast feedback.

10.5

Case Study: Remote Education System in CIT

A dataset from the 2019 batch has been taken of the students as they attended regular classes during the 2019–2020 academic year and the same students have remote classes during 2020–2021 academic year due to Covid-19. A batch of 2019 students is aware of the merits and demerits of the two ways of teaching. Some students struggled to adjust to the “new normal” and missed the face-to-face interaction with their teachers. We decided to take the survey from Coimbatore Institute of Technology (CIT) students. This institution is located at Coimbatore, Tamilnadu, India. Here we have attached the dataset which is shown in Table 10.3. We formed eight questions and asked them through Google Form. The survey questions and answers are given below. Totally eight questions were designed with options ‘A’, ‘B’, ‘C’, and ‘D’. Each option differs based on questions. The questions and corresponding charts are listed below. 1. Do (a) (b) (c) (d)

you have comfortable access to a device for remote teaching? Yes Yes, but the Internet doesn’t work well Yes, but comfortable in traditional learning No.

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Table 10.3 Survey data set Roll no

Q1

Q2

Q3

Q4

Q5

Q6

Q7

Q8

1951001

A

C

D

B

D

B

A

B

1951002

C

D

B

C

D

B

A

A

1951003

A

C

D

B

C

B

B

C

1951004

C

D

B

C

D

B

B

A

1951005

A

C

D

B

D

C

A

A

1951006

C

B

B

D

C

B

A

C

1951007

A

C

D

B

D

C

C

C

1951008

C

A

D

D

C

A

B

A

1951009

A

C

D

B

D

D

A

B

1951010

C

A

D

D

C

C

A

A

1951011

A

C

D

B

B

A

A

C

1951012

C

B

D

D

C

C

A

C

1951013

A

C

D

B

B

B

A

A

1951014

C

A

D

C

C

C

C

A

1951015

B

C

D

B

B

B

A

C

1951016

C

A

D

C

D

C

A

A

1951017

A

D

D

A

D

D

B

B

1951018

C

A

D

B

D

C

A

C

1951019

A

D

D

B

D

D

C

B

1951020

C

B

A

C

D

C

C

A

1951021

A

A

D

C

D

D

C

C

1951022

C

B

D

A

A

C

A

A

1951023

D

D

D

A

D

A

C

B

1951024

C

B

D

D

A

C

C

C

1951025

D

D

D

C

D

A

A

B

1951026

C

B

B

A

B

C

B

B

1951027

D

D

D

C

D

A

C

C

1951028

C

D

B

A

B

C

C

C

1951029

C

A

C

D

D

A

A

B

1951030

A

D

D

C

B

C

A

B

1951031

D

B

C

C

A

A

A

A

1951032

A

B

D

C

C

C

C

B

1951033

D

B

C

C

B

B

C

B

1951034

A

D

D

D

C

D

C

C

1951035

D

B

C

C

C

B

A

C

1951036

D

C

D

A

C

B

C

A (continued)

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Maintaining Performance and QoS of Software Tools for Remote Teaching …

235

Table 10.3 (continued) Roll no

Q1

Q2

Q3

Q4

Q5

Q6

Q7

Q8

1951037

D

B

D

C

C

B

A

B

1951038

A

B

D

C

D

B

B

C

1951039

A

C

D

C

D

B

A

A

1951040

A

C

D

C

D

C

A

B

1951041

A

B

D

B

D

C

C

B

1951042

A

C

D

C

D

C

A

C

1951043

A

C

D

C

D

C

C

B

1951044

B

B

D

D

C

D

C

B

1951045

B

A

D

C

C

D

A

B

1951046

B

D

D

D

C

D

D

C

1951047

B

A

D

D

C

A

C

B

1951048

B

D

D

A

C

A

B

B

1951049

B

D

C

A

C

C

B

C

1951050

B

D

C

A

C

D

C

A

1951051

B

D

C

A

D

C

A

C

1951052

B

D

C

A

D

B

C

C

1951053

B

D

C

C

D

B

D

A

1951054

B

D

C

C

A

B

A

C

1951055

B

D

C

C

D

B

A

A

1951056

C

D

B

C

D

C

B

A

1951057

C

A

B

C

C

D

A

A

Figure 10.14 shows that 56% of students are comfortable with remote teaching, but 23% of students can’t access it when their device or Internet is not supported at the right time. 30% of students go with traditional learning. Rarely 14% of the students don’t have a clear idea of remote or traditional learning based on the situation. Students should have continuous access to the Internet for learning online. 2. How much time do you spend each day on an average on remote education? (a) less than 3 h (b) 3–5 h (c) 5–7 h (d) 7–10 h. Figure 10.15 shows that 35% of students spent 7–10 h with remote teaching and 23% of students spent 5–7 h learning. 25% of students spent 3–5 h learning but 17% of students spent only less than 3 h. 35% are overspending their time, and they need to figure out why. Amid a pandemic, students must set aside time to play and exercise while staying at home to maintain their health.

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Fig. 10.14 Comfortable access to a device for remote teaching

Fig. 10.15 Average time spent on remote education per day

3. How much time do you spend each day on an average on traditional education including travel? (a) Less than 3 h (b) 3–5 h (c) 5–7 h (d) 7–10 h. Figure 10.16 shows that most of the students that are 67% of students spend 7–10 h with institutional learning including extracurricular activity and 11% of students spend 5–7 h learning. 7% of students spent 3–5 h learning but 2% of students spent only less than 3 h. In this pandemic situation, students must allocate some time to play and exercise while staying at home to take care of their health.

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Fig. 10.16 Average time spent on institutional education per day

4. How effective has remote teaching been for you? (a) Less effective (b) Moderately effective (c) Very effective (d) Extremely effective. Figure 10.17 shows that 44% of students are comfortable with remote teaching, but 18% of students only said it is very effective. 19% of students go with moderately effective. Rarely 19% of the students said it was less effective only on remote teaching. Almost 38% of students said it was less effective. Students may choose to learn in a classroom with other students or at home alone, depending on their personality. The classroom provides a more live and engaged environment, whereas, at home, it is relatively tranquil. At the same time, 62% said that remote teaching is a good idea. Fig. 10.17 Effectiveness of remote teaching

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Fig. 10.18 Learn from institute

5. How helpful was it for you in offering the resources to learn from home? (a) Slightly helpful (b) Moderately helpful (c) Very helpful (d) Extremely helpful. Figure 10.18 shows that 67% of students said it is helpful to learn with the institution, but 14% of students only said it is very less effective. Depending on an individual’s personality, students may like to learn in the classroom with associated students or alone at home. The classroom offers a more live and interactive situation, whereas it is relatively calm at home. At the same time, 62% recommended remote teaching from Fig. 10.18. They should provide support in terms of technological infrastructure and process framework. Given the pandemic situation, teachers must allow more flexibility and create minor stringent policies. 6. Are you satisfied with grading online for the quality of assessment? (a) Yes, absolutely (b) Yes, but I would like to change a few things (c) No, I suggest offline grading (d) No, not at all. Figure 10.19 shows that 44% of students recommended online grading. But 16% of students also recommended online grading but they would like to change a few things, but 33% of students recommended only offline grading. Rarely 4% of the students don’t have a clear idea of remote or traditional learning based on the situation. Studying in the time of pandemic can be quite stressful, especially if students or someone in the family is not doing well, 2% of students lost close relatives due to Covid-19 situation, based on interactions with students we know that and are given counseling also. We should measure the stress level of the students and identify ways to reduce it. But we do not survey the stress level of students but teachers will take care of it and give some activity, motivation, and counseling-based students.

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Fig. 10.19 Grading online for the quality of assessment

7. Do (a) (b) (c) (d)

you enjoy learning remote teaching compared to traditional learning? Yes, absolutely Yes, but I would like to change a few things No, I enjoy traditional learning No, not at all.

Figure 10.20 shows that 26% of students enjoy remote teaching, 39% of students also enjoy remote teaching but they would like to change a few things. 32% of students go with traditional learning. Rarely 3% of the students don’t have a clear idea of remote or traditional learning based on the situation. Get a broad sense of whether students enjoy learning at home or are doing so because they are being forced to. Gaining perceptions on the pandemic situation can improve remote teaching and also student enjoyment. Moreover, new technologies and Apps are coming to teach students more inactively, i.e., One to one, one to four like fewer group member teams helps individual attention. Moreover, students feel like traditional learning. 8. Do (a) (b) (c)

you recommend remote or traditional learning? Highly recommended traditional learning Highly recommended remote teaching Build new learning method.

Figure 10.21 shows that 33% of students highly recommended remote teaching and 32% of students highly recommended traditional learning but 35% recommended building a new learning method. However, the new model system may be a combination of remote teaching and traditional methods or enhanced methods of a remote method. Most of the students feel comfortable with the new model of remote teaching.

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Fig. 10.20 Comparison of remote teaching with traditional learning

Fig. 10.21 Recommended remote or traditional learning

10.6

Findings

The survey and discussion of what is the best form of education in traditional and remote teaching are likely to heat up further in the pandemic situation. In the future, the time spent in classroom courses will be linked to decisions that have a greater impact on remote teaching and the achievement of global capabilities. As for the contagious situation, the new model of remote teaching makes it easier to deliver and grasp concepts, and students also enjoy it. Whereas both the new model and the remote model have some limitations at the same time have advantages also but our survey summarized that to build a new model may be a combination of

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remote teaching and traditional methods. At Coimbatore Institute of Technology, a new model system was implemented, with a combination of both offline class and online class as alternative days. Most of the students feel comfortable with the new model, moreover, the utilized labs and infrastructure on offline class and also if they have any doubt in online classes are clarified during offline sessions. Theoretical parts and assignments are done in online classes so they save time and money and also pandemic situations help more.

10.7

Conclusion and Future Scope

The survey and discussion of what is the best form of education in traditional and remote teaching are likely to heat up further in the pandemic situation. In terms of the pandemic situation, the new remote teaching approach makes it easier to impart and absorb information, and students love it as well. The challenge is clear: the efforts must be expanded to spread the new learning ideas and tools and the education community needs more and more strong leadership. This is the challenge we are addressing. This study directs the teaching community to enhance the knowledge in remote teaching and assessment software tools. This study may be a platform for further research in remote teaching and learning software tools development. In the future, the time spent in classroom courses will be linked to decisions that have a greater impact on remote teaching and the achievement of global capabilities.

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Students’ Learning Outcomes and Emerging Practices of Blended Learning: A Case Study

11

Pratiksha Dixit and Usha Pathak

Abstract

The teaching profession has always focused on curriculum delivery and content dissemination within the classroom. However, the rapidly changing global educational landscape has prompted a new and unique approach, driven largely by information and communication technology (ICT). In the past, traditional face-to-face teaching methods were used with minimal resources. But with changing times, a combination of digital tools and classroom-based teaching has emerged, creating a learner-centered, flexible environment. This shift has made the educational system more significant, promoting natural growth and development of learners. Blended learning has affected the learning environment in a variety of ways, resulting in new dimensions of learning outcomes and helping to achieve sustainable development goals. This chapter emphasizes the emergence of blended learning, which has been widely adopted by many educational ecosystems, and how it has impacted traditional teaching methods. The case study shows that a significant improvement is found in the academic and behavioral performance of the students when they switched from conventional (face-to-face) learning to blended learning. The findings of this study will also help plan and implement creative and innovative pedagogies using blended learning in schools, resulting in engaged, flexible, confident learners with positive online learning experiences.

P. Dixit (B) Springfields, Moradabad, UP, India e-mail: [email protected] U. Pathak D.A.V. (P.G.) College, Dehradun, India e-mail: [email protected] © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023 N. J. Ahuja et al. (eds.), Sustainable Blended Learning in STEM Education for Students with Additional Needs, Contributions to Environmental Sciences & Innovative Business Technology, https://doi.org/10.1007/978-981-99-3497-3_11

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Keywords

Blended learning • Face-to-face learning • Learning environment • Technology

11.1

Introduction

It’s fair to say that the pandemic has forced us to maximize our use of digital technology in ways that would have taken much longer to learn and implement otherwise. While this change was inevitable and could have been accepted over time, the pandemic drastically accelerated the process and provided numerous possibilities and opportunities with emerging digital trends (Aji et al. 2020). Online education was the best option during this time, as it allowed the education sector to take timely measures and have greater control over the chaotic situation. This led to the emergence of blended learning, which combines technology with traditional classroom activities to provide students with more flexibility in their learning experiences. Chrissi (2020) highlighted that before the pandemic, online learning was already being used in the form of distance education in colleges and universities, but it was a new and even greater change for schools that were focused solely on formal classroom education. However, with the pandemic, schools realized the importance of online learning and remote learning replaced the traditional classroom setting. As online learning became more prevalent, policymakers and experts in education identified the shortcomings of this mode of teaching and sought to bridge the gap between traditional and online learning (Waghmare and Kulkarni 2021a). As technology rapidly evolved, education has also been transformed, blending modern techniques with traditional policies to create new options for learning and teaching, which we now know as blended learning. The education sector was initially slow to adapt to digital technology, while other sectors like agriculture and industries embraced it. However, the pandemic forced all sectors, including education, to quickly adopt and implement digital technology to enhance learning experiences for students (Bordoloi et al. 2021). Online education was widely accepted and experimented with by many institutions, especially during the pandemic, as it was the only means of connecting with learners and preventing the education system from being disrupted. This led to educators being introduced and encouraged to use technology in a new normal way, and “blind learning” transformed into “blended learning”. However, educators realized that simply providing online education was not enough, and they needed to think about various approaches to designing a blended mode of learning. This led to a major area of research, with educators re-thinking the learning content area, methodologies, pedagogies, and spaces of study. While there is still room for improvement in adopting blended learning, there also needs to be a re-think of teaching methods to strike a better balance between individual and collaborative learning (Singhal et al. 2020). This presented a unique opportunity to transform the entire learning community through better networking of

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learning spaces that connect classroom and school learning with home, family, and society, developing a better understanding of how to use blended learning effectively. A survey conducted by Seaman et al. (2018) revealed that the proportion of college students enrolled in at least one online course has grown by 5.6% between 2018 and 2019. Additionally, the survey indicated that nearly half of all college students are taking a course online. Similarly, a report (2013 Trends in online learning: virtual, blended, and flipped classrooms) revealed that 59% students were motivated to learn in the online mode of learning and 54% teachers saw better organization of resources. Further, an analysis in Student digital experience insights survey (2021) found that as compared to 42% learners indicating a preference for predominantly in-person instruction, 45% expressed a desire for a combination of in-person and online learning.

11.1.1 How the Traditional Environment of Schools is Transforming into Digital World? The current education system heavily relies on exams, which aren’t effectively preparing students for the workforce and contributing to society. To produce better human resources, we need to shift from a traditional mindset to a more digital one (Jones and Sharma 2019). This transformation goes beyond using computers; it’s about creating autonomy, engagement, and positive relationships between students and society. Digital technology is a tool that can help transform learners and improve their competencies, skills, and output. Hybrid models of learning, which combine in-person and online learning, have proven successful in addressing the difficulties of the education sector and overcoming the shortcomings of remote learning (Christensen et al. 2013). Schools have started to innovate, measure, and expand new learning models like blended learning to make this shift sustainable. Many schools have adopted integrated school systems, which offer hybrid learning options, to improve administration, attendance, admissions, and fee collection. Teachers are also being trained to face the challenges of online classes. The hybrid model is changing traditional rote and memorization education to more studentcentric and digitized learning (Hwang 2018). Key benefits of digital transformation in education include faster and more accurate student progress tracking, collaborative learning, future-focused lectures, time- and cost-efficiency, and improved communication between teachers and parents (Graham et al. 2005). Statement of the Problem What is the impact of emerging practices of blended learning on student’s learning outcomes?

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Objectives of the Chapter The objectives of the chapter are: • To study the impact of practices of blended learning on students learning outcomes; • To understand the need of shifting from conventional to hybrid mode of learning; • To analyze the academic and behavioral performances of students before and after using the blended mode of teaching–learning; • And, to identify and implement various pedagogical strategies of blended learning.

Organization of the chapter The rest of the chapter is organized as: Section 11.2 discusses the definition and history of blended learning, which combines traditional classroom learning with online learning. Section 11.3 provides the background of blended learning, starting from corporate and higher education in the 1960s. Section 11.4 highlights the differences between the conventional and blended learning. Section 11.5 enumerates different pedagogical strategies involved in blended learning, which can be used by teachers to provide a better-quality blended learning environment for learners. Section 11.6 discusses the impact of blended learning on the teaching and learning environment. Section 11.7 explains the factors that affect the learning experience of learners. Section 11.8 assesses the challenges and issues in implementing blended learning and possible resolutions. Section 11.9 provides a detailed analysis of a case study conducted on 370 students from classes I-IX, which found significant differences in the academic and behavioral learning outcomes of the students after blended learning. Section 11.10 deals with implications and future scope of the study and finally section 11.11 concludes the chapter.

11.2

Meaning and Origin of Blended Learning

Blended learning refers to the approach of using various techniques to convey the same course material. In contrast to traditional education, which usually involves lectures, essays, and tests, blended learning involves a combination of online and in-person teaching methods, as well as lab sessions, tutorials, interactive activities, virtual reality experiences, and simulations. It is a combination of traditional classroom-based learning and online learning, which has gained popularity due to its ability to enhance learning outcomes, offer greater time flexibility, and overcome geographical barriers (Kumar et al. 2021). The term “blended learning” typically involves capturing educational experiences that may not be restricted to a single institution, but rather include all the individual learning experiences, including time spent learning at home (Yeigh et al. 2020).

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While both online and face-to-face teaching have their advantages, they alone cannot fully address the challenges and issues faced by the education system. As a result, educators have developed a new approach, called blended learning, which combines the two modes (Cronje 2020). The core idea is that blended learning combines various activities that use technology, such as web-based and self-paced learning, to enhance student engagement and support learning (Fig. 11.1). The research will introduce the idea of “blended learning” and describe how it is distinct from conventional education, providing an outline of various blended learning approaches, including the following: • • • •

A mix of in-person and online learning. Online courses with a compulsory face-to-face element. Hybrid courses that combine face-to-face and online learning. A properly planned blended learning approach provides students with both flexibility and responsibility, allowing them to learn at their own pace while also being held accountable for their advancement.

Fig. 11.1 Approaches to blended learning

In-Person and Online learning

Online Course with compulsory face-to-fafe element

Flexibility and responsibili ty togather

Hybrid course that combine face-to-face and online learning

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One major advantage of blended learning is that students can learn at their own pace while still being accountable for their progress. The exciting aspect of blended learning is that it can be implemented in any subject area and at any grade level. The crucial step is to identify what the students need to learn and create a curriculum that meets those needs, while also giving them the freedom to learn (Sun and Qiu 2016). Learning is most effective when a combination of learning methods is used. Blended learning combines traditional and online instruction to provide students with various learning opportunities. It enhances their comprehension of the subject, helps them remember information for longer, and enables them to obtain their certification more efficiently and with less effort compared to only in-classroom instruction (Kundu et al. 2021). Blended learning is also a cost-effective alternative to traditional classroom-based teaching and is often more effective than solely online instruction.

11.3

Background

Blended learning has its roots in the 1840s when Sir Isaac Pitman launched the first distance learning program. However, it was not until the 1970s and 1980s that technology was first used for communication and learning, leading to the precursor of blended learning. In the 1980s and 1990s, CD-ROMs became a popular tool for interactive learning, and the first Learning Management System was introduced. With the advent of Internet-based instructions in 1998, the development of webbased platforms allowed for access to learning materials from anywhere. As the need for enhancing the learning system increased, hybrid learning, a combination of face-to-face and online learning, emerged, offering an engaging and interactive learning experience. Today, students have access to numerous resources, such as webinars, tutorials, and other technical tools, while teachers can provide educational opportunities in a more flexible format to accommodate changing schedules (Pappas 2015). The principles of blended learning were initially implemented in corporate and higher education in the 1960s. However, the term “blended learning” was first used in 1999 when the American Interactive Learning Center created software programs specifically designed for teaching over the Internet (Fig. 11.2). The concept of blended learning was first explored in 2000 when (Cooney et al. 2000) conducted a study that aimed to combine play and work in a prekindergarten school to create blended activities. While this study did not represent the widespread use of blended learning, it was still significant in demonstrating the idea of combining learning methods. (Voci and Young 2001) integrated e-learning into their six-month leadership development training program to benefit from both instructor-led training and e-learning. The results of this program showed an increase in teamwork, the establishment of common concepts and language, and improved effectiveness in group learning. Bonk et al. (2002) conducted a study in a high-stakes military course to investigate how a blended learning approach affected students’ professional development.

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Fig. 11.2 History of blended learning

They incorporated asynchronous online learning in the first phase, synchronous virtual learning in a collaborative chat tool in the second phase, and face-to-face residential learning in the third phase. The study involved interviewing students, instructors, and education advisors to determine the perceived advantages and disadvantages of the system. The results indicated that while online learning was enjoyable and flexible, most of the learning occurred during the face-to-face phase. Although this was not a fully designed blended learning course, it was an attempt to support online learning courses with face-to-face sessions at different times. In intercultural training, (Stewart 2002), recommended a combination of self-paced asynchronous work-based learning and synchronous face-to-face instructor-led learning. During the initial stages, blended learning emerged as an idea to support online learning with traditional face-to-face learning, but there was no precise definition for blended learning at the time.

11.4

Conventional Versus Blended Mode of Learning

Conventional learning is a traditional approach to education where students attend physical classrooms to receive instruction from their teachers. In this approach, face-to-face interaction between students and teachers is a crucial aspect of the learning experience. Conventional learning typically follows a structured timetable, and students must be present in the classroom at specific times to attend classes and participate in various learning activities. In contrast, blended learning is an educational approach that combines traditional classroom-based learning with online learning. This approach aims to provide students with a more flexible and personalized learning experience by

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leveraging the benefits of both in-person and digital instruction. Blended learning allows students to attend some classes or sessions in a physical classroom with a teacher or instructor, while also engaging in online learning activities and completing assignments outside of class. Blended learning is a valuable alternative to conventional learning for students who require more control over their pace and schedule. The flexibility of blended learning allows students to work at their own pace, which can be particularly beneficial for students who need more time to master a concept. Blended learning also provides access to a wider range of learning materials and assessment methods, which can help students engage with the material and achieve their learning goals (Table 11.1). Conventional learning has been the standard mode of learning for centuries. In this mode, students attend classes at a physical location, and teachers deliver lectures and provide resources and assignments to help students learn. Conventional learning is based on face-to-face interaction between teachers and students and typically follows a fixed schedule. This traditional learning method has some limitations, such as limited flexibility, lack of personalization, and low engagement (Hadiyanto et al. 2021). In contrast, blended learning combines the best aspects of both conventional and online learning. Blended learning is an educational approach that combines traditional classroom learning with online learning, resulting in a more flexible and interactive learning experience. In a blended learning model, students have the option to attend classes in person, access learning materials online, or combine both. This mode of learning provides students with more control over their learning pace and is well-suited to individual learning styles. Blended learning provides the opportunity for a personalized learning experience that is tailored to the individual needs of each student. Teachers can use online tools, such as multimedia resources, interactive quizzes, and games, to engage students and enhance the learning experience. The online component of blended learning can also provide greater flexibility and accessibility for learners, who can access materials and participate in learning activities at any time and from any location (Baki et al. 2013). One of the primary advantages of blended learning is the ability to optimize seat time. By combining online and face-to-face learning, students can make the most of their time in class and work on individual activities online outside of class time. Blended learning also allows for more frequent assessment and feedback to help students monitor their progress and make necessary adjustments to their learning approach. Conventional classroom learning occurs in a fixed physical location with both teachers and students present, while online learning allows students to learn at their own pace and in their own time. In contrast, blended learning combines both face-to-face and online learning to provide greater flexibility in learning location and time. Traditional learning only takes place during scheduled class hours, while blended learning can be accessed at any time. The use of technology is optional in traditional learning, but necessary in blended learning.

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Table 11.1 Differences between conventional and blended learning approach Points of differences

Conventional learning approach Blended learning approach

Meaning

It is the method of traditional learning in the classroom

It is a blend of old-style classroom-based learning and online learning

Learning atmosphere

It comprises of the physical classroom

It is a combination of physical classroom and online learning

Flexibility

Flexibility is restricted in terms of pace and arrangement

More flexible in context with pace and scheduling

Use of technology

It is less dependent on technology

Dependency on technology is more in case of hybrid approach

Personalized approach

Learning experience is less personalized

Learning experience is more personalized

Classroom interaction and collaboration

Frequency of face-to-face Less face-to-face interaction interaction is more as compared and more online interaction to the hybrid mode of learning happens in this mode

Assessment and evaluation

Traditional mode of assessment such as formative exams is followed

Broader range of assessment methods including online quizzes, projects, and multimedia presentations are used

Role of the teacher

It is a teacher-centric approach in which the teacher is delivering instruction and guiding students

Teachers are the scaffolders and facilitators playing a different role as students have admittance to online learning resources

Teamwork

Collaboration takes place in the physical classroom and less frequently

Students can collaborate online by means of various activities

Budget

It can be more expensive

It can be more profitable

Time management

A pre-scheduled approach which is fixed in advance is followed

It is flexible having more control over own schedule

Location

Learning happens inside the four walls of the classroom

Learning can be done from anywhere with an Internet connectivity

Multimedia resources

Textbooks and lectures are the major sources of gaining knowledge

Incorporation of multimedia resources such as videos and interactive activities is common

Classroom size

It may involve larger class sizes Class sizes are smaller due to the use of one-on-one instruction method mostly

Learning outcomes

It is associated with lesser learning outcomes of students

It is associated with enhanced learning outcomes (continued)

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Table 11.1 (continued) Points of differences

Conventional learning approach Blended learning approach

Teaching strategy

Mostly limited to lectures and classroom discussions with less of innovation and creativity

It involves more diverse teaching pedagogies including online discussions and collaborative projects

Technology skills

Basic technology skills are not required to the same extent as needed for the blended learning

Knowledge of basic technology skills is a must

Student impetus

This traditional method may be less motivating for some students

It can be more motivating for some students

Teacher–student interaction More immediate face-to-face interaction thus strengthening the bond between them

11.5

Interaction may take place online and may require more planning and coordination for engaging and involving the students for better connect

Pedagogical Strategies Involved in Blended Learning

With the development of blended learning, new pedagogical strategies have also developed to provide a 360-degree learning experience to the learners. Amidst plethora of strategies, the following hold the utmost significance (Fig. 11.3) (2013 Trends in Online Learning).

HyFlex Learning

Learning through Argumentation

Crossover Learning

Flipped Classroom

Gamification

Pedagogical Strategies in Blended Learning

Fig. 11.3 Pedagogical strategies in blended learning

Stealth Assessment

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a. Flipped Classroom: The Flipped Classroom is an innovative teaching approach that has gained popularity in recent years for its ability to enhance student engagement and learning outcomes. In a flipped classroom, students are given the chance to interact with course materials before attending physical classes. This is accomplished by having students watch instructional videos or read online materials before class, and then participate in more interactive and handson learning activities during the actual class time. This model offers numerous benefits to both students and teachers. For students, the approach offers a more flexible and self-paced learning experience, allowing them to review the material at their own speed and as many times as they need before coming to class. In addition, students are able to ask questions and receive immediate feedback from their teacher during the physical class, resulting in more personalized and targeted support. It also allows for a more student-centered learning approach. Rather than having the teacher control the pace and content of the class, students are given greater control over their own learning process, which can lead to higher levels of engagement, motivation, and deeper understanding of the material. Teachers, on the other hand, can use class time more effectively by facilitating discussions, working on projects, and providing individualized support to students. This leads to a more dynamic and interactive learning experience, resulting in better learning outcomes for students. b. Crossover Learning: Blending education with real-life experiences through informal settings such as art-galleries, planetariums, and literary clubs can increase the relevance and impact of learning for students. This connection can go both ways, where classroom learning can be enhanced by experiences from everyday life and informal learning can be strengthened by adding academic knowledge. These combined experiences often result in greater interest and motivation to learn. A teacher can encourage this by proposing a question in the classroom, allowing students to explore it through a field trip, collecting evidence, and then sharing their findings back in class. This type of blended learning capitalizes on the strengths of both environments, creating authentic and engaging learning opportunities. As learning occurs over a lifetime and through various settings, it is important to support students in documenting, connecting, remembering, and sharing their diverse learning experiences. c. Hyflex Learning: HyFlex learning is a valuable educational strategy that incorporates the strengths of both online and traditional classroom learning. The term “HyFlex” stands for hybrid-flexible, and it allows students to choose between attending class in-person or participating online. One of the key advantages of HyFlex learning is that it caters to different student learning styles and preferences by providing the option to attend in-person or remotely. For instance, some students may enjoy the structured atmosphere of in-person classes, while others may prefer the freedom of remote learning. It also enhances student interaction and collaboration using technology, enabling students to participate

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in real-time discussions and group projects regardless of their physical location. This leads to higher levels of student engagement and a more dynamic learning experience. Moreover, it also benefits teachers by offering them greater flexibility in their teaching methods and interactions with students. They can use a combination of online and in-person activities to create a more engaging and interactive learning environment, and easily adjust their approach to meet the needs of their students. d. Learning through Argumentation: Argumentation in the classroom can help students better understand science and mathematics, as it mimics the way professional scientists and mathematicians argue. Through this process, students are exposed to contrasting ideas and can deepen their learning. Argumentation also makes technical reasoning public and promotes collaboration, as students can refine their ideas with others and learn how scientists think and work together. Teachers can encourage argumentation by promoting openended questions, scientific language, and the use of models for explanations. This process can improve students’ communication skills and active listening, while also helping teachers overcome challenges, such as sharing their expertise with students appropriately. Professional development can support teachers in learning these strategies. e. Gamification: Gamification is a crucial teaching approach for blended learning that enhances the educational experience by adding elements of fun and excitement. Incorporating game-like elements, such as points, rewards, and challenges, encourages students to become involved with the material and continue their learning journey, resulting in increased motivation, engagement, and overall better learning results. Blended learning can use gamification in a variety of forms, such as online learning games, simulations, and virtual environments. These gaming-based learning activities allow students to learn by doing and can be customized to meet the specific goals and objectives of the course. Moreover, it gives students immediate feedback on their performance, helping them recognize their strengths and weaknesses and adjust their learning strategies as needed. This leads to a more dynamic and personalized learning experience that suits each student’s individual needs and preferences. It promotes collaboration and teamwork among students by allowing them to work together towards common goals and engage in group problem-solving. This increases student engagement, strengthens relationships among students, and creates a more interactive and enjoyable learning experience. f. Stealth Assessment: Stealth assessment involves automatically gathering data about a student’s actions to assess their learning methods in a subtle manner, inspired by data collection techniques in online role-playing games. This technique is applicable to simulated learning environments in subjects such as science and history in schools and adult education. It evaluates difficultto-measure aspects of learning, including creativity, strategic thinking, and perseverance, while collecting information about a student’s learning states and

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processes without interrupting them with a formal examination. In addition, teaching strategies such as incidental learning, context-based learning, computational thinking, learning by doing, embodied learning, adaptive teaching, and analytics of emotions can create a positive and forward-looking learning environment that embodies the principles of both traditional and modern pedagogical frameworks.

11.6

Impact of Blended Learning on Teaching–Learning Environment

The COVID-19 was not the first coronavirus to pose a threat to humanity in the last two decades. SARS was the first virus outbreak in 2003, followed by the MERS outbreak in 2012 (Zivkovic et al. 2021). But this time its scope was limited in the teaching–learning field due to the prevalence of technological infrastructure and widespread availability of the Internet. It presented an opportunity to explore innovative tools and technologies to provide meaningful education delivery for students who were unable to physically attend campuses (Al-Turjman et al. 2021). The scope of blended learning was broadening even before the COVID-induced pandemic. The sudden growth of technological advancements over the past five decades, especially digital technologies, has greatly influenced the opportunities for education in a dispersed setting (Graham 2006). This was witnessed with the mushrooming of smartboards in schools along with interactive learning devices, proliferation of new ed-tech companies providing Audio–Video content, and special hands-on training for the teachers to improve their technical abilities. This development excited the research about the scope, ambit, and future of this system and influenced them to understand the impact of blended learning on the learning and teaching environment. They delved into the intricacies of how blended learning interacts with the cognitive, emotional, and behavioral aspects of learners, and evaluated its potential to revolutionize the academic world (Dziuban et al. 2018). To implement new and innovative educational methods that utilize technology, a successful blended learning environment is crucial. Blended learning aims to enhance learners’ understanding and build their analytical abilities. Schools and educational institutions should prioritize blended learning by implementing learning management systems and having strong Internet connectivity, particularly in developing nations, to ensure efficient technology-based learning (Kintu et al. 2017). Although the concept of blended learning existed before the development of modern instructional technologies, its continued development will be closely tied to current information communication technologies that mimic certain aspects of human cognition (Dziuban et al. 2018). One of the primary benefits of blended learning is that it has the potential to improve learner learning outcomes. It is observed that blended learning was effective in increasing learner learning outcomes compared to traditional classroom-based learning. This is due, in part, to the increased opportunities for

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active learning and engagement that blended learning provides. In blended learning environments, learners can participate in online activities, interact with their peers, and receive feedback from their teachers, which can help to deepen their understanding of the material. Blended learning also has the potential to increase teacher effectiveness and (Mishra 2006) argued that technology can be a powerful tool for teachers, as it allows them to develop their technological pedagogical content knowledge (TPACK), which is defined as the knowledge that teachers need to use technology effectively in their teaching. Teachers who have developed TPACK are better equipped to design and implement effective blended learning environments, as they understand how to integrate technology into their teaching in ways that enhance learner learning. Another advantage of blended learning is that it can provide a more personalized learning experience for learners. In a blended learning environment, learners can work at their own pace, which allows them to focus on areas where they need the most support. Additionally, blended learning environments typically provide learners with access to a variety of resources, such as online videos, simulations, and interactive activities, which can help to meet the diverse needs and learning styles of learners. The study by Lu (2021) aimed to review learner perceptions of blended learning, and it found that blended learning can have a positive impact on learner learning outcomes. According to the study, learners generally reported that blended learning was more convenient and allowed for a more flexible learning experience, as they could access course materials and participate in discussions online at their own pace. Moreover, the study found that blended learning also improved learners’ motivation and engagement, as it provided opportunities for interaction and collaboration with their peers, as well as with their teachers. This can help to create a more dynamic and interactive learning environment, which can be more engaging for learners than traditional lecture-based classes. While blended learning has the potential to have a positive impact on the teaching–learning environment, it is important to consider that the impact of blended learning can vary depending on the design and implementation of the blended learning approach. For example, a study by Zeqiri et al. (2020) found that the impact of blended learning on academic performance and learner satisfaction was positive, but that it was dependent on the specific design and implementation of the blended learning approach. Martin et al. (2020) reviewed the literature on online learning and found that blended learning offers learners more chances to connect with instructors and classmates as well as wider access to educational resources. Additionally, blended learning reduces the expenses associated with traditional in-person instruction and provides learners with more flexible learning opportunities. Picciano (2002) studied the effects of blended learning on learner interaction, presence, performance and discovered that blended learning could foster learner interaction by providing ways for learners to communicate with each other and instructors through online

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discussions, email, and other means. The study also revealed that blended learning can raise learners’ sense of presence and engagement, resulting in improved performance. Kerras and De Witt (2003) established a framework for designing blended learning systems, which emphasizes learner-centered learning, technology integration, and a flexible learning environment. Polo and Varela (Polo and Varela 2017) investigated the creation of personal meaning in asynchronous discussions in higher education and found that blended learning offers learners the chance to participate in online discussions and construct personal meaning through interactions with peers and instructors. In addition, the authors also pointed out that blended learning can enhance learner learning outcomes by providing a supportive and interactive learning environment (Table 11.2). In the Face-to-Face, or complete offline learning, the focus of the learning– teaching methods was primarily on the teachers, with the role of learner being passive. This was because a sub-standard chalk and talk technology was used which made the interaction one-sided, with no active participation from the learners. This scenario changed in the completely Online scenario where the focus gradually shifted to the learners as they became an active part of the process. The primary mode of learning was Internet compatible electronic devices which provided a plethora of interactive content. With the continuous changes in the social environment, the Blended Learning mode has taken primacy in the preferable mode of learning. It was felt apt and important with changing times as both teachers and learners must be the active part of the process for the overall holistic development of learning environment. This calls for an adaptive approach to the learning–teaching environment, where both online and face-to-face tools must be applied to provide an exhaustive and comprehensive learning experience for the development of learners (Table 11.3). Under the blended learning approach, the responsibilities of teachers have undergone tremendous transformation. They have evolved from mere knowledge transmitters to guides and facilitators. They have changed the classroom environment to include creativity development. This is evident from a switch in their role from being an expert to being a co-learner. Under blended learning, teachers are not only learning the methods and technicalities of Information and Communication Technologies (ICT) but applying them in real time to produce quality output for the learners. Their approach towards learning has transformed from didactive and expository to Interactive, learning, and exploratory (Table 11.4). Table 11.2 Relative exploration of teaching–learning approaches Face-to-face

Online

Blended learning

Emphasis on

Teachers

Learners

Group

Learner’s participation

Passive

Active

Adaptive

Mode of teaching–learning

Chalk and talk

e-Devices + Internet

e-Devices + Internet + Books

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Table 11.3 Transforming teacher’s responsibilities Face-to-face

Blended learning

Imparting knowledge

Guiding and facilitating knowledge and information

Controlling classroom milieu

Creating classroom milieu

Uni-directional teaching

Co-learner with the skill of collaboration using constructivism

Elementary knowledge of ICT

Skillful use of ICT for improved learning

Instructional and descriptive approach

Interactive engagement, experiential and exploratory approach

Table 11.4 Transforming learner’s responsibilities Face-to-face

Blended learning

Inactive and passive learner

Active and dynamic learner

Replicating the existing knowledge

Creating new knowledge

Excessive dependency on teacher

Self-directed, independent, and autonomous learner

Reclusive learner

Collaborative learner

Learning for degrees and not for skill development

Learning to learn how to think, design, create, and communicate to face day-to-day life challenges

Similarly, the blended learning approach has changed the responsibilities for learners as well. They have evolved from passive to active learners which transformed them to explore and produce knowledge, rather than reproducing it in the exams. Blended Learning has emphasized on the learning independence of learners through task and assignments which involves critical thinking and analyzing abilities. This has reduced their excessive dependence on teachers. This method made sure that collaborative efforts are made from learners’ side which transport them from silos to mutual learning environment. This cultivates the art of learning, thinking, designing, creating, and communicating in them. The findings of relevant studies and research suggest that blended learning has the potential to improve learner learning outcomes, increase teacher effectiveness, and provide a more personalized learning experience for learners. However, it is important to consider that the impact of blended learning can vary depending on the design and implementation of the blended learning approach. Further research is needed to fully understand the impact of blended learning on the teaching– learning environment.

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Factors Affecting the Learning Experiences of the Learner

Blended learning is a method of providing a new HyFlex mode of learning to the learners. There are numerous factors that affect the experiences of learners. But some of the imperative factors include (Fig. 11.4). 1. Technology and infrastructure: The availability and quality of technology and infrastructure play a crucial role in determining the success of blended learning. The lack of technology and infrastructure can create barriers to effective blended learning, leading to negative outcomes for students.

Technology

Learner's Characteristics

Learner Motivation

Factors affecting the learning experiences of the learner Time Managment

Course Design

Teacher's Involvement

Fig. 11.4 Factors affecting the learning experiences of the learner

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2. Course design: The importance of designing blended learning courses that are effective, engaging, and student-centered is crucial for its effectiveness. Course design should take into consideration student learning styles, motivation, and the integration of technology into the learning process. 3. Teacher’s Involvement: The quality of teacher training and support can have a significant impact on the success of blended learning. Teachers need to be trained on how to effectively use technology in the classroom and should be provided with ongoing support to ensure the success of blended learning. 4. Learner motivation: The learner’s motivation is a critical factor in determining the success of blended learning. Learners who are motivated to learn are more likely to engage in blended learning activities, which can lead to improved academic achievement and attitudes towards learning. 5. Learner characteristics: Learner characteristics can greatly impact the blended learning experience for individuals. Some of the key characteristics that can affect blended learning include prior knowledge and experience, learning style, motivation, technology skills, and socio-economic status. Prior knowledge and experience can impact how well students are able to engage in blended learning. 6. Time Management: Time management is an important factor that can affect blended learning experiences. The blended learning environment can provide students with greater flexibility in terms of when and where they complete coursework, but it can also pose challenges for students in terms of managing their time effectively. Students who struggle with time management may have difficulty completing coursework in a timely manner, which can impact their grades and overall success in the course. Student characteristics, such as prior knowledge and learning styles, can impact the effectiveness of blended learning (Kintu et al. 2017). For example, students with prior knowledge in a subject may be better able to engage in online discussions and activities, while students with different learning styles may respond better to different types of online activities, such as multimedia presentations or interactive activities. To maximize the benefits of blended learning, it is important to consider student characteristics when designing blended learning programs. Similarly, (Ciftci 2020) also found that student characteristics, such as prior academic achievement and age, affected the blended learning experience. The study showed that students with higher prior academic achievement and older students had more positive attitudes towards blended learning. Additionally, the authors found that technology and teaching strategies had an impact on the blended learning experience. The study showed that students in the blended learning environment who had access to more advanced technology and who were taught using more effective teaching strategies had higher academic achievement and more positive attitudes towards learning. Research has shown that time management is a critical factor in student success in blended learning environments. For example, a study by Tong et al. (2022) found that students who reported high levels of time management skills were more likely to have a positive experience in blended learning courses. The authors

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noted that students with strong time management skills were able to better balance their online and in-person coursework, as well as manage the distractions and temptations associated with online learning. Other research has similarly found that time management skills can play a key role in student success in blended learning environments. For example, a study by Naismith et al. (2004) found that students who reported poor time management skills were more likely to have trouble with online coursework and less likely to engage with online discussions and other interactive activities. The authors emphasized the importance of helping students develop strong time management skills as a way to support their success in blended learning environments. The design of the course can have a significant impact on the blended learning experience of students. According to Graham (2006), the design of a blended learning course should consider the learning goals, the technology and pedagogical tools available, and the characteristics of the target audience. Effective course design in blended learning requires a thoughtful integration of online and face-to-face components to support student learning and engagement. In particular, the course design should balance synchronous and asynchronous activities, incorporate clear learning objectives and activities, provide opportunities for interaction, collaboration, and feedback, and offer accessible and relevant resources and materials. Moreover, course design should also consider the need for flexibility and accessibility. For example, the course design should allow students to access learning materials and activities at their convenience, accommodate different learning styles and needs, and provide opportunities for self-paced learning. Additionally, the design of the course should also incorporate assessment strategies that are aligned with the learning goals and effectively measure student progress and achievement. The use of formative and summative assessments, as well as opportunities for self-reflection and evaluation, can help students stay motivated and on track in their learning journey. It is important to be able to predict student performance to make informed decisions about course selection and future study plans. Analyzing students’ performance on various academic tests is crucial for developing their skills in the future (Kukkar et al. 2023). Several studies have shown that the availability and functionality of technology and infrastructure play a significant role in the success of blended learning (Gopal et al. 2021). Machine learning, particularly using artificial neural networks, has led to notable advancements in predictive tasks in education (Sahlaoui et al. 2021). Institutions and instructors should prioritize investment in technology and infrastructure to ensure the success of blended learning initiatives. Technology and infrastructure play a crucial role in the success of blended learning. Poor technology and inadequate infrastructure can negatively impact the blended learning experience, leading to frustration and decreased engagement among students. On the other hand, the integration of technology and effective infrastructure can enhance the blended learning experience, providing students with access to engaging and interactive materials.

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Technology and infrastructure include various elements such as hardware, software, Internet connectivity, and technical support. The reliability and functionality of technology and infrastructure can significantly impact the effectiveness of blended learning. For example, students may face difficulty accessing course materials, completing assignments, or participating in online discussions if the Internet connectivity is poor or if the hardware or software is outdated or unreliable. This can lead to decreased student engagement, low participation in online activities, and a negative impact on learning outcomes. In addition, the availability and quality of technical support also play a role in the success of blended learning. Technical support is necessary to ensure that students have the resources they need to overcome any technical difficulties they may encounter during their blended learning experience. The lack of technical support can negatively impact the blended learning experience, leading to decreased student satisfaction, low engagement, and decreased learning outcomes. The level of teacher involvement is crucial for the success of blended learning. For instance, (Anderson and Dron 2011) explored the role of the teacher in blended learning and found that when teachers are highly involved in the design and implementation of blended learning programs, they are better able to meet the needs of their students. The authors also noted that when teachers are involved in blended learning, they are more likely to provide students with meaningful and engaging learning experiences. Teachers who are actively involved in blended learning tend to have more positive attitudes towards the technology and are more likely to use technology in meaningful ways to enhance student learning. According to Graham (2006), students who are motivated to participate in blended learning environments are more likely to engage in the learning activities and interact with their peers and instructors. This interaction and engagement can help to sustain student motivation, leading to improved learning outcomes. The author also noted that student motivation can be influenced by several factors, including the design of the blended learning environment, the availability of educational resources, and the level of support provided by instructors. Hence, all the aforementioned research specifically points towards the importance of the six factors which affects the learning–teaching environment in the blended learning system. Utmost attention shall be given to these factors to create a conducive environment for the overall development of the learner in changing times.

11.8

Challenges and Issues in the Implementation of Blended Learning with the Possible Resolutions

So far, we have seen that blended learning provides enormous opportunities for both teachers and learners to engage in a holistic manner to develop comprehensive understanding of day-to-day learning process. But there are still some challenges

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which needs to be taken care of. These challenges are related to the factor of blended learning which are enlisted as follows: 1. Technology and infrastructure: Ensuring that technology and infrastructure are in place to support blended learning can be a challenge, particularly in underfunded or under-resourced schools. This includes having reliable and fast Internet access, up-to-date hardware and software, and adequate training for both teachers and students. 2. Teacher training and support: Teachers may require training and support to effectively integrate technology and online resources into their teaching practices, and to effectively manage the blended learning environment. 3. Course design and development: Developing high-quality blended learning programs and courses can be a significant challenge. It requires careful planning and consideration of the most effective ways to use technology and online resources to support student learning. 4. Student engagement and motivation: Ensuring that students are engaged and motivated in blended learning can be a challenge, particularly for students who may struggle with self-direction and online learning. 5. Assessment and evaluation: Developing and implementing effective assessment and evaluation strategies for blended learning can be challenging, particularly for educators who are new to online and technology-enhanced learning. 6. Student equity and access: Ensuring that all students have equal access to technology and online resources can be a challenge, particularly in underfunded or under-resourced schools. 7. Teacher workload and workload management: Balancing the demands of inperson and online teaching can be challenging for teachers, particularly those who are new to blended learning. 8. Integration with existing practices and policies: Integrating blended learning into existing educational practices and policies can be a challenge, particularly in large and complex educational systems. It is important to invest in technology and infrastructure that are reliable, secure, and scalable, as well as providing adequate training and support to teachers and students. This will help to ensure that blended learning is implemented effectively, with minimal technical issues and disruptions. (Garrison and Arbaugh 2007) suggests that it is crucial for schools and institutions to provide comprehensive teacher training and ongoing support to ensure the successful implementation of blended learning. This can be achieved through professional development opportunities, workshops, and one-on-one support from technology specialists. An effective course design in blended learning should balance online and faceto-face components to maximize the benefits of both modalities. The authors suggest that online components should be used to support and enrich face-to-face instruction, rather than replacing it. Additionally, course design should take into

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account the characteristics and needs of the learners, such as prior knowledge and experience, learning styles, and levels of motivation. Assessment and evaluation are a critical aspect of blended learning as it helps to measure the effectiveness of the learning process and identify areas for improvement. Improving assessment and evaluation can result in better student engagement and motivation and lead to better learning outcomes. Effective assessment and evaluation strategies in blended learning include formative assessment, summative assessment, self-assessment, and peer assessment. It is important to align assessments with the learning goals and to use technology in a meaningful way to enhance the assessment process. Research has shown that the use of technologyenhanced assessment can result in more accurate and efficient evaluation of student learning and can also provide valuable feedback to both students and instructors. To improve student equity and access in blended learning, various steps can be taken. One approach is to ensure that all students have access to technology and Internet connection, as technology is a key component of blended learning. Providing adequate training and support to students, especially those who are not familiar with technology, can also help to improve equity and access. Additionally, making course materials and activities accessible to all students, regardless of their learning style or ability, is important. This can be achieved through the use of alternative formats, such as audio or video recordings, or through providing support services such as tutoring or academic advising. Furthermore, creating a flexible and inclusive learning environment, where all students feel welcome and valued, can also contribute to improving equity and access in blended learning. The improvement of teacher workload and work management can be achieved by implementing various strategies and techniques. These can include the use of technology to streamline tasks and automate repetitive processes, the development of clear and concise work policies and procedures, the provision of adequate professional development opportunities to help teachers effectively manage their workload, and the establishment of a supportive work environment that encourages collaboration and shared responsibilities. Additionally, institutions can also consider implementing flexible work arrangements, such as flexible schedules and telecommuting options, to support teachers in balancing their professional and personal responsibilities. By addressing teacher workload and work management, educational institutions can help to ensure that teachers are able to effectively support student learning and development. Finally, the integration of blended learning with existing practices and policies can be improved by taking a systematic and comprehensive approach. This involves a thorough analysis of existing practices and policies, identifying areas for improvement, and developing a plan for integration that considers the unique needs and characteristics of the educational setting. This process should involve all stakeholders, including teachers, administrators, and students, to ensure that blended learning is implemented in a way that is consistent with existing practices and policies and supports the needs of all learners. The use of best practices, effective communication, and ongoing evaluation and improvement can also help ensure successful integration.

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Case Study

To analyze the effect of blended learning in the school education system, a survey was conducted on 370 students belonging to Class I–IX. Final test scores were recorded and analyzed to find a significant difference before and after the introduction of blended learning. Similarly, the behavioral performance of the students was also analyzed to gauge the mannerism of students. The learning outcomes of the students were divided into two categories—Quantitative and Qualitative. The quantitative group was further divided into three parts based on division marks. Three class intervals, viz., Students Scoring II Division marks, Students Scoring I Division marks, and Students Scoring Distinction marks were created. Again, these were divided into Conventional Learning and Hybrid/ Blended Learning. Two qualitative groups were formed on the behavioral aspects of the students, based on their mannerism and etiquettes in the class, their mutual relation with peers, their bond with the teachers, and their responsiveness to the directions provided. Based on the continuous observation of the teachers, the students were divided into two groups: Well-Mannered and Ill-Mannered. These were further categorized based on Conventional Learning and Hybrid/Blended Learning. In totality, ten groups were formed. Students were initially assessed in a conventional (face-to-face) environment and the following test results were recorded (Table 11.5). Similarly, after a hybrid/blended learning approach was used, the following data was recorded (Table 11.6). Table 11.5 Students’ performance during conventional learning (face-to-face)

Class

Students

I

42

II

64

III

48

IV V

Learning outcomes with respect to academic performance

Learning outcomes with respect to behavioral performance

No. of students scoring II division marks

No. of students scoring I division marks

No. of students scoring distinction marks

No. of well-mannered students

No. of Ill-mannered students

8

20

14

28

14

12

36

16

40

24

10

26

12

42

10

36

12

16

8

24

8

52

10

26

16

42

10

VI

30

4

20

6

24

6

VII

24

6

14

4

18

6

VIII

30

4

22

4

24

6

IX

44

8

30

6

32

12

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Table 11.6 Students’ performance during hybrid learning (blended learning) Learning outcomes with respect to academic performance

Learning outcomes with respect to behavioral performance

Class Students No. of students scoring II division marks

No. of students scoring I division marks

No. of No. of well-mannered students students scoring distinction marks

No. of Ill-mannered students

I

42

0

24

18

42

0

II

64

0

40

24

62

2

III

48

0

30

18

48

4

IV

36

4

20

12

30

2

V

52

2

30

20

48

4

VI

30

2

22

6

30

0

VII

24

2

16

6

22

2

VIII

30

2

22

6

28

2

IX

44

2

32

10

40

4

To check the normality of the data, the Shapiro–Wilks test was performed. It was observed that for all the 10 groups the data was normally distributed (Table 11.7). Looking at the normality of the data, a paired sample t-test was performed to further analyze the data. The descriptive statistics and t-test results are as follows (Tables 11.8 and 11.9). 1. There was a significant difference between the No. of students Scoring II Division marks under conventional learning (Mean = 8.22, SD = 3.073) and the No. of students Scoring II Division marks under hybrid learning (Mean = 1.56, SD = 1.333) conditions; t(8) = 5.774, p < 0.05. This suggests that the number of students scoring II Division marks reduced after learning under Hybrid/Blended system. This indicates an improvement in their academic performance. 2. There was a significant difference between the No. of students Scoring I Division marks under conventional learning (Mean = 22.33, SD = 6.928) and the No. of students Scoring I Division marks under hybrid learning (Mean = 26.22., SD = 7.379) conditions; t(8) = −5.965, p < 0.05. This suggests that the number of students scoring I Division marks increased after learning under Hybrid/Blended system. This indicates an improvement in their academic performance. 3. There was a significant difference between the No. of students Scoring Distinction marks under conventional learning (Mean = 9.56, SD = 4.978) and the No. of students Scoring Distinction marks under hybrid learning (Mean = 13.33, SD = 6.856) conditions; t(8) = −4.857, p < 0.05.

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Table 11.7 Tests of normality Kolmogorov–Smirnova Statistic

Shapiro–Wilk

df

Sig.

Statistic

df

Sig.

No. of students scoring II 0.163 Division marks under Conventional learning

9

0.200*

0.909

9

0.308

No. of students scoring II 0.297 division marks under hybrid learning

9

0.021

0.813

9

0.028

No. of students scoring I division marks under conventional learning

0.132

9

0.200*

0.965

9

0.849

No. of students scoring I Division marks under hybrid learning

0.174

9

0.200*

0.952

9

0.715

No. of students scoring distinction marks under conventional learning

0.207

9

0.200*

0.867

9

0.115

No. of students scoring distinction marks under hybrid learning

0.196

9

0.200*

0.888

9

0.191

No. of well-mannered students under conventional learning

0.171

9

0.200*

0.937

9

0.549

No. of well-mannered students under hybrid learning

0.175

9

0.200*

0.969

9

0.886

No. of Ill-mannered students under conventional learning

0.213

9

0.200*

0.804

9

0.023

No. of Ill-mannered students under hybrid learning

0.223

9

0.200*

0.838

9

0.055

* a

This is a lower bound of the true significance Lilliefors Significance Correction

This suggests that the number of students scoring Distinction marks increased after learning under Hybrid/Blended system. This indicates an improvement in their academic performance. 4. There was a significant between the No. of Well-Mannered under conventional learning (Mean = 29.56, SD = 9.207) and the No. of Well-Mannered under hybrid learning (Mean = 38.00, SD = 13.038) conditions; t(8) = −4.296, p < 0.05. This suggests that the number of well-mannered students increased after learning under Hybrid/Blended system. This indicates an improvement in their behavioral performance.

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Table 11.8 Paired samples descriptive statistics

Pair 1

Pair 2

Pair 3

Pair 4

Pair 5

Mean

N

Std. deviation

Std. error mean

No. of students scoring II division marks under conventional learning

8.22

9

3.073

1.024

No. of students scoring II division marks under hybrid learning

1.56

9

1.333

0.444

No. of students scoring I division marks under conventional learning

23.33

9

6.928

2.309

No. of students scoring I division marks under hybrid learning

26.22

9

7.379

2.46

No. of students scoring distinction marks under conventional learning

9.56

9

4.978

1.659

No. of students Scoring Distinction marks under Hybrid Learning

13.33

9

6.856

2.285

No. of well-mannered students under conventional learning

29.56

9

9.207

3.069

No. of well-mannered students under hybrid learning

38

9

13.038

4.346

No. of Ill-mannered students under conventional learning

10.67

9

5.745

1.915

No. of Ill-mannered students under hybrid learning

2.22

9

1.563

0.521

5. There was a significant between the No. of Ill-Mannered under conventional learning (Mean = 10.67, SD = 5.745) and the No. of Ill-Mannered under hybrid learning (Mean = 2.22, SD = 1.563) conditions; t(8) = 4.296, p < 0.05. This suggests that the number of ill-mannered students decreased after learning under Hybrid/Blended system. This indicates an improvement in their behavioral performance (Fig. 11.5). With the introduction of blended learning, the number of students securing II division marks reduced from 74 to 14, whereas that of scoring I Division and Distinction increased from 210 and 86 to 236 and 120, respectively. Also, the behavioral learning witnessed a significant improvement as the number of wellmannered students increased from 274 to 350, and the number of ill-mannered students decreased from 96 to 20. These results suggest that blended learning does

2.333

5.897

−3.778

−8.444

No. of students Scoring distinction marks under conventional learning-No. of students scoring distinction marks under hybrid learning

No. of well-mannered students under conventional learning-No. of well-mannered students under hybrid learning

No. of Ill-mannered students under conventional learning-No. of Ill-mannered students under hybrid learning

Pair 3

Pair 4

Pair 5

5.897

1.453

No. of students scoring I division −2.889 marks under conventional learning-No. of students scoring I division marks under hybrid learning

Pair 2

8.444

3.464

Std. deviation

No. of students scoring II division 6.667 marks under conventional learning-No. of students scoring II division marks under hybrid learning

Mean

Paired differences

Pair 1

Table 11.9 Paired samples t-test

1.966

1.966

0.778

0.484

1.155

Std. error mean

3.911

−12.977

−5.571

−4.006

4.004

Lower

12.977

−3.911

−1.984

−1.772

9.329

Upper

95% confidence interval of the difference

4.296

−4.296

−4.857

−5.965

5.774

t

8

8

8

8

8

df

0.003

0.003

0.001

0.000

0.000

Sig. (2-tailed)

11 Students’ Learning Outcomes and Emerging Practices of Blended Learning … 273

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Fig. 11.5 Impact of blended learning on learner’s learning outcome

affect the marks and behavior of the students. Specifically, our results suggest when students switch from conventional mode of learning to a well-developed hybrid and blended mode of learning, their academic and behavioral performance improves. This indicates a positive effect on the overall learning and holistic development of the learner.

11.10 Implications and Future Scope The implementation of the hybrid approach in education can benefit both teachers and learners. Teachers can use this approach to improve their pedagogical practices and enhance students’ achievement by promoting creativity, skill development, and efficiency. Meanwhile, learners can engage in experiential and project-based learning to construct their own knowledge at their own pace and improve their socio-personal relationships with their peers and teachers. This approach connects learning to real-life experiences, making the teaching–learning process enjoyable and understandable. It can also be applied in higher education to enhance learning outcomes and transfer academic ownership. Additionally, this approach has potential for creating an inclusive environment for learners from diverse backgrounds, promoting deeper learning, reducing stress, and increasing student satisfaction. Collaboration between educationists and IT experts can lead to the exploration of new dimensions in curriculum designing, evaluation, assessment, and other areas. Ultimately, the hybrid approach can prepare learners to participate on a global level by dissolving boundaries and differences.

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11.11 Conclusion Blended learning combines traditional classroom-based methods with technologyaided techniques to create a more dynamic, interactive, efficient, accessible, and diverse learning experience for both teachers and students. The integration of technology into education helps to enhance the educational experience and improve assessment methods. Teachers can deliver lectures and evaluate student learning using creative and innovative techniques, making it easier to gauge student understanding and progress. This approach provides greater flexibility, enabling students to work at their own pace and focus on areas where they need the most support, resulting in a more personalized learning experience. Indeed, technology will never replace great teachers but for sure, those teachers who are not technosavvy and who are lagging in the race of multitasking are going to be replaced by techno-expert multitasking teachers. The data mentioned in the study indicate the importance of creative and innovative IT-based technologies for providing blended learning. It has the potential to revolutionize education and enhance the learning experiences of students. It has the potential to increase students’ enjoyment of learning, foster a positive attitude towards education, and improve their overall satisfaction with the learning process. To implement blended learning, it is important to have a well-structured learning plan, which can be easily executed through a learning management system. This system can be easily integrated into any educational institution and can help to streamline the implementation of blended learning programs. However, careful consideration must be given to the design and implementation of blended learning programs to maximize their potential and overcome the challenges they present. With the right focus, blended learning has the potential to provide students with a high-quality education that is both engaging and effective. The blended mode of teaching–learning will replace the traditional approach of teaching–learning with 3Es, i.e., educating, empathizing, and empowering the learners.

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Collaborative and Sustainable Blended Learning in UTAS Salalah

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Balaji Dhanasekaran, Rhouma Rhouma, and Senthil Kumar

Abstract

Classical teaching–learning approach with just in-class becomes more and more inefficient in this era. This is due to the insufficient adaptation of these conventional methods with recent technology and online learning platforms where students can easily catch the outcomes of any subject using youtube videos, shorts and stories. AI based tools that minimize the learning time that a student in the past needed to assimilate the university course objectives. The university teaching needs to change its methods and adapt them to the trends that are used by young learners. This chapter discusses the use of online collaborative tools as a major building block used in blended learning. An overview of how these tools can be used and what choices we have in order to smoothly deliver the course content of a programming-based course in UTAS Salalah through a case study is highlighted. In addition, a thorough discussion of the recent trends in the digital teaching process and how it is adapted in UTAS Salah is enlighted. Keywords

Collaborative tools • Sustainable education • Pandemic • Blended learning

B. Dhanasekaran (B) · R. Rhouma · S. Kumar University of Technology and Applied Sciences, Salalah, Sultanate of Oman e-mail: [email protected] R. Rhouma e-mail: [email protected] S. Kumar e-mail: [email protected] © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023 N. J. Ahuja et al. (eds.), Sustainable Blended Learning in STEM Education for Students with Additional Needs, Contributions to Environmental Sciences & Innovative Business Technology, https://doi.org/10.1007/978-981-99-3497-3_12

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Introduction

According to statistics from the UNSD, there have been 91% enrolment in primary education in developing countries. There are still 57 million primary-aged children who remain out of school. One of the 4 girls is not in school. 50% of outof-school children live in conflict-affected areas. And 6 from 10 adolescents are not achieving a minimum level of proficiency (https://www.undp.org/sustainabledevelopment-goals/quality-education). The key endorsement of the United Nations Sustainable Development (UNSD) 2030 agenda is to provide sustainable development for its global members. It emphasizes that the planet and its people should move towards prosperity in all areas, also encouraging to shift the focus from the traditional system to a sustainable path world-wide. Education is not disassociated from the sustainable focus of UNSD. Digital technology has become a critical and essential tool in this endeavor of learning teaching. Sustainable digital education decreases pollution and waste, increasing production value and efficiency of the learner. The use of digital gadgets has undergone this process, while accessing an online e-book is an easier task for the learner than visiting the campus library. Achieving inclusive and quality education for all reaffirms the belief that education is one of the most powerful and proven vehicles for sustainable development. This goal ensures that all girls and boys complete free primary and secondary schooling by 2030. It also aims to provide equal access to affordable vocational training, to eliminate gender and wealth disparities, and achieve universal access to a quality higher education. The Information and Communication Technology (ICT) has developed into an effective means for the progress of sustainable education being a tool which is instrumental in bringing an efficient and sustainable educational culture. The term “Green Education” is a fascinating term which targets the learners who are eager to learn through e-learning tools and it also gives the educators the advantage of teaching at the comforts of their home and in addition teaching many learners at the same time. The ICT field plays a pivotal role as a support industry which targets the student’s employability aspect in the training programs. The job readiness which comes along with the training programs needs to bridge the needs and the wants of the industrial requirements (Jones et al. 2017; Sunny and Shu 2019; Strielkowski et al. 2019). The challenge of providing such a sustainable educational system is the integration of information into educational curricula setup and ensuring that the number of learners are potentially reached through online learning tools or applications which are specifically targeting the learning outcomes of the course material. It also has to ensure that the assessments are also designed or formulated to test the learners’ understanding of the core concepts and the course materials offered by the educational system. The framework of the World Summit of Information Society and Information Technology (WSISIT) focused on the social and the economic aspects of the information sciences. The conventional method of learning/teaching pedagogy has reformed the global educational system after the pandemic. The teachers are forced to change the teaching style using new tools and technologies, consequently changing the students’ learning aspect and

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methods in Higher Educational Institutions (HEI). The new brood of teachers are interacting using different approaches to connect with their learners. The teachers are able to better understand the learning process through their interactions with the learners. The knowledge transfer from the teacher to student is happening at ground breaking speed in the learning teaching pedagogy. This has led to the state where learners are now having better intellectual success. The teachers can distinguish the content accessed by learners, the different types of assessment needed for individual learners, making teaching custom-made which caters to the needs of individual students (UNICEF 2020; Hoz-Rosales et al. 2019; Mallillin et al. 2021). The HEI’s are offering an array of educational programs with a unique way of learning techniques and strategies with technological support, which addresses the needs of the learners with diverse interests. The goal of HEI is to ascertain that the self-learner’s success depends on the impetus by the learner itself. The different educational techniques and the teaching methodologies in terms of instructional sessions, assessing the learners through technology using open source tools has set new trends in the modern learning teaching pedagogy. The latest mode of online materials for course contents, tutorials, e-books and other sources of providing the learning material like textbook, projects and assessment is assisting the learner’s assimilation of knowledge provided by the educators (Mainardi 2021; Cheung 2019). The traditional method of school-centered learning is currently modernized which results in effective education for the learners. The operations carried out by the educational institutions from being a school-centered learning facility into more of an effective learning facility has resulted in better effective means for the learners. The outbreak of COVID-19 has set a path for such tools and technologies to be used at various levels of learning-teaching paradigm. The pandemic has been a blessing in disguise challenging the very set-up of traditional classroom teaching with the modern ways of delivering the course material through ICT tools for the educators. This has not come easy as the educators also had to change the methodologies to ensure active participation from the learners (Balaji and Malathy 2020). Blended learning refers to an educational approach that combines online learning with traditional face-to-face instruction. The use of online collaborative tools in blended learning has become increasingly popular in recent years due to advances in technology and the need for flexible, accessible learning options. The scope of this chapter will be to explore the concept of blended learning and the use of online collaborative tools within this approach. It will examine the benefits and challenges associated with blended learning and how the use of online collaborative tools can enhance the learning experience for students. Additionally, the chapter will explore the impact of blended learning on student outcomes and the role of the instructor in this approach through a concrete case study. The problem definition that this chapter will address is how to effectively implement blended learning and online collaborative tools in a way that enhances the learning experience for students and promotes their academic success. This chapter focuses on the challenges of digital technology in modern learning teaching models through a tested case study of a course prototype offered in UTAS Salalah. This course uses the blended learning

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methodology through the use of online collaborative learning tools. We will show the course delivery plan process by considering step by step phases in the proposed blended learning model. In the remaining part of this chapter, we explain the choices that have been taken towards establishing a blended learning approach in UTAS Salalah through a concrete example using online collaborative tools and new trends in online learning. Objectives of the chapter The objectives of the chapter are: • To conduct a thorough literature review on blended learning and the use of online collaborative tools in education; • To define the concept of blended learning and approaches to its implementation; • To explore the benefits and challenges associated with blended learning and the use of online collaborative tools in education; • To explore different blended learning tools and platforms and trends in technology to this aim; • To analyze the role of the instructor in blended learning and how they can effectively incorporate online collaborative tools into their teaching practices; • And, to implement a prototype of a blended learning concept using online collaborative tools through a concrete case study involving a programming-based course. Organization of the chapter The organization of this chapter is as follows. In Sect. 12.2, we give a hint about the digital technologies used in education with the use of online collaborative tools and online classrooms and meetings. In Sect. 12.3 we explain how the digital evolution of web techniques has permitted the use of collaborative learning methods in blended learning. In Sect. 12.4 we give an overview of the migration towards online learning methods due to the pandemic and the university choices to give a more diverse content to its students. The experience made through the semesters post-pandemic in UTAS Salalah is presented in Sect. 12.5 which presents the model followed by instructors in their course delivery plan. A case study is then depicted in Sect. 12.6 in order to apply the model in the delivery of a specific course which is practical cryptography using python. Finally, some conclusions and future scope are drawn in Sect. 12.7.

12.2

Digital Technologies in Education

Digital Learning involves the use of a variety of websites, mobile applications and platforms that facilitate learning by connecting learners with teachers. The tools can be used in the educational setup or being in the comfort of their home through internet connection. With the pandemic COVID-19 playing a major havoc in the lives of students and teachers, the digital tools have untangled the learner’s ability

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to learn and the teacher’s capability to teach. Both the learner and the teacher have to adapt to the new digital learning/teaching tools for effective learning and teaching needed for the 21st century. There are 3 major types of online tools available: Online Classrooms, Assistive Technology and Applications. These digital tools are applications which are available on the cloud and enable the delivery of the course content with the assistance of video tutorials or interactive sessions. These online tools use a variety of resources such as multimedia enabled games, online assessments, game-based learning and assessment, as well as integrating the traditional pedagogy and the modern online learning environment which enables the learners to access and engage with the course materials, peer collaboration, and also receive feedback from the course instructor. The digital tools can personalize the learner’s experience, provide immediate feedback and support collaborative and interactive learning. Additionally, the contents can be accessed from anywhere, anytime, making them convenient and flexible for learners with busy schedules or for those who require distance learning options. There are varied avenues to be explored apart from the above-mentioned tools used in digital education. Sustainable educational system adaptations are inspired by the change in the information technology and its growth. The new advancement in devices such as hand-held mobile devices, white and smart boards in classrooms, MOOCs, phablets, lightweight laptops, cloud services providing virtual classrooms and labs have modified the learning teaching pedagogy in HEIs. The major breakthrough in the form of Internet of Things (IoT) has benefitted the learner’s community by providing a low-cost method for education. The advent of social media has also taken the educational sector by storm and provides a means for the knowledge hunger of the young learners. The 24/7 availability of the online sources caters to the need of the young learner’s quest for knowledge (Keengwe and Bhargava 2014; Dreimane and Upenieks 2022; Rogers 2000; Haddad and Draxler 2002; Büyükbaykal 2015; Haleem et al. 2022).

12.2.1 Traditional Learning Tools The traditional learning teaching process depends on the underlying learning styles of learners namely: • Audiovisual: e-books, MOOC platform, Equipment used • Read/Write, and • Kinesthetic. Whereas the read/write learning style and the kinesthetic learning style are commonly used in most of the HEI, the audio-visual content still faces use limitation because of the lack of resources. The audio-visual type of learning is described as the use of auditory and visual stimuli of the individual. The aids include use of handouts, flip-charts, white

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boards, videos, audio tapes, computer graphics and 3D models. These tools assist in improving the retention of the learning material. • E-books: The text books are being swiftly substituted by E-books and Search Engines. The students can find information more quickly with technological advancements. These advancements have increased the communication and cooperation between the teachers and students. The students learning from different HEIs can share their knowledge within campuses. The hybrid E-books are the recent trend and play a major role in the flip class rooms. The hybrid E-books are the ones which can incorporate hyper text, images, audio files and video files in it. Educational website content can be kept with the E-book. The major advantage of this hybrid E-book is that can allow the user to access all media files without an Internet connection. Most of the universities have stopped providing the physical study materials to their students. Instead, Ebooks, Hybrid E-books and Digital libraries are becoming more common study materials for the students. In UTAS—Salalah most of the students carry tablet PCs as their only studying resources. The students feel more comfortable to use these digital devices than carrying a note book. Multiple digital devices can be configured together and the same content can be accessed everywhere. • MOOC Platform: The MOOC platform is flexible in nature where the students can start and study at their own pace. It helps the learner to register for free certification courses and the course schedule is adjusted according to their time. The syllabus caters to the needs of the learner. MOOC benefits the learners by conferring them the employability skills which are needed by the entrepreneurial demands. From the courtesy of MOOC, the learners can learn at their own pace, which aids them in learning at any time and from any location. Since most of the Multinational Companies (MNC) like Google, IBM etc., started recruiting employees even without formal degree is encouraging and attracting more people to take courses and certifications in MOOC. The degree programs of many top-ranking universities are available in MOOC platform like Coursera. It is evident that many MNCs have started their own MOOC platform to cater the need of the people who are looking for the part-time course options. The distance learning program of most of the universities was replaced by MOOC in the recent time. The higher education domain views MOOC as its future. After a decade of offering courses many MOOC platforms became more matured and eradicated the weaknesses pointed out by the educational experts. • Equipment Used: There are various input and output devices used in the AV tools of education. They are projectors, microphones, speakers. The projectors are output devices which project the images/video from any input device. The microphones are used as an input device for a large audience in a bigger classroom framework. The speakers act as the output device in concurrence with the microphones in a larger lecture hall or a similar classroom structure. The higher education institutions are using more sophisticated devices like smart boards, smart TV’s. In UTAS—Salalah, a classroom is equipped with a promethean interactive display and smart panel educational device. This device does most

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of the activities which can be performed using the smart TV and the smart board. The promethean panel helps to connect with the students of the class and allows the students to share their screen, conducting a common poll and performing group activities. The panel can also be used as the smart board. The panel can be connected with the internet and all the smart TV options are also available in it. A few of the classrooms also have smart boards in UTAS. The media center of UTAS also keeps projectors ready to fix wherever the staff wants to use for teaching and learning apart from each room and lab equipped with a projector and a teacher PC.

12.2.2 Online Classrooms and Meetings The following tools have been used intensively during the pandemic and postpandemic as an alternative to in-person classrooms: • Google Classroom: This is a web-based platform that integrates with other Google tools, such as Gmail and Google Drive. It provides a centralized place for teachers and students to communicate, share resources, and manage assignments and grades. The Ministry of Higher Education of Oman was having a MoU with Google and Google was the email service provider for the UTAS campuses. Google has allowed the UTAS campuses to use all the applications in the google workspace for education. Google classroom was more convenient and can be used as a collaborative tool for the classes of most of the UTAS teaching staff members. The google classroom can be used along with the google forms for conducting the students’ poll and exams. The students are allowed to see their marks and feedback from the teacher for their assignment in one place. The teachers have used the google classroom as an announcement center, assessment collection center and for many other educational activities. The google classroom was a tool preferred by the teachers in UTAS due to its user friendliness and as a collaborative tool for their teaching. • Blackboard: This is a web-based learning management system that provides a centralized platform for course management, content delivery, and student engagement. It includes features such as discussion boards, group projects, and online assessments. This is the official learning management system (LMS) tool for the UTAS campuses for teaching and learning. The software can be accessed through desktop systems and also the mobile device. The complete semesters were offered through the Blackboard by UTAS during the pandemic time. Blackboard does most of the task of the learning management tools available in the market. This has a few of advanced options like sending a group email, plagiarism check, keeping a question bank etc., Hence most of the teachers have used this software for teaching and learning during the pandemic. The plagiarism check is an important option for the teachers for collecting and checking the plagiarism of the student’s assignments in one click. This also

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acts as an important evidence for the legal commitment of the university. The Blackboard is an effective collaborative educational software used by most of the top ranked HEIs in the global level. • Canvas: This is another web-based learning management system that provides a centralized platform for course management and content delivery. It includes features such as online quizzes, grades, and analytics, as well as integrations with third-party tools and apps. This enables the educators to deliver course contents, assessments and communication tools to students in an online set-up. It also has analytic tools to monitor the student’s progress in a course and the pertinent reporting systems. • Zoom: This is a video conferencing platform that provides high-quality video and audio, as well as screen sharing and recording capabilities. It is widely used for online meetings, webinars, and remote classes. The tools became very famous during the pandemic time. This was helpful for the education fraternity to offer the classes for their students. The tool supports any number of students to attend the meeting and has no limit. The meeting host was having a lot of controls to control the etiquette of the participants. The options like changing background, muting all the participants, sharing the screen (partial or selected component or the full screen) are the most preferred options for the host to choose this software. The software later added the facility to connect to the digital pad which can act like a white board. The board options had a lot of other options like symbols, pictures, text fonts, etc. for making the presentation more attractive. The attendance of the participation and recording the sessions were the most user-friendly choices for the host. • Microsoft Teams: This is a collaboration platform that is part of the Microsoft Office 365 suite of tools. It provides real-time chat, video and audio calling, and file sharing, as well as a centralized hub for organizing meetings, assignments, and other resources. Microsoft has many applications which support the education domain and are combined into one suite and distributed as Microsoft Office 365 Suite. The mailing system is also collaborated with the office tools. This is a great option for the teaching fraternity. It is noticed that the documents usually used and shared by the teachers and students are mostly the office tools. This is very common with all the fields and programs in higher education. Office 365 suite provides all these applications in one place. Teacher fraternity conducts the meetings with the classroom using the Microsoft teams. The MS-Teams application supports the teachers to create classrooms and share the materials with the students. The Microsoft 365 office suite provides all office applications like word, excel, PowerPoint, OneNote, publisher etc., and other applications for enterprise social networking, web portal collaboration, cloud storage up to 1 TB, business intelligence, private video library, project management and report generation tools.

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12.2.3 Online Collaborative Tools There are several online collaborative learning tools that allow students, teachers, and other educators to work together and share information in real-time. Some of the most popular tools include: • Replit: Replit is a web-based platform that provides an integrated development environment (IDE) for coding in a variety of programming languages. It allows users to write, run, and debug code online, without the need for a local development environment. Replit provides a variety of tools for sharing and collaborating on code. Users can share their workspaces with others by generating a link, and multiple users can work on the same workspace at the same time. Replit also provides version control features, allowing users to track changes to their code over time. Replit provides a simple and convenient way for users to code and collaborate online, without the need for a local development environment. • Tinkercad: Tinkercad is a free, web-based 3D design and modeling tool developed by Autodesk. It allows users to create 3D models and designs using a simple drag-and-drop interface, making it a great choice for beginners and those with no prior 3D modeling experience. Tinkercad is designed to be user-friendly and intuitive, with a range of features that enable users to create a wide variety of designs, including basic shapes, text, and imported models. It also includes tools for adding colors and textures to designs, as well as tools for making precise measurements and adjustments to objects. One of the key features of Tinkercad is its collaboration capabilities. Users can create designs together in real-time, allowing multiple people to work on the same project simultaneously. This makes it an ideal tool for classrooms or teams working on group projects. Tinkercad also offers a variety of resources to help users get started, including tutorials, projects, and a community forum where users can share their designs and ask for help from other users. • Overleaf: Overleaf is a web-based collaborative tool designed for writing and editing scientific documents, including research papers, theses, and technical reports. It was created with LaTeX, a document preparation system that is widely used in academia and the scientific community. One of the key features of Overleaf is its real-time collaboration capabilities, which allow multiple users to work on the same document simultaneously. Users can see changes made by others in real-time and can chat with each other within the document, making it easy to collaborate with colleagues and co-authors, even if they are in different locations. Overleaf also offers a range of templates and tools to help users create and edit documents. The system includes a built-in spell-checker, autocompletion, and syntax highlighting, which helps to reduce errors and speed up the writing process. In addition, overleaf provides version control, so users can easily track changes and revert to previous versions if necessary. This feature is particularly useful for large, complex documents that are being edited by multiple authors.

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• GitHub: GitHub is a collaborative tool that enables developers to work together on software projects. It is a web-based platform that uses the Git version control system to manage and track changes in code, making it a popular tool for collaborative software development. GitHub allows users to host their code repositories online and provides a range of features to support collaboration, including the ability to: – Share code with other users – Manage access permissions to code repositories – Track changes to code over time – Merge changes made by different users – Raise and review issues and bug reports – Discuss code changes and issues with other users – GitHub also offers a range of integrations with other tools, such as project • Padlet: This is a virtual bulletin board that provides a visual and interactive space for students and teachers to share and collaborate on ideas, resources, and projects. The best tool for a particular situation will depend on the needs of the users and the resources that are available. Some tools may be more suitable for certain subjects, age groups, or learning styles, while others may be more flexible and versatile.

12.3

Collaborative Learning

The classroom teaching helps the students to identify the type of learner they are. It becomes effortless for them to learn new concepts once they are aware of their learning type. On the contrary, it does not allow for faster evaluation, immediate learning of new concepts and engaging them in active learning. The efficiency of the new technology eliminates these challenges in terms of quick learning and assessments. Some HEIs have already introduced the new tools and technologies in their campus in the form of smart classrooms and laboratories. The traditional school of teachers are still having reluctance toward the introduction of new learning tools and technologies. The example of an online classroom calendar helps the learners plan their schedule/s accordingly. The teachers also can assign assessment based on the learner’s need. The introduction of such new online tools has enabled the learner/students to study from the comforts of their living place. The sustainable educational revolution has provided the students with self-engaging experience, with more focus on a specific topic. The use of augmented and virtual reality can enhance the learner’s experience (Vakaliuk et al. 1840; Cavas et al. 2009; Biletska et al. 2021; Kim et al. 2005). The development of the Web has been the catalyst which has enabled the change in the educational system. The web 1.0 was basically a read-only environment, where the user reads the information from the website. The online contents were created by the content developers and maintained in a database by the administrators of the website. Web 2.0 was more of a read and write environment where the users also contributed to the web content

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in terms of sharing their contents in the form of videos, blogs, where tagging, linking or commenting on the content improved the interaction between the users and the web. Web 3.0 is the new age technology of the internet, also known as Semantic Web, which uses specialized searching techniques for the user’s search request (Akbaba-Altun 2006; Mikre 2011; Bilotta et al. 2021; Perraton 2000). With these new technologies came the possibility to use other trends in education like blended learning which uses collaborative learning. Collaborative learning is a teaching and learning approach that emphasizes group work, interaction and communication among learners to solve a problem, create something new or achieve a common goal. The following methods are some techniques used in collaborative learning: • Peer Tutoring: In this technique, students take turns teaching each other the material they have learned. This approach helps to reinforce learning, as well as provides opportunities for students to develop leadership and communication skills. • Group Discussion: A simple and effective way to encourage students to work together, share ideas and build consensus. A teacher can lead the discussion or students can take turns leading the discussion. • Jigsaw: In this technique, students are divided into groups and each student is assigned a specific task or piece of information. The students then come together to form a complete picture or solution to the problem. • Think-Pair-Share: In this technique, students are asked to think about a question or problem individually, then pair up with a partner to share their thoughts. The teacher can then bring the class together to discuss the collective ideas and insights. • Team-Based Learning: In this technique, students are organized into teams and work together to complete a task or solve a problem. The approach emphasizes individual accountability and fosters a sense of interdependence among students. • Games and Simulations: Games and simulations can be designed to foster collaboration, problem-solving and critical thinking skills. These activities can be highly engaging and can help to motivate students to work together effectively. The most effective technique will depend on the subject matter, the students, and the learning goals. The following figure resumes the cited methods in collaborative learning (Fig. 12.1). In the next subsection we will focus on the existing collaborative learning that can be used in the process of collaborative learning methods and audio-visual tools that can be used.

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Fig. 12.1 Collaborative learning methods

12.4

Online Learning in the Pandemic and Post-pandemic Time

12.4.1 Trends Towards Online Learning The introduction of hybrid education models has created broad avenues for the learners as well as the educators. The resources used have also created the need for the educator’s innovativeness for ensuring that the learner gives their hundredpercent attention during the class hours and the assessment periods (Budiman and Samani 2021; Sangster et al. 2020). According to the World Economic Forum (WEF) sources the student population is accessing the online courses to increase their readiness for employability in the global market force. As per the impact report of the online learning platform “Coursera”, the statistics show that 20 m new registrations have been registered in 2021. It also indicates that the online learning tools are now reducing the skills gap between the industry and the educational systems (Fig. 12.2). The WEF and United Nations Development Program (UNDP) have joined hands to strategize the educational needs for the world. The most notable development is that online learning and teaching is going to eradicate the problems involved in delivering high-quality education curricula and can also be viewed as the future trend/s in the educational system (Daniel 2020; https://www.wef orum.org/agenda/2022/01/online-learning-courses-reskill-skills-gap/). The educational approaches need to focus on the problem analysis and solving capability of the learner which leads to accumulation of experience for the learner with the aid of ICT tools and technologies. The challenges of the transition from classroom teaching to online teaching for sustainable education is not amicable. As the online courses are offered by the HEIs, the important challenge has been in providing support for the adaptation, which involves teacher’s training for the online

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Fig. 12.2 Learners accessing online learning report

tools. It also poses a challenge for the educational systems’ administrators, as well as a challenge for the learners. There are numerous steps or processes in preparing the above-mentioned entities for the transition from traditional classroom to online learning teaching pedagogy. The initial challenge is the development and deployment of course content and the assessment to the learners of the courses. Online mode of education can be a very effective and efficient apparatus for selfdisciplined learners. It provides greater flexibility in terms of learning experience for the online registered students. The learner needs to have more responsibility which sometimes has adverse impact on the stress level of the learner. For a highly self-motivated and organized learner with a good level of time management skill, they will acquire better experience and skills in contrast to their peers (Mishra et al. 2020; Savic 2021).

12.4.2 Online Learning in Oman After Pandemic The first preventive action taken by the government of Oman by closing the schools and colleges to reduce the congregation. The school students were not much affected by this decision except those who were in board exams. The government authorities and the ministries have asked the stakeholders to submit a report on how to proceed further to complete the academic year without affecting the students. When the Government starts the measures to protect people’s life, the other usual practices and general lifestyle may not be considered. But

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the technology we have is making all of us think beyond the box. Making the graduate students sit at home is not beneficial to their future. E-learning is one of the technologies which is already adopted by many countries and their institutions starting from play schools. E-learning includes online add-on courses, online assignments, online study material, online exams and many more. Though the technology is well known and has got vibrant applications, it has not been fully adopted in any of the countries for teaching and learning, to be apt, before the Corona virus affected the world. The unanimous decision by the ministries after the online meetings with the stakeholders, was to continue the teaching and learning process immediately through the online education by the schools and higher education institutions. The assessments and promoting the students to the next level policies were kept pending and informed that the decision will be announced later. The government has taken necessary steps to start the online classes ASAP like Telephone operators like Omantel, and Ooredoo announced free internet data packages and national and international calls for all the citizens and the residents. The laptops and smart devices were made available at the subsidiary cost to all the students through many electronic companies. In the sultanate of Oman, the educational institutions started working within a week time of the lockdown and started functioning normally through the Online mode. This was possible because of the government initiatives for providing the platform required by the students and the teaching community. Another major advantage was the online mode was familiar to the students, since this was used by the schools and Higher education institutions at a subsidiary level for more than a decade. The University of Technology and Applied Sciences (formerly called the College of Applied Sciences) has been using blackboard as a Learning management system since 2007. For the students, in schools, under-graduates and post-graduates the syllabus was completed by the teaching fraternity on time through online mode. This was the scenario of almost all the private and Government schools, colleges and Universities in the country (Fig. 12.3). The ministry of education and higher education, Government of the Sultanate of Oman has started taking some measures to bring the education of the country back to normal, even though the teaching was started and entered the normal mode within the week of announcing the lockdown of the educational institutions, the lockdown and travel due to the pandemic has not been eradicated even after 2 months. The universities and colleges started announcing online exams for all the students but it depends on the domain and type of the course. In UTAS most of the departments adopted to conduct the online exams using blackboard. The blackboard had few options like restricting the students to open the internet tabs while using the blackboard. All the students were asked to use the camera during the exam. The invigilators were asked to record the whole session and monitor the student’s movement throughout the exams. The practical exams were converted to the course project with viva after the submission. These exams were having strict evaluation policies to stop the students from plagiarism. The policies were circulated to the students well in advance. The online classes and exams, which seemed to be a part of the traditional education system, have become completely

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Fig. 12.3 The school closures by September 2020. Courtesy Wikipedia

the E-learning system around the world after the pandemic emerged. The UTAS has used Google classroom, Blackboard, Microsoft Teams, zoom meeting app, Google Meet extensively to handle the online classes and assessments. Along with that, the online course providers started giving courses for less cost and some for free too. The conferences have become video-based conferences and seminars became webinars. All the course providers and webinar hosts are issuing E- certificates for their participants. Some online learning programs providers offer training and doubts clearing sessions and professional course entrance training at nominal costs or mostly free (UTAS was providing many such courses and workshops). Computer programming and coding with simple tools and applications are also taught through online mode (using tutorials point, etc.,) with trained teachers of the higher education institutions (Experts of each technology were giving training for other staff members). Thus, mobile phones and laptops are becoming mandatory for students of any age. This is the common scenario in the Sultanate which will not have much difference with the present learning modes around the world (Failed 2020). Thus, the online teaching and learning methodologies in the Sultanate of Oman Institutions have ensured the continuous learning process, support from the students, appreciation from the parents and encouraged faculty development as well. Once the add-on courses were only encouraged and followed online, after the Covid-19 outbreak, the whole teaching methodology has changed towards online teaching and learning. The modern communication technologies have enabled the stability of learning and teaching without a break. In the next section we will present a prototype of blended learning using collaborative tools for the cryptography course in the College of Applied Science in Salalah.

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Blended Learning in UTAS Salalah

Blended learning is a teaching approach that combines traditional face-to-face instruction with online or digital learning activities. The purpose of this approach is to create a more flexible and personalized learning experience for students that incorporate the best aspects of both in-person and online learning. The implementation of a blended learning would involve several steps. First, teachers and instructional designers would need to determine the learning objectives and outcomes for the course or unit. They would then select appropriate instructional materials and technologies that can support these objectives, such as online readings, videos, and interactive activities. Next, teachers would need to design a schedule and plan for how the in-person and online components of the course would be integrated. This might involve determining the amount of time students will spend in the physical classroom versus online, as well as selecting appropriate assessment methods that align with the learning objectives. Once the plan has been developed, the blended learning prototype can be implemented. During the course, students would participate in both in-person and online activities, such as attending lectures, completing online assignments, participating in discussions, and receiving feedback from instructors (Fig. 12.4 and Table 12.1). The students who are enrolled in the online courses access the course learning material through a portal known as Black Board (BB) which is supported by google incorporation. The variety of the resources include the course outline, lecture content and labs for the students. The recorded PowerPoint presentations are also uploaded on the portal for the benefit of the learners. The students use their login and password provided by the HEI resource administrator. The course material which is uploaded by the course teacher will be accessible by the student, in which they are already enrolled. The teachers from time to time conduct online assessment based on the requirement of the course internal assessment (CIA) criteria. The marks of the assessment are promptly exhibited for the student and the teachers are able to access the same from their login section. The assessment of the students can be downloaded or printed for an individual user or for a group of users. The discussion board facility is a useful feature in BB which facilitates the communication between the student and the teachers. The forum helps the teacher

Fig. 12.4 Blended learning model

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Table 12.1 Blended learning model applied in CAS Salalah Phase

Examples

Description

Course content

Online readings Videos Podcasts Interactive simulations

Start by creating a course syllabus that outlines the goals, objectives, and key topics that will be covered in the course. The course content can be delivered through a variety of formats

Online learning platform

Canvas Blackboard Moodle Google classroom

Choose an online learning platform that will be used to deliver the course content and facilitate communication between students and teachers

In-class activities

Group discussions Hands-on projects Hands on exercises Presentations Coding

Supplement the online course content with in-class activities. These activities can be used to reinforce the online content and provide students with opportunities to apply what they have learned

Assessments

Quizzes Exams Writing assignments Practical exams (coding)

Assess student progress using a variety of methods, such as. These assessments can be delivered online or in-person, depending on the course requirements

Feedback and support

Online discussion forums Virtual office hours One-on-one sessions with the teacher

Provide regular feedback and support to students throughout the course

Collaborative tools

Google meet Google drive Microsoft teams Replit.com GitHub

Encourage students to collaborate and work together on projects and assignments using online collaborative tools. Create their environments in Replit by installing the right python packages and work on the course project by teams of two. Maintain a version control of python files using GitHub

Self-paced learning

Online quizzes Interactive simulations Other resources

Encourage students to take responsibility for their own learning by providing opportunities for self-paced learning and practice

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to create a group for the users who have special interest in any latest trending topic of their interest. The BB consists of a communication system for all the students through the group email section. The announcement section is used for announcement to the group of users in the course. The calendar section of BB is used to create events and used for reminding the students about the activities which will be carried out during the course delivery in a semester. The blogs can be very productive for the learner, the teacher can create the blog and urge the students to read/comment/take a poll on the blog to augment the interactive session.

12.6

Case Study: Blending Learning Applied on the Cryptography Course

Whereas the blended learning model presented in the previous section gives a general model to follow when trying to apply it in the university, each course has his own specificity and nature that should be considered when trying to incorporate the blended learning model. A programming-based course is not the same as a system or database or network-based course. We need to go through a specific example of how we can take the model proposed in the previous section and apply it to a specific course. Implementing a blended learning approach in a class of cryptography using Python can be an effective way to engage students in the subject matter and provide hands-on learning experiences. We tried to implement those steps in CAS Salalah on a class of size 25 students.

12.6.1 Identify Learning Objectives and Outcomes The first step is to clarify the course description and to identify the specific learning objectives and outcomes for the cryptography class using Python. This might include topics such as encryption and decryption algorithms, key generation and management, and digital signatures (Tables 12.2 and 12.3). The Graduates Attributes (GA) are also depicted underlying the college by law and objectives (Table 12.4). Table 12.2 Course description Course description This course provides basic and practical concepts on cryptography and cryptanalysis. The course covers a detailed description of the building blocks of symmetric ciphers, hash/HMAC algorithms, asymmetric ciphers, key management process with a practical implementation using Python 3.8. VS code or PyCharm are recommended IDEs for Python programming. Jupyter Notebook is used for interactive Python programing

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Table 12.3 Course objectives and learning outcomes Course objectives

Course learning outcomes

1. Have an extensive, detailed and critical understanding of basic concepts behind most used cryptographic primitives 2. Develop a familiarity in modern cryptographic algorithms and enrich the knowledge to the students of existing deployed standards 3. Equip students with practical implementation of symmetric and asymmetric cryptographic algorithms 4. Implement most of the algorithms using Python and Openssl

1. Understand basic background behind most cryptographic standards 2. Implement cryptographic algorithms defined in cryptographic standards 3. Describe the purpose of cryptography and list ways it is used in data communications 4. Describe the following terms: cipher, cryptanalysis, cryptographic algorithm, and cryptology, and describe the two basic methods for transforming plaintext into ciphertext 5. Explain how public key infrastructure supports digital signing and encryption and discuss the limitations/vulnerabilities 6. Describe which cryptographic protocols, tools and techniques are appropriate for a given situation

Table 12.4 Graduate attributes 1. Communication skills

2. Teamwork and leadership

3. Discipline knowledge and skills

4. Creativity and innovation

5. Entrepreneurial skills

6. Lifelong learning

7. Technical and 8. Critical thinking, digital competency analysis, and problem solving

12.6.2 Select Appropriate Instructional Materials and Technologies Based on the identified learning objectives, instructional designers and instructors should select appropriate instructional materials and technologies that can support these objectives. This might include textbooks, online resources, and Python-based programming tools such as Jupyter Notebooks or IDEs. We used Anaconda as a python distribution and package manager with its various integrated applications like VS code, Spyder, Notebook and the use of Conda command to maintain the virtual environment. In some cases, we use the anaconda navigator in order to create a specific environment that runs some legacy python distribution (Fig. 12.5).

12.6.3 Determine the Blend Next, determine how the in-person and online components of the course will be integrated using Python. This might involve deciding how much time students

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Fig. 12.5 Selected technologies for the cryptography course practical work

will spend in the physical classroom versus online, what types of Python-based assignments will be completed online, and what assessment methods will be used to evaluate student progress, because students are using Replit and Anaconda. Some of the work can be implemented in class using VS code through Anaconda. At the end of the lab class, the code may be uploaded to GitHub. In many cases, the activity cannot be finished in class time, so they may pull the code from GitHub using Replit and continue programming.

12.6.4 Create the Course Plan Once the blend has been determined, instructors should create a course plan that outlines the schedule and plan for how the in-person and online components of the course will be integrated. The plan should include a clear outline of the topics to be covered, the instructional materials to be used, and the Python programming tools to be employed. As an example, we give a portion of the developed CDP (course delivery plan) structure for the first two weeks. The rest of the weeks will be omitted here to be concise (Table 12.5).

12.6.5 Provide Python Training and Support Instructors should provide training and support to students on how to use Python programming tools that will be employed in the course. This might include tutorials on how to use Jupyter Notebooks and VS code, how to write Python scripts to implement cryptography algorithms, and how to test and debug their code. Because of the choice of blended learning, students should continue coding out of the class hours in order to assimilate necessary skills in python coding. Class hours are certainly not enough to reach a “good” level of coding.

2

2. Classical cryptography 2.1. Caesar cipher 2.2. Brute forcing caesar 2.3. Vigenere 2.4. Playfair 2.5. Rail Fence 2.6. OTP 2.7. Affine cipher

2

2

Practical

Rest of the weeks (13 weeks): Output Omitted

2

Theory

Contact hours

1. Introduction to cryptology 1.1. Overview of secret communications using cryptography 1.2. Symmetric cryptography 1.3. Cryptanalysis 1.4. Data encoding

Topics to be covered

Weekly distribution of the lessons

2,3

1

Week no

Table 12.5 Weekly workload distribution for the course

1, 3, 4

1, 3, 4

Learning outcomes

1, 3, 6, 7

1, 3, 6, 7

Graduate attributes

Class demonstration Hands on exercise Discussion

Class demonstration Hands on Exercise Discussion

Methods for coverage of outcomes

Lab2A: Implement caesar Lab2B: Implement brute force attack on Caesar

Lab1A: Create a reverse encryption algorithm Lab1B: Authentication of a user using password

Assessment /activity

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Table 12.6 Assessment plan and learning outcome mapping Assessment Plan No

Assessment activity

Weight %

Learning outcomes mapping

1

Practical Exam I

10

1, 2, 3, 4

2

Quiz

5

1, 4

3

Midterm

20

1, 3, 4, 6

4

Project

10

1, 2, 3, 4, 5, 6

5

Practical Exam II

15

1, 2, 3, 4

6

Final

40

1, 3, 4, 5, 6

Total

100

12.6.6 Prepare a Clear Assessment Plan Assess student progress using a variety of methods, such as quizzes, practical exams, projects. These assessments can be delivered online or in-person, depending on the course requirements. Because the course contains intensive use of python programming, there should be at least two practical exams and one implementation project besides midterm, quiz and final exam. The following shows the assessment plan for the cryptography course (Table 12.6).

12.6.7 Monitor Student Progress and Adjust as Necessary As the course progresses, instructors should monitor student progress and adjust the approach as necessary based on student feedback and outcomes. This involves adjusting the blend, providing additional support to struggling students, or introducing new Python-based instructional materials or technologies. By following these steps, instructors can successfully implement a blended learning approach in a cryptography class using Python that engages students in the subject matter, provides hands-on learning experiences, and incorporates digital tools and technologies into the learning process.

12.7

Conclusion and Future Scope

By combining online course content with in-person activities and opportunities for collaboration, a blended learning approach can provide a flexible and engaging learning experience that meets the needs of diverse learners. The specific elements of the prototype can be customized to fit the specific needs and goals of the course, as well as the preferences and learning styles of the students. The outcomes of blended learning can be varied and depend on the specific context of the course or program. The combination of traditional face to face instructional and online learning methods of blended learning has several positive benefits. Some potential

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benefits of blended learning include increased student engagement and motivation which caters to different individual learning styles leading to increased motivation for learning, more personalized learning experiences which allows for self-paced learning which includes instructor’s guidance and mentoring during the course study time, and the ability to provide feedback and support to students in real-time. The future growth and development of blended learning is an expeditious arena with unlimited potentials. Artificial Intelligence (AI) and Machine Learning (ML) algorithms can create conducive environments for adaptive learning experience, where the systems can understand and adjust the individual’s need and provide personalized experience. The advent of Augmented and Virtual Reality (AR/VR) into blended learning can give immersive learning experience to the learners. The world of simulation created by these tools can stimulate the user’s overall cognitive quest. The learner can be motivated by the use of gamification and social learning in a blended learning/teaching atmosphere. The future of microlearning looks very promising as the information is provided in manageable units that are consumed as On the Go (OTG) approach. The future of blended learning is likely to be characterized by continued innovation and experimentation with new technologies and pedagogical approaches, as well as greater emphasis on personalized and adaptive learning experiences, gamification, microlearning, and credentialing. The successful implementation of a blended learning prototype requires careful planning, collaboration between instructors and instructional designers, and a willingness to experiment and adjust the approach based on student feedback and outcomes. Overall, blended learning can provide a range of benefits for students and educators, including increased engagement, personalization, improved learning outcomes, time and cost savings, and greater flexibility and accessibility.

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Cheung SK (2019) A study on the university students’ use of open educational resources for learning purposes. In: The international conference on technology in education. Springer, Singapore, pp 146–155 Daniel SJ (2020) Education and the COVID-19 pandemic. Prospects 49(1):91–96 De la Hoz-Rosales B, Camacho-Ballesta J, Tamayo-Torres I (2019) Entrep Sustain Issues 7(2):782 Dreimane S, Upenieks R (2022) Intersection of serious games and learning motivation for medical education: a literature review. In: Research anthology on developments in gamification and game-based learning, pp 1938–1947 Haddad WD, Draxler A (2002) The dynamics of technologies for education. Technol Educ Potentials Parameters Prospects 1:2–17 Haleem A, Javaid M, Qadri MA, Suman R (2022) Understanding the role of digital technologies in education: a review. Sustain Oper Comput, 3. https://doi.org/10.1016/j.susoc.2022.05.004 Jones P, Wynn M, Hillier D, Comfort D (2017) Indones J Sustain Account Manag 1(1):1–15 Keengwe J, Bhargava M (2014) Mobile learning and integration of mobile technologies in education. Educ Inf Technol 19(4):737–746 Kim SH, Holmes K, Mims C (2005) Opening a dialogue on the new technologies in education. TechTrends 49(3) Mainardi M (2021) Educational accessibility: a catalyst for innovative practices. Access Reinventing Educ, 61–80 Mallillin LL, Mallillin D, Cabaluna J (2021) A self-regulated catalyst of learning: an approach to teaching pedagogy. Int J Humanit Soc Stud 3:43–52 Mikre F (2011) The roles of information communication technologies in education: review article with emphasis to the computer and internet. Ethiop J Educ Sci 6(2):109–126 Mishra L, Gupta T, Shree A (2020) Int J Educ Res Open 1:100012 Perraton H (2000) Choosing technologies for education. J Educ Media 25(1):31–38 Rogers PL (2000) Barriers to adopting emerging technologies in education. J Educ Comput Res 22(4):455–472 Sangster A, Stoner G, Flood B (2020) Acc Educ 29(5):431–562 Savic M (2021) E3S Web Conference, Volume 250, 2021, 1st Conference on traditional and renewable energy sources: perspectives and paradigms for the 21st Century (TRESP 2021). https:// doi.org/10.1051/e3sconf/202125004012 Strielkowski W, Streimikiene D, Fomina A, Semenova E (2019) Energies 12(24):4790 Sunny SA, Shu C (2019) Investments, incentives, and innovation: geographical clustering dynamics as drivers of sustainable entrepreneurship. Small Bus Econ 52:905–927. https://doi.org/10. 1007/s11187-017-9941-z UNICEF (2020) Education and COVID-19. https://data.unicef.org/topic/education/covid-19 United Nation. https://www.undp.org/sustainable-development-goals/quality-education Vakaliuk TA, Spirin OM, Lobanchykova NM, Martseva LA, Novitska IV, Kontsedailo VV (2021) Features of distance learning of cloud technologies for the quarantine organisation’s educational process. J Phys Conf Ser 1840(1):012051 Wood J. https://www.weforum.org/agenda/2022/01/online-learning-courses-reskill-skills-gap/

Integration of Blended Mode of Technologies in Teaching and Learning of Engineering Content at Higher Education Institutions

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Muhammad Mujtaba Asad, Kanwal Aftab, Zahid Hussain Khand, Alkarim Datoo, Hassan Syed, and Prathamesh Churi Abstract

A lot of benefits have been revealed in previous studies regarding the use of Blended Mode of Technologies (BMT) in classroom settings. Whereas, the purpose of this study is to analyze the usability and attitude of engineering students towards BMT Integration at public sector university of Sindh, Pakistan. In this study, a quantitative research method has been adopted. A survey research design has been used to collect the data from sixty engineering students of Electrical and computer engineering and for data analysis descriptive statics (Mean and Standard Deviation) and inferential statics (independent sample T-test) has been used through SPSS 27 software. The findings of this study prevail that, engineering students’ attitude towards BMT integration in their teaching and learning was positive and they are most interested towards BMT based content as compared to traditional approach. Whereas, for the usability analysis

M. M. Asad (B) · K. Aftab · Z. H. Khand · A. Datoo · H. Syed Sukkur IBA University, Airport Road, Sukkur, Sindh, Pakistan e-mail: [email protected] K. Aftab e-mail: [email protected] Z. H. Khand e-mail: [email protected] A. Datoo e-mail: [email protected] H. Syed e-mail: [email protected] P. Churi Mukesh Patel School of Technology Management and Engineering, NMIMS University, Mumbai, India © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023 N. J. Ahuja et al. (eds.), Sustainable Blended Learning in STEM Education for Students with Additional Needs, Contributions to Environmental Sciences & Innovative Business Technology, https://doi.org/10.1007/978-981-99-3497-3_13

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of BMT integration the students have faced access and connectivity issues to digital device. Similarly, the digital competency and skills were also one of the major areas of lacking. This study is unique in a nature because it has focused on the higher education institutes of Sindh province of Pakistan, and highlight the gray areas of usability and attitude of students towards the integration of BMT for teaching and learning. Keywords

Information and communication technology education

13.1

•

Teaching

•

Learning

•

Higher

Introduction

The present time of the 21st century is the information and technology (IT) era. Every aspect of life has become synonymous with science and innovation. All over the world, data in all areas is making tremendous progress. Knowledge and technology are currently being used in the field of education to make education and training efficient and fascinating for both students and educators (Bhattacharjee and Deb 2016). BMT is seen as a tool to help schools meet age change from industry knowledge. It integrates personal computers, the Internet, and automatic transfer structures such as wireless, televisions, and projectors, among others, and is widely consumed in the current education space. BMT is not only seen as an add-on device for existing demonstration techniques, in addition, these days BMT is seen as an important tool to assist better approaches to teaching learning. BMT is included in the teaching–learning measure of different learning organizations on the planet. The effective implementation of BMT in the teaching of knowledge measurement depends largely on the regulation of trainers. The use of BMT in the classroom is necessary to provide opportunities for students to learn and work in the information age (Singh and Chan 2014). The term “technology” in the 21st century is an important issue in many fields, including education. This is because technology has become the interstate information movement in many countries. Today, the application of technology has experienced advances and has changed our social patterns that completely change the way individuals think, work and live. As a component of this, schools and other educational institutions that need to prepare students to live in a “knowledge society” should consider BMT participation in their educational programs (Ghavifekr et al. 2012). To meet the needs of the 21st century, individuals need to do more than the core issues. They need to understand how to use their insight and abilities by thinking critically, applying knowledge to new conditions, breaking down data, generating groundbreaking thoughts, communicating, working together, dealing with problems, and making decisions. These capabilities provide both adaptability and security in a period of stable change. BMT can be used as a tool for individual courses, giving occasions to tailor learning contents and tasks to the needs and needs of each student, and giving clear feedback. It develops students’ imagination and coordinated efforts, experts

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report what they rarely do or never do, still high (Davies and Pittard 2009). In the developed world, the use of BMT has helped people create countless things and develop insightful, annotated, and laborious settlement aids, and complemented a broad range of software and information methodologies (Thomas and Stratton 2006). Many educational institutions use BMT, recognize that its use has many advantages for students, and engage educators and students in improving their learning and acquiring 21st century skills. It is recognized that BMT provides students with learning and learning environment that is more community-oriented and locked-in. In any case, despite this rapid development using BMT and innovation, the use of computerized advances for learning has created difficulties for schools and policy makers to reinforce new capabilities that have become important in the current knowledge society. Indeed, although the quantity and nature of innovation in schools and institutes are simply acknowledged by accessibility and innovation, BMT capabilities, advanced competence, and the correct attitude towards innovation are important variables to be known (Kadel 2005). Reflections on the exam (Liaw and Huang 2011) had shown that a student’s expertise in innovation is a critical indicator of the mindset towards BMT. This attitude can affect the apparent and actual computerized training and BMT capabilities of sub-trainings. It is believed that better BMT skills and incomplete training positively affect their inspiration and attitude (Abdullah et al. 2015).

13.1.1 Problem Statement Various classifications have been utilized by researchers and teachers to classify the issues in use of BMT in educational organizations and a few researches have partitioned the issues into extraneous and inborn classifications. Outward issues as first-request and refereed to get to, time, backing, assets and preparing and inherent issues as second-request and refereed to mentality, practices and opposition (Habibu 2012). Whelan (2008) recognized more obstructions from the student viewpoint, including: excessively specialized skills that diminish admittance to BMT in teaching space; a poor number of scholarly advisers and absence of convenient input from teachers; and decreased communication with peers and educators. Also, Castro Sánchez and Alemán (2011) urged students to procure explicit specialized abilities to encourage learning in BMT conditions. The instructive viability of BMTs relies upon how they are utilized and for what reason, similar to some other instructive devices or methods of training conveyance, BMTs don’t work for everybody, wherever similarly. In the diverse piece of the world the utilization of BMTs is distinctive relying upon the moderateness, accessibility and admittance to innovation (Shaikh and Khoja 2011).

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Research Objectives The following are the objectives of the study: 1. To analyze the usability towards blended mode of technologies integration among Bachelors of Computer Science and Bachelors of Electrical Engineering students. 2. To analyze the Attitude towards blended mode of technologies integration among Bachelors of Computer Science and Bachelors of Electrical Engineering students. Research Questions The following are the research question of the study: 1. What is the Usability towards blended mode of technologies integration among Bachelors of Computer Science and Bachelors of Electrical Engineering students? 2. What is the Attitude towards BMT integration among Bachelors of Computer Science and Bachelors of Electrical Engineering students? Hypothesis for Usability towards BMT 1. Null: There is no significant difference in the mean score of usability towards blended mode of technologies integration among Bachelors of Computer Science and Bachelors of Electrical Engineering students. 2. Alternative: There is significant difference in the mean score of usability towards blended mode of technologies integration among Bachelors of Computer Science and Bachelors of Electrical Engineering students. Hypothesis for Attitude towards BMT The hypothesis of the study is listed below: 1. Null: There is no significant difference in the mean score of attitudes towards blended mode of technologies integration among Bachelors of Computer Science and Bachelors of Electrical Engineering students. 2. Alternative: There is a significant difference in the mean score of attitudes towards blended mode of technologies integration among Bachelors of Computer Science and Bachelors of Electrical Engineering students. Organization of the chapter The rest of the chapter is organized as: Section 13.2 elaborates literature review. Sections 13.3 and 13.4 highlights methodology and findings and Sect. 13.5 concludes the chapter with discussion.

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307

Literature Review

13.2.1 Blended Mode of Technologies Integration in Education The consensus of BMT in Education indicates the use of PC-based correspondence that is consistently involved in the study room teaching cycle. The trainers, identified with the organization of students for the current future period, are seen as the focus people in the use of BMT in step-by-step study rooms. This is a result of the limit of BMT in providing a dynamic and proactive teaching learning environment (Edvard Hatlevik and Christian Arnseth 2012). Although the purpose of BMT involvement is to improve and fabricate the quality, transparency and cost adequacy of the directional movement to students, it also implies the benefits of learning networks by system management to confront the current globalization problems (Ghavifekr and Rosdy 2015). The use of BMT can accept different capacities in education by changing the teaching and learning metrics. In any case, the BMT mix is not a simple endeavour. There are fundamental difficulties in regulating the use of BMT in education, which is increasing with a common, social and informative perspective by strategy creators, teachers, educational administrators and students in higher education. The use of BMT provides an unimaginable learning environment and changes the learning and readiness measure that student’s process data facilitate and significantly supervise (Volman and Eck 2001). The impact of BMT on the data-driven society has made great changes. In its nature and substance, it had a colossal and mimetic effect, so much so that the inspiration that guided the data began to absorb the wider society, and tuition was given among the broadest results and improvements brought in this way. Parra (2012) argued that the school is one of the environments in which progress has the best impact, which affects the educator part and becomes a part of the daily existence of the school. The blending of ICT with education has become a cycle whose recommendations go far beyond creative tools that support the informative atmosphere. The considerations for preparing progress and the way one produces and participates in critical learning that is the subject of development are currently being discussed, or the teacher’s technological use is discussed in cautious didactic terms (Díaz-Barriga 2013). The difference in BMT allowed these to be illuminating devices that could further enhance learning the ideas of students and changing the way data is obtained, managed and translated (Aguilar 2012). As part of the roles played by every instructor subject expert, students are now using creative tools to support learning. This development started with the rise of smaller ones than regular PCs, TV sets and voice recorders, among others. Regardless, there has been progress where technological resources are beginning to point to resources, where attempts to improve learning involve the task of combining progress with specific lessons. Likewise, teaching is about reporting that the learning measure is made. According to (Granados 2015), the use of BMT is standard media, papers, pens, etc. which led to an empowering demonstration of the work that is the prerequisite for preparation and the animation of the person’s data depending on the preparation of the procedures and current needs. Suárez and Custodio (2014) stated

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that preparation comes together with BMT to create another learning environment where, as a relevant perspective in human life, students expect obligation for their own acceptance, time and flexibility are a critical part of when education ends and flexibility. As digitization became a change and new developments met emerging didactic and scientific norms, it became logically exceptional.

13.2.2 Student’s Usability Towards Blended Mode of Technologies Usability tests allow designers to understand the key points to change to make a valuable arrangement. It is essential to guide suitability tests to find issues and make an BMT item as valuable as might be expected under the circumstances (Gregersen and Wisler-Poulsen 2013). Eight credits are related to convenience: productivity, competence, learning ability, usability, fulfillment, navigability and interface plan (Aziz and Kamaludin 2018). Different reviews have quantitatively explored aspects of suitability using different strategies. Regarding this, regulation has been found to be easier to work with for customers who are used to BMT regulations. This result, (Aiyegbusi et al. 2018) found that users who are used to exploring the web are much faster and make fewer mistakes when attempting than users who are inexperienced in exploring the web (Asad et al. 2020). The use of BMT in education has increasingly become an essential component of the teaching environment. Combined with technological tools, the use of BMT in schools will undeniably become an ever-present reality in the public sphere; therefore, expanding the understanding of students, educators and educational institutions will enable the development of the educational learning measure. The use of BMTs by students can vary greatly. From rarely used devices, for example, projects to scheduling interactive media learning materials, to devices used each time, for example programs or speech devices. This kind of changeability makes sense, thinking about these students are typically not associated with the plot of the media didactic material unless it is clearly needed as a task to be evaluated. Another unusual aspect is that the visit allows them to communicate quickly and financially with individuals from their interpersonal organizations (Valentín et al. 2013). Factor analysis revealed four separate jobs of BMTs. First: In either the synchronous mode (conversations) or asynchronous mode (meetings), social use is linked to recreational correspondence between sub-studies, although documents of understanding are included. Second is the technical use defined by the use of information of board programs (knowledge bases and book keeping pages); site page plan and various media programs? These are maintained in third place by the Academic Use factor, which indicates the use of office programs defined by academic tasks, for example the use of activities (word processors, slide demonstrations, etc.) Finally, the fourth factor: To manage virtual assets that will allow students to acquire the skills needed by the subjects they follow EPU showing the use of tools provided by the academic institution (Papaioannou and Charalambous 2011).

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13.2.3 Student Attitudes Towards Blended Mode of Technologies The discovery attempted in the region of attitude and aura action route shows that perspectives and feelings are related and that mentality and practices are related; moreover, attitudes are mainly limited to a variety of trends (Siragusa and Dixon 2008). With the expansion of BMT in private tuition over the past decade, numerous research inspections have explored client (teachers and non-educated) perspectives on BMT coordination in preparation (Gasaymeh 2009). Students in horticultural countries already have mentalities moving towards e-tuning, their perspectives are generally positive (Gamal and Abd El Aziz 2011). The investigation realized that comfort was at a very fundamental level associated with attitude towards the use of BMT. One possible explanation is that when students see BMT as useful in their learning, they will be significantly preoccupied with the use of BMT. Students show uplifting attitudes regarding the use of BMT in learning. It is precise when students find the activity fascinating and engage in learning that they will develop a useful attitude towards BMT use (Nassoura 2012). This was focused by (Nassoura 2012), who stated that various students have rising attitudes towards e-learning because it definitely affects their motivations as similarly as certainty (Hussain 2007). A 2002 survey of 387 students at the Virtual University of Pakistan in the last year of their education assumed that more than 90% of students found learning via satellite TV and the Internet as advantageous and that students’ attitude towards e-learning was generally certain (Selim 2007). Selim (2007) described customers who are incredibly familiar with developments on the internet and the abilities they are expected to use PCs and mobile phones for inspiring mindsets (Rhema and Miliszewska 2014). On the other hand, sub-educators who were not skilled in BMT were worried about computer use, had lower expectations from educational development, and did not believe in the advantages of e-learning (Ghavifekr et al. 2014). Similarly, citations used to evaluate students’, teachers’ and researchers’ mentality towards BMT were organized in two meetings: socioeconomic (age and sexual orientation) and PC experience (preparation, long-term PC use, responsibility, PC introduction, power of PC use (Papaioannou and Charalambous 2011).

13.2.4 Technology-Based Teaching and Learning A developmentally based education and learning offers different fascinating ways to create the learning cycle by combining enlightening calculations, guidance, data collection, use of information indexes, mind editing, guided explanation, conceptualization, music, the World Wide Web (www) all of them more satisfying and critical (Ghavifekr and Rosdy 2015). On the other hand, students will benefit from the blend of BMT where they are not limited by limited educational arrangements and resources, the highly dynamic activities in a progressive course are expected to help stimulate their perception of the topic. Moreover, it enables teachers to plan their activity plans with a persuasive, innovative and engaging philosophy that

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will enable students to learn dynamically (Jamieson-Proctor et al. 2013). Hermans et al. (2008) perceived three central stages for BMT to be particularly considered and considered by educators; joining, redesign and proportion. The convergence approach depends on realizing the correct use of BMT, which is an explicit part of information detailing complex thoughts and capacities to increase student success and satisfaction. The updating approach depends on the use of BMT to put unprecedented emphasis on the point presented. Microsoft PowerPoint, for example, can be used to present this point in an incredibly creative and innovative way that will lead to discussion and reflection. Finally, the basic strategy is where BMT is used to assist and support student learning. This philosophy allows students to be more planned and profitable as they can take their grades from the computer, present their work by email from home, as long as they consent to the time requirement and seek information from varying sources available online to fulfil the effort given to them (Hermans et al. 2008). Dudeney (2010) saw that publicly available BMT approaches can serve several key boundaries. If BMT participates in the teaching and learning cycle, they offer reflection on how guidance systems work, offer many destinations and fantasies and are useful for students, educators, parents, and for a given country as a whole. Regardless, the BMT structure and office are expected to then supply schools across the country. A key factor utilizing BMT is satisfactory PC labs and BMT equipment. This is to ensure that subject educators are appropriately adapted to BMT tools where needed. The lack of adequate BMT materials and web access is clearly one of the main points of contention that schools in nation areas are currently facing. Undoubtedly, even in computer schools, the share of spare computers is high. Similarly, the report continues by revealing that schools with BMT systems are maintained by the motive or organizational power of the guards (Chapelle 2011).

13.3

Methodology

The research strategy has been mentioned in this segment. The quantitative strategy has been used in this research. Quantitative analysis has been used in the light of social studies of factors within the investigation (Leedy and Ormrod 2001). It starts with a difficult claim and includes a change of philosophy, a scenario review, and a quantitative data survey. Creswell (2003) said that quantitative research “uses request systems, such as trials and overviews, and collects information about predetermined tools that provide factual information.”. Researchers regularly engage in the precise study of miracles through quantitative review, insights and precise data processing. A survey research design is used to gather information from 160 design sub-studies of Electrical design and Computer science. This method is used for research evidence from participants describing a population and using a closedend tool or open-ended equipment (Williams 2007). However, for data analysis descriptive statics (mean and standard deviation) and inferential statics (T-test) has been used through SPSS 27.0 software.

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311

Findings

Findings prevails that there is a significant difference in the mean score of Attitude towards BMT integration among Bachelors of Computer Science and Bachelors of Electrical Engineering students. Because, the lowest mean has been reported is 1.333 on the dimension of students faced difficulties and challenges to use computer/laptops due to poor connection. Whereas, the highest mean is 3.6500 which states that, the students are more interested towards online classes as compared to traditional ones as shown in Table 13.1. Findings prevail that there is no significant difference has been observed in the mean score of Usability of BMT integration among Bachelors of Computer Science and Bachelors of Electrical Engineering students. Because, the lowest mean has been reported is 1.7833 on the dimension of students faced difficulties and challenges to develop their personal and professional skills. Whereas, the highest mean is 2.7667 which states that the students had access to digital devices at the household. Table 13.1 Results of attitude towards blended mode of technologies Attitude towards blended mode of technologies

Mean

I feel qualified to use a computer/laptop

1.3333 0.57244

Std: deviation

I am comfortable communicating electronically

1.7167 0.84556

There is no difference between online and traditional learning

3.6500 1.17639

Online learning is more motivating than traditional learning

3.2000 1.32512

Complete university courses can be completed effectively through internet

2.7833 1.41531

It is easy to complete group projects

2.5000 1.03334

It is easy to complete assignments digitally

2.4500 0.99873

Face-to-face contact with the instructor is necessary for learning

1.9167 1.06232

Blended mode of technologies increases an academic achievement of students

1.9333 0.86095

BMT appreciates student-centred teaching

2.3833 1.05913

Usability towards blended mode of technologies Students use the Internet, at any location

2.7500 1.39764

Students had access to digital devices at the household

2.7667 1.21246

I would imagine that most people would learn to use blended mode of 2.2500 1.01889 technologies very quickly Using blended mode of technologies enhances the effectiveness of my 2.0167 0.91117 study Blended mode of technologies is useful in developing personal and professional skills

1.7833 0.80447

Blended mode of technologies promotes creativity and innovation of students

1.9000 0.93337

Blended mode of technologies improves students’ communication and 2.0333 0.99092 presentation skills

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The data prevails that the engineering level student group (N = 160), had a significant difference in the mean score of Attitude towards BMT integration among Bachelors of Computer Science and Bachelors of Electrical Engineering students. Therefore, the null hypothesis is accepted and an alternative hypothesis is rejected. Because t (58) = value 1.251, p = 0.216. Similarly, the mean of both groups (Computer science = 2.2967, Electrical engineering = 2.4767) emphasized that changes in observation were noted as shown in Tables 13.2 and 13.3. The data prevails that the engineering level student group (N = 160), had a significant difference in the mean score of Usability of BMT integration among Bachelors of Computer Science and Bachelors of Electrical Engineering students. Therefore, the null hypothesis is rejected and an alternative hypothesis is accepted. Because, t (58) = value 3.090, p = 0.003. Similarly, the mean of both groups (Computer Science = 1.9762, Electrical Engineering = 2.4524) highlighted that there is the change of observation has been recorded as shown in Tables 13.4 and 13.5.

Table 13.2 Results of attitude towards blended mode of technologies Results of attitude towards blended mode of technologies Items

Program

N

Mean

Std. deviation

Std. error mean

Attitude towards BMT

Electrical engineer

60

2.4767

0.56244

0.10269

Computer science

60

2.2967

0.55179

0.10074

Electrical engineer

60

2.4524

0.61883

0.11298

Computer science

60

1.9762

0.57399

0.10480

Usability towards BMT

Table 13.3 Hypothesis results of attitude towards blended mode of technologies Items

Attitude towards BMT

Equal variances assumed

Levene’s test for equality of variances

t-test for equality of means

F

Sig.

T

Df

Sig. (2-tailed)

0.156

0.694

1.251

58

0.216

1.251

57.979

0.216

3.090

58

0.003

3.090

57.675

0.003

Equal variances not assumed Usability towards BMT

Equal variances assumed Equal variances not assumed

0.210

0.649

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Table 13.4 Results of usability of blended mode of technologies Results of usability of blended mode of technologies Attitude towards BMT Usability towards BMT

Program

N

Mean

Std. deviation

Std. error mean

Electrical engineer

60

2.4767

0.56244

0.10269

Computer science

60

2.2967

0.55179

0.10074

Electrical engineer

60

2.4524

0.61883

0.11298

Computer science

60

1.9762

0.57399

0.10480

Table 13.5 Hypothesis results of usability of BMT Items

Attitude towards BMTs

Equal variances assumed

Levene’s test for equality of variances

t-test for equality of means

F

Sig.

T

Df

Sig. (2-tailed)

0.156

0.694

1.251

58

0.216

1.251

57.979

0.216

3.090

58

0.003

3.090

57.675

0.003

Equal variances not assumed Usability towards BMT

Equal variances assumed

0.210

Equal variances not assumed

13.5

0.649

Discussion and Conclusion

This study aims to analyse the usability and attitude towards blended mode of technologies integration among engineering students of public sector university of Pakistan Sindh. The results of this study show that progressive education and learning is interestingly more reasonable with the regular research corridor. This is because using blended mode of technologies tools and materials will create an even more fascinating and surprising working learning environment for both instructors and students. The results are given according to a research statement prepared by a researcher showing that the use of blended mode of technologies while preparing will overhaul students’ learning. Moreover, this assessment showed that the sub-studies became more appropriately familiar with the use of blended mode of technologies as a regulated exercise, making it largely even more and more fascinating. As requirements, individuals acknowledged that participate in blended mode of technologies could improve students’ learning. Blended mode of technologies blend can be applied to students in learning. Because students can be confident in having better correspondence and are ready to express their thoughts and deep thoughts; blended mode of technologies encourages students to be more innovative and creative while absorbing information perspectives; and blended mode of technologies ensures that students have each of the four capacities in

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accepting when they can be confident in basic information and data. Blended mode of technologies coordination in the classroom requires a real insight into the competence of the country’s tutoring system. This will help expand the place of public education in the world and produce better workforce in the future (Ghavifekr and Rosdy 2015). Although blended mode of technologies expects a critical role in changing education and learning, the incorrect selection of blended mode of technologies tools and failure to examine their use will affect students’ motivation to use blended mode of technologies in the research corridor (Lim 2005). When choosing blended mode of technologies tools for use, it is very important to ensure that there is a convincing and good special aid for the trouble-free use of blended mode of technologies that students utilize. This study has found that the comfort is internally and externally related to the use of blended mode of technologies for teaching and learning. One possible explanation is that when students explain blended mode of technologies as useful for their learning, they will be significantly engaged in the use of BMT. Students demonstrate rising perspectives on the use of blended mode of technologies in learning. When students find the activity fascinating and engage in learning, they will develop an exciting trend towards blended mode of technologies to use as a rule. This was complemented by Nassoura (2012), who stated that various students have persuasive perspectives towards e-learning because it certainly influences their motivation as similarly as precision (Hussain 2007). The blend of ICT in the exam lobby is becoming larger as it helps the student update their communicative learning abilities, similar to overcoming social capacities, basic reasoning, certainty, imperative and capacities that strengthen the breaking point of reflection and movement. All of these parts are very important beliefs that students must achieve in a working education and training atmosphere (Ghavifekr and Rosdy 2015). Based on the outcomes of this study, it has been inferred that the students have significant and positive attitude towards blended mode of technologies integration in teaching and learning process for engineering content as compared to the traditional approaches.

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Expanding the Scope of Learning Analytics in Blended Learning Environments

14

V. Harish , Ravindra Sharma , Geeta Rana , Anand Nayyar , and Bhakti Parashar

Abstract

Data analytics is the current trend in the educational system since large amount of data which is both quantitative and statistical is analyzed to enhance the properties of educational institutions. It gains significant importance in the wake of blended learning which is gaining popularity in the post pandemic scenario. Big organizations may use this to advance in accurate decision-making processes where the methodologies are advanced in both educational and blended learning platforms. This in turn increases the supportive feedback and enriches the experience of learning for the students and teachers. The blended learning processes of every student can be observed clearly since it is happening in the web-based learning platform. In education, data analytics should not be limited to a particular field. Data analytics in any field should not be limited and more number of researchers and diversified team should work together to

The original version of this chapter was revised: The author Anand Nayyar ’s affiliation has been amended. The correction to this chapter is available at https://doi.org/10.1007/978-981-99-3497-3_15 V. Harish PSG College of Technology, Coimbator, India R. Sharma (B) · G. Rana Himalayan School of Management Studies, Swami Rama Himalayan University, Dehradun, India e-mail: [email protected] A. Nayyar School of Computer Science, Duy Tan University, Da Nang, Vietnam e-mail: [email protected] B. Parashar VIT-Bhopal University, Bhopal, India © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023, corrected publication 2023 N. J. Ahuja et al. (eds.), Sustainable Blended Learning in STEM Education for Students with Additional Needs, Contributions to Environmental Sciences & Innovative Business Technology, https://doi.org/10.1007/978-981-99-3497-3_14

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knock off the issues by using several disciplines. This chapter focuses on resolving the problems in data analytics and the multidimensional view on variances in blended learning platform and aims to understand the role of Data analytics in education and blended learning, understand the role of learning analytics in blended learning environment, proposes a framework for applying learning analytics in blended learning environment, understand the impact of COVID-19 in Education and blended learning and aim to look into the National Education Policy 2020 with special focus on learning analytics and blended learning. In addition, chapter also highlights the role of Data Analytics in Education adaptive learning, leading content, Innovation; How big data analytics can influence in higher education? The chapter also enlightens the role of learning analytics and discusses a framework to apply learning analytics in a blended learning environment. The chapter concludes with discussion on the impact of COVID19 in education and blended learning and how the National educational policy 2020 aims to promote learning analytics and blended learning. Keywords

Data analytics • Learning analytics • Education data mining • Big data mining • Blended learning • Higher education • COVID • National Education Policy 2020

14.1

Introduction

The education sector includes schools, colleges and universities. With the aid of a newly emerging education industry, the world’s evolution provides knowledge, wisdom, and skills. There are organizations that strive to improve the learning outcomes of students in order to provide a once-in-a-lifetime learning and career experience. The responsibility of educational institutions increases because the work and life of the next generation are entirely dependent on education. India has the third largest higher education system in the world, after China and the United States. The Education Act requires children to attend school between the age of 6 and 14. This “Right to Education Act” has increased the number of students attending schools where education is free which attracted students from all over India, and is considered as an excellent sign of development. The Education sector includes both for-profit and non-profit entities. These systems include the administration of Schools, Colleges, and other education-related departments and sectors. Teachers in elementary schools instruct students through the sixth grade. Whereas secondary school teachers collaborate with students through the junior and senior secondary grades. College instructors work with both undergraduate and graduate students. The education sector plays a significant role in the economic growth of a information which is crucial for both developed and developing nations. The expansion of a nation’s economy is one of the most essential components of human capital. Educational institutions contribute to a country’s

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gross domestic product. Education reduces poverty and inequality more than the economy because it provides the knowledge and wisdom necessary for sustainable development. The education sector is expansive and crucial to a nation’s economy in terms of employment and skills. From elementary schools to large universities, a variety of organizations directly and indirectly influence the learning process. The teaching–learning methods are supported by systems such as government policies and e-Learning organizations. For many years, conventional learning, which mostly involves face-to-face instruction, has been the predominant method of education. Yet, this method of education has limitations and difficulties, which has led to the birth of blended learning as an alternate method. Among the obstacles that led to the introduction of blended learning are: • Students are forced to attend classes at certain times and locations, limiting the flexibility of traditional classroom-based education. This might be difficult for students with other obligations, such as job or family responsibilities. • Students may have limited access to learning resources, such as textbooks, multimedia content, and instructional software, during regular classroom instruction. This can impede students’ access to and engagement with a variety of learning tools. • Traditional learning frequently employs a one-size-fits-all strategy, which may not be appropriate for all students. This might cause students to lag behind or lose interest in the learning process. • Conventional classroom learning can be limited in terms of involvement, since students are frequently obliged to passively listen to lectures with few opportunities for interaction or conversation. Blended learning overcomes these obstacles by blending traditional face-to-face instruction with online learning experiences, so providing students with greater flexibility, access to a variety of resources, tailored learning experiences, and improved involvement. As a result, blended learning has gained popularity as an educational strategy in recent years.

14.1.1 Blended Learning A contemporary method of teaching called blended learning mixes in-person instruction with online learning alternatives. In light of the increasing availability of technology and the demand for more flexible and customized learning experiences, this method of teaching has become more and more popular in recent years. With blended learning, students can interact with the course material in a variety of ways, including in-person class activities and discussions as well as online discussion platforms and video lectures. The advantages of both in-person and online learning are provided to students as part of this learning strategy, which is intended to improve the educational experience. Blended learning is being used

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more frequently in schools, colleges, and universities all around the world, giving students the freedom to study when and how they want. It has been demonstrated that this method of instruction improves academic results, student motivation, and engagement. Blended learning is set to become an even more pivotal part of the educational landscape as technology develops and demand for flexible learning experiences rises.

14.1.2 Analytics in the Context of Education Analytics can be defined as the process of getting double insights through the application of various models and analyzing tools for the existing data or simulated data. Academic analytics and institutional analytics are two ways in which this process is being carried out. In academic analytics a student is given priority and the data is collected, processed, and analyzed. The result would be to strengthen the student’s academic part. Whereas, in institutional analytics the priority would be to find whether an institution is satisfying the students and their needs (Siemens and Long 2011; Campbell et al. 2007). These two factors are centered on the political and the economical dilemma (Prieto et al. 2016). It focuses on the educational challenge as seen through the viewpoint of the educators. Planning, Organizing, developing, and managing are the activities involved in teaching and training hence these are allocated under teaching analytics. Both the educators and students are focused, and the data is collected in a systematic manner and many forms of educational data sets are utilized. The decisions based on the analysis would assist the students and schools to succeed (Custer et al. 2018; Datnow and Hubbard 2016). The use of larger amount of data using different approaches from the educational environment to obtain the desired output is known as Big Data Education (BDE) (Daniel 2019). The data which is collected from the educational environment and then applied for the purpose of science can be defined as Educational Data Science. The least changing sector for the past few decades is the Education segment due to various factors, which has resulted in increased awareness of the need for an understanding of the data which are related to the platform of learning. With the use of EDM and analytics, researchers have brought various solutions which may raise curiosity among students to study. These factors also increased the potential of “Big Data” in business and educational sectors across countries. When addressing analytics in the context of education, it’s also important to think about how these tools are used within the institution. The concept of three tiers of learning analytics was presented by Shum and Ferguson (2012). Data sharing between institutions for a variety of objectives including benchmarking is made possible through macro-level analytics. Micro-level analytics are used at institutions and business intelligence-based analytics. Process-level data can be tracked and interpreted with the help of micro-level analytics. Analytics can also be used to track and document the context of instructional material. This form of data, known as “paradata,” has the potential to be an

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important addition to educational metadata. It could help with the difficulties of conveying educational context correctly, which has been a hurdle for formal educational metadata standards. For example, the rise of Massive Open Online Courses is the current area in development where big data usage can be applied for large data sets. Data mining in the educational area and learning analytics are the two main areas of development specifically related to the teaching and learning process. Both factors complement each other and have two different paths of importance.

14.1.3 Big Data in Higher Education Big Data Analytics can be defined as a tool for understanding, processing, analyzing larger volumes of data that are collected during the digitalization process (Rana et al. 2019). Big data analytics (BDA) has shown a lot of promise in terms of reshaping the education industry. Evaluations of the literature demonstrate a diverse range of interests, uses, and trends in developing BDA in a variety of sectors, including higher education (HE). The academic and economic challenges are often overlooked in higher education because of the usage of wide variety of data. The widely collected data is very much valuable which helps in gaining insights into the education system. A typical database contains larger values and changes rapidly which refers to the term Big Data (BD) (Manyika et al. 2011; Sharma et al. 2021). As a result, big data encompasses more data. Traditional methods and approaches are ineffective because there is so much data that is jumbled and unstructured, and it is rising at such a rapid pace. These data may be utilized to assist Higher Education Institutions (HEIs) in better adapting to changing circumstances. As a result, it addresses methodologies and techniques for gathering, storing, distributing, managing, and analyzing large data sets with complicated structures for the development of the higher education sector with the help of Big Data Analytics.

14.1.4 Learning Analytics The origins of learning analytics can be traced back to the introduction of Educational Data Mining (EDM) in the early 2000s. EDM is centered on the study of educational data in order to find patterns and relationships that may be used to influence instructional design and enhance student learning results. Nevertheless, EDM was mostly focused on research and lacked any practical uses. George Siemens created the term learning analytics in 2011 to describe the application of data analytics approaches to educational data. Learning analytics builds on the fundamentals of enterprise data management but places a greater emphasis on enhancing learning outcomes through practical applications. In recent years, learning analytics has grown in popularity, with numerous universities and educational institutions investing in platforms and technologies for learning analytics. Application areas for learning analytics have expanded to

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include personalized learning, adaptive learning, and student retention. The evolution of learning analytics has been driven by technological advances, specifically in data analytics and machine learning. As the quantity of educational data has increased, so has the necessity for increasingly complex analysis methods. The evolution of learning analytics has been characterized by a growing awareness of the potential of data analytics to improve teaching and learning outcomes, as well as an emphasis on the development of practical applications for educational institutions. As technology advances, the subject of learning analytics is anticipated to continue to evolve, creating new potential to enhance the educational experience. Objectives of the Chapter The Objectives of the chapter are: • To understand the role of big data analytics in education and with respect to higher education; • To understand the benefits of learning analytics in blended learning environment from the students and teacher’s perspective; • To provide a Framework for Educational institutions in applying learning analytics as a part of their blended learning environment; • To understand the Impact of COVID-19 on education and adoption/ implementation of blended learning with respect to educational institutions; • And, to provide insights on the new National Education Policy 2020 with specific focus on learning analytics and blended learning. Organization of the chapter The rest of the chapter is organized as: Sect. 14.2 elaborates literature review on Education Data Mining, Data Analytics in Higher Education, Big Data Impact on Higher Education, Creative teaching methods and its competencies, E-Learning and its new era in education and COVID-19 impact on education. Section 14.3 discusses analysis. Section 14.4. concludes the chapter with future scope.

14.2

Literature Review

14.2.1 Education Data Mining EDM (Educational Data Mining) can be defined as methods of developing and exploring unique techniques for different data types from the educational environment (Bakhshinategh et al. 2018). It is termed as the application of data mining in the context of education. For academic intervention, data mining is a valuable tool. Learning Analytics is explained as the analysis, collection, measurement, and reporting for the data consisting of the learner’s context to optimize the learning environment (Siemens and Long 2011). Learning analytics can incorporate data from all formats of learning contexts, Shum and Ferguson (2012) established

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social learning analytics and tools for identifying various emerging patterns and behaviors at both the individual as well as group levels. Through there is an unlimited access in e-learning this cannot be advantageous to all the students. During the online sessions both the students and the lecturers often get tired more easily than offline classes, Dringus (2012). The training process in online learning takes much time since trainers find it difficult to understand one’s emotion by seeing them online. Online learning also reduces the performance and increases the workload which may undervalue their effort on training. Teachers and trainers received facilitative training on handling different situations because the Covid-19 lockdown created new rules and policies which are very new to adopt.

14.2.2 Data Analytics in Higher Education Numerous Higher Educational Institutions data sources or data collectors capture and store a large amount of data. As a result, a wide range of digital libraries, online repositories and associated technologies are widely available in the Higher Education area (Xu and Recker 2012; Ogata et al. 2017). The rising big data research under learning analytics (Siemens and Long 2011), is a growing subject in the education industry. Individual student behavior and class performance are the key areas focused on Learning analytics. Higher Educational Institutions may have both new opportunities and problems because of Big Data (BD). Hrabowski and Suess (2010) supported the application of BD in Higher Education by noticing that technological improvements have surely facilitated the increasing presence of analytics in HE. An analysis based on the education offering institution refers to the data which can be processed to make good suggestions and judgments about institutional improvements. IT analytics include consumption and performance data that support the creation and deployment of technology, as well as the development of data in the field of education. Significant data is used by computer programs, students, and systems as a technology plays a major role in all parts of higher education (Hrabowski and Suess 2010). Consequently, BDA can be used successfully used at different stages for predicting student’s development through the HEI study program including entry, enrolment, creating and executing study routes (Raymond et al. 2011; Zimmerman et al. 2018). Data mining techniques are used as an important tool in higher education, the most noteworthy is learning analytics (Daniel 2019; Buckingham Shum and Crick 2016; Ferguson et al. 2016). BDA can be used for scanning student replies for course tests, blog articles, discussion board postings, or social media activity which helps in the transaction process. We should thank the advent of Big Data which helps the teacher to access the student’s academics, learning progress, and for providing feedback effectively in the education context (Wang 2015). Students’ Performance improves with the help of timely and constructive feedback which motivates and makes them satisfied in the academic field (Yu et al. 2021). BDA can also be used in multiple career

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options for students to choose their careers effectively. The BDA may assist HEIs in connecting their student’s choices and talents to HEI study program demands thus improving higher education efficiency. The changes with the development of data analytics opened new opportunities for faster changes (Daniel 2015; Nguyen et al. 2017). Institutional decision-making is made with the help of Data Analytics which helps to tackle the problems of identifying the relevant data at right time (Nistor and Hernández-Garcac 2018). Larger amount of data is being collected and it is used for future purposes (Siemens and Long 2011; Greller and Drachsler 2012). Educational datasets are used for learning designs, theories, and getting learner feedback for the growth of the future Education system. In the recent decade, rapid improvements in big data and analytics have prompted educational interests (De Baker and Inventado 2014a, b). Several studies have been conducted to investigate the properties and applications of big data and analytics in education (Arnold and Pistilli 2012; Chaurasia et al. 2018). Pistilli et al. (2012) for example, discussed how real-time data analytics feedback might help students achieve. Educational data mining is some of the new industries that have emerged because of analytics in education. Most of the online courses are designed and developed in a way of attracting the students based on the learning values and attractive courses which are prepared based on individual student preferences (Holland et al. 2020). Acquisition and technological progress are critical for educational advancement. Furthermore, (Lnenicka et al. 2020) emphasized the significance of broadening instructors’ skill sets to include an understanding of analytical methodologies. Large-scale administrative data might be very valuable in solving a wide range of educational challenges (Sorensen 2018). As a result, to lessen educational obstacles, educators must recognize the role of BD in education. Furthermore, (Lnenicka et al. 2020) emphasized the significance of broadening instructor’s skill sets to include an understanding of analytical methodologies.

14.2.3 Big Data Impact on Higher Education Through the internet, there are billions of data transfer happening at any moment and big data plays a major role in extracting the required data which has value for the education sector. This data is then used for analysis and extraction of values from vast volumes of data (Villars et al. 2011). Big data can do anything from transporting and sharing data to forecasting, displaying, recording, and searching it (Anshari and Alas 2015). Educational institutions generate a considerable quantity of data regularly, which may be exploited for value-added activities for their stakeholders. Data sources for Big Data are dependable which can assist the learning process and increases the student’s involvement, interaction, and information of knowledge. There are major differences between traditional and non-traditional learning such as e-learning because both are not the same and the functions of it differ the most. The new comers are required to prepare for this concept and they require

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proper training and adaptation, Kember (2001). The newcomers require proper guidance because they can get lost in the flow of new concepts since they don’t know what to do, (Dearnley 2003). The main barrier for the e-learning platform is the lack of knowledge on Information and Communication skills (Albano et al. 2020). New skills, policies and responsibilities are expected to be adapted for the emerging platforms which are based on the latest technological platforms. The next barrier would be to show or perform one’s technical skills since online learning requires highly advanced software to showcase the skills based on the technical skills, (Ranjeeth et al. 2020). Rather focusing on the main subjects this type of new software requires new learning experiences on the software too. This reduces the speed on focusing the main subject and it can be a disadvantage in e-learning platforms for Information and Communication Technology.

14.2.4 Creative Teaching Methods and Its Competencies Involving student behavior, strategies, approaches, and tactics there are various theories and applications for creative education. Teacher competence is a vital part of providing innovative instruction in higher education. These abilities can include things like professional qualification, cognitive capacity, affective-motivational traits, mastery of teaching and learning materials, and pedagogical style (Blömeke and Delaney 2014). According to (Bates and Poole 2003), innovative learning competency is the understanding of how teachers update subject knowledge and contents, improve approaches for obtaining new information, enhance ways to get learning materials and overcome learning issues through self-reflection. A teacher uses a smartphone to share online resources with students. By integrating technical skills with interactive content delivery, using cell phones in the classroom fosters creative education (Anshari and Alas 2015; Bates and Poole 2003). Albano et al. (2020) stated that there are three categories in which instructors are supposed to work. They are cognitive tasks, affective tasks, and managerial tasks. Responding to questions are tasked cognitive since it includes editing and responding to questions. The tasks which influence the student teacher relationships are categorized under effective tasks including the e-learning sessions. The tasks such as conferencing for students fall under managerial tasks which includes motivation, interested participation and enriched learning outcomes. The teachers must be fully supportive and attain mutual understanding. Nacu et al. (2016) conveyed that the instructor should become expert in three areas which are content knowledge, specific knowledge, and pedagogical knowledge.

14.2.5 E-learning and Its New Era in Education Communicating and learning via computers through online and other networks can be referred to as e-learning, Tsai and Machado (2002). In the e-learning process,

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internet and web technology plays a vital role. To educate fellow humans and create experiences based on technologies like internet and digital footprint is defined as e-learning, (Park and Jo 2019). E-learning is controlled by the Information and Communication Technology (ICT) where the learning process is enhanced efficiently. Two-way video, live interaction and internet are the factors which help to educate the learner through e-learning. Learning activities that include the usage of computers, networks and several multimedia processes come under e-learning and its activities. Kember (2001) defined online learning as “the transmission of teaching to a remote audience through the use of the internet as a medium”. Self-discipline is the key factor for a student in online learning since most of the time he/she would be isolated from traditional learning. But the advantage is it provides freedom. Once it is initiated then the knowledge based on the subject would start to flow. Completing the assignments on time can be very challenging for students during the online learning processes since it consumes time and self-discipline to complete the work (Sorensen 2018). Students who lack selfmotivation will find it very hard and they will be unsatisfied during the e-learning experiences (Custer et al. 2018). That is why e-learning have higher chances of dropout than the traditional method of teaching. The dropout rate is higher in web-based learning because of the unsatisfied experiences from it (Datnow and Hubbard 2016). Lang et al. (2017) conveyed that since the learning is through online the major advantage for students is they can start or stop the course at their own wish since it is an open learning environment, and they are not forced like the traditional learning experiences. But the students who lack self-discipline and motivation can use this as a chance to get rid of the learning platform which is a disadvantage in online classes.

14.2.6 Covid Impact on Education Students who have been affected mentally by the pandemic have shown signs of despair, anxiety, and stress (Shum and Ferguson 2012). From August 2020, the entire country was under lockdown and different age groups of people were benefited from the help of online learning (Custer et al. 2018). Physically challenged students are benefited from the help of online learning which helps them to participate and gain new experience in virtual learning. Online learning includes e-learning, virtual learning, and internet-based learning (Datnow and Hubbard 2016). A recent study has shown that blended learning helps students to achieve, as well as provide satisfaction among the student community when compared to face-to-face classes. As a result, COVID stood both as the problem and an opportunity for educational institutions to improve their infrastructure (Lang et al. 2017; Tsai and Machado 2002).

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Analysis

14.3.1 Role of Data Analytics in Education The usage of data analytics for educational purposes refers to learning analytics. It is the measurement of data about the learners, their purpose of under-standing a concept, and optimization of learning tools. Most asked question on Data analytics in education is why the students are not showing interest and come up with better ideas or work. The answer is students do show the above-mentioned qualities, but the problem is it is not measured and tracked in the earlier stages. The role of data analytics includes solutions such as: educational data mining, Advanced curriculum and leading content, Adaptive learning, Management decisions, and Innovation. Educational data mining: This gradually reduces the student dropout ratio. Educational data mining allows the use of predictive models where the teachers can identify the learners at risk and can help the students to achieve success in learning tougher concepts where they struggled earlier. Advanced curriculum and leading content: From the observation, one can develop as many curricula as possible for better understanding for students. The curriculum should be designed based on the values and skills sets. It is very much possible to design a syllabus where students can learn, and achieve at the same time. Adaptive learning: Both the students and the lecturers are supposed to adapt to the development phase of the industry. This is termed adaptive learning. Studying a syllabus from a decade ago does not result in understanding the present concepts. Students’ feedback on the administrators plays a vital role in understanding tougher concepts. Management decisions: An institution influences the knowledge and wisdom of the student’s studying in it. It influences both positively and negatively. Saving time effectively and contributing the better use of resources. On poor decision making the effects are Frustration among employees, reduced morale, and decreased turnover. Management should be conscious while making decisions on the student’s education. Decision-making skills should be taught widely which can have a positive impact on education. Data analytics develop the organizational resources and their allocation. Innovation: Various ways are used to aid a student’s achievement in areas where knowledge about innovation might be gained. Lecturers are committed to the achievement of their students. Learning analytics may be used to change models and teaching approaches. The ultimate purpose is to innovate, which entails pooling resources to assist pupils in succeeding. This method is not intended to take the role of the teacher. It might assist teachers in tailoring their lectures to maximize learning resources and organizing classes in a way that fosters student participation.

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14.3.1.1 Educational Data Mining It is newly emerging and unique. It symbolizes the understanding of concepts for students and the method of learning. Various methods have been adopted to train the educational settings. As the name suggests, educational data mining is obtaining the core values of education among students which are then processed, analyzed, filtered for future use. This data reflects the quality of education that a student gets in an institution. This does not only focus day to day tasks but even more than that because scientific development in newer areas is covered which differentiates other education analysis tools from educational data mining. The procedures for this type of data mining are done as a community where the data is collected, shared and newer techniques are applied. The useful information gained from this analysis can benefit the institution since it can increase the positive potentiality of the organization. Nowadays, technological adoptions on educational systems led to the processing of larger student data, which is then used to improve teaching and learning processes. The four types of educational data include: Achievements, Demographic, Program and Perception. The progress and achievements of every individual student can be analyzed from the outputs that are derived from educational data. The inputs are obtained from members such as Parents, Teachers, and friends. For managing students and their results this type of data mining is being used. For an institution, it helps to improve the policies which the management makes, enhances the methods of applying plans, and improves the overall quality of the framework which was provided by the management system. Most used data are enrolment, attendance, grades, and contact information. This data is stored in a database located in the institution. The uploading and analysis of larger amounts of data are made possible with the help of adopting IoT and 5G into the structure since it can deliver high data speeds and faster workflows. The limitations of data mining include the following factors: Cost, Production, Skillsets, Misuse of information, Accuracy, Privacy. The cost of analysis would be high because it involves lots of technology for the data collection process. Post-processing is quite difficult when compared with other models because most people don’t know to analyze the larger amount of raw data. People lack specific skillsets for using these advanced technologies. There is a high possibility of misuse of the information in this advanced development stage. Therefore, privacy should be concentrated, and multiple walls should be developed to protect both the institution and student’s valuable data. 14.3.1.2 Big Data Analytics in Higher Education Big data can be defined as the wholesome teaching and learning processes included so that larger volumes of data can be collected. This raw data consists of noises which can be an issue when processing and reviewing it. The first procedure would be to collect the data from the primary source which is students. Then it must be fed into a system to filter the noise. Specific software tools are used for noise reduction. Once the noises are reduced, they must be presentable so that everyone

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can understand and interpret the data obtained. The above-mentioned procedures come under Big Data Analytics. Modern institutions are currently at the earlier stages of adoption. This enhances the student experience. The teachers can specifically understand every individual student because the processed data is the ultimate reflection. Planning lectures based on the obtained values would highly influence the desired outputs of the students. The student data from an educational institution must be treated in the same way in which businesses treat their employee’s information. The possibility of various students choosing various courses offered are high hence it results in the collection of vast amounts of data. The primary goals of Big Data Analytics are: Enhancing the results of the students, obtaining a proper grading system, gaining attention, Customized programs, Reduction in dropout numbers, and enhancing the results of the students. The common approach of grading a student’s work include grades obtained in tests, projects, and assignments. All these grades, on the other hand, can be combined to create a unique data that the student leaves behind for the rest of their lives. Because of the real-time analysis, students will receive substantially better feedback on their performance. Feedback has the potential to greatly enhance outcomes. This is because students will be able to identify where they succeed and where they fall short. Obtaining a proper grading system Big Data may be used by instructors to track student development. The findings could help us better understand both individual and collective performance. Individual grade data analysis will help educators acquire a better understanding of their student’s interests. The grading system could be tweaked to highlight the key areas in which the student excels. Customized programs Educators can create customized learning experiences for students and learners based on their previous grades and unique attention spans. Blended learning, which mixes offline and online learning options, may be given to students. Students can have online access to study materials and lectures through customized programs. Reduction in Dropout numbers The main motive behind this initiative is to reduce the dropout numbers in both the school and college. There will be a huge reduction in drop out numbers when the institutions started functioning in offline rather than web-based learning. The reason behind the drop out is because students started losing interest in studies when they commit online. The grading system would be satisfied when there is a difference between online and offline. There can be diversions for the students when they attend the online sessions.

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14.3.2 Benefits of Learning Analytics in Blended Learning Environment The term “learning analytics” refers to the process of collecting, analyzing, and interpreting data that is produced throughout the process of learning, with the goal of enhancing the outcomes of the learning process. Learning analytics have the potential to play a big part in enhancing the teaching and learning experience within the context of a blended learning environment. The following is a list of the many ways that a blended learning environment might benefit from learning analytics: Personalized Learning: Learning analytics can be used to evaluate student data to determine the strengths and weaknesses of individual students. This allows for personalized learning. This information may be utilized to customize the learning experience for each individual student, giving them the ability to learn at their own pace and in the manner that is most effective for them. Monitoring Student Progress: Students in a mixed learning setting may access learning materials and resources online. This presents a challenge for teachers who need to monitor their students’ progress. Tracking a student’s progress and providing feedback on that progress to both the student and the instructor are both possible uses for learning analytics. This contributes to the process of ensuring that students are on the right path and are achieving their educational goals. Adapting Instructional Strategies: Adjusting Instructional Methods Learning analytics can assist teachers in determining which teaching methods are most successful for certain subsets of students by examining data on how well students are performing in class and how engaged they are in the material. This information can be utilized to modify instructional strategies so that they more effectively fulfil the requirements of specific students. Improving Course Design: Learning analytics can provide insights into how students are interacting with online content and resources, which can help instructors improve the design of their courses. This data can be utilized to enhance the design of blended learning courses, ensuring that the courses are both engaging and beneficial for the individuals who are participating in them. Early Intervention: Learning analytics can assist in identifying students who are at danger of falling behind in their coursework or who are having difficulty grasping the concepts being taught. The instructors are able to intervene and provide additional support for these pupils if they are able to recognize them early on in the learning process. Learning analytics, in general, have the potential to play a significant part in the enhancement of the efficacy of blended learning environments by offering insights into the learning of students and enabling teachers to customize their instruction and support for each individual pupil.

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14.3.3 Framework for Applying Learning Analytics in Blended Learning Environment The following is a new framework for the application of learning analytics in a blended learning environment: Define learning objectives: To begin, identify the learning objectives for the course or Programme. This can assist in determining which data should be gathered and how it should be analyzed. To define learning objectives in a blended learning environment, it is essential to identify the data sources that will be used to assess student performance and engagement. Other possible data sources include learning management systems (LMS), online assessments, surveys, and social media platforms. Identify data sources: Identify the various data sources that can be used to track student progress and participation, such as learning management systems, student information systems, and social media. After identifying the data sources, it is necessary to collect data from these sources. This can be accomplished through various means, including automated data collection tools, manual data collection methods, and APIs that enable the extraction of data from various sources. Collect data: Collect data from the identified sources, taking ethical and privacy considerations into account. Before collecting certain types of data, it may be necessary to obtain students’ permission. After identifying the data sources, it is necessary to collect data from these sources. This can be accomplished through various means, including automated data collection tools, manual data collection methods, and APIs that enable the extraction of data from various sources. Analyze data: In a blended learning environment, data analysis is a crucial step for implementing learning analytics. Here are some steps you can take to effectively analyze your data. Identify the data sources: Prior to analyzing your data, you must determine where it is coming from. This could include learning management systems, online learning platforms, student information systems, and additional sources. After identifying your data sources, you must cleanse the data to ensure that it is accurate and consistent. This may involve eliminating duplicates, fixing errors, and standardizing formats. Data preprocessing involves converting the data into a format that can be utilized for analysis. This may involve the aggregation of data from multiple sources, the creation of variables, and the transformation of data into a standard format. Select the appropriate analysis techniques. There are a variety of analysis techniques that can be used to extract insights from learning data, including descriptive statistics, clustering, and predictive modelling. Choose the appropriate methods based on your research questions and the data you possess. Visualize data: Utilize data visualization tools to represent the data in a meaningful way that instructors and students can easily comprehend. This may consist of

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graphs, charts, and other visuals. To effectively convey the insights gained from data analysis, it is necessary to effectively visualize data. To make data more accessible and understandable, visualizations such as graphs, charts, and dashboards can be employed. Interpret results: Identify areas where students are struggling or excelling by interpreting the results of the analysis. This can assist instructors in adapting their teaching strategies to meet the specific needs of their students. It is essential to interpret the results of data analysis in order to comprehend the significance of the data. The results must be interpreted in light of the learning objectives in order to determine whether or not the objectives are met. Intervene: Utilize the insights gained from the analysis to intervene and provide assistance to struggling students. This may include the provision of additional resources, one-on-one tutoring, or other forms of assistance. If data analysis reveals that the learning objectives are not being met, it is necessary to intervene to improve student performance and motivation. Interventions may involve providing additional support, modifying instructional methods, or modifying the curriculum. Evaluate outcomes: Evaluate the outcomes of the interventions and determine if they were effective in enhancing the learning outcomes of the students. This can help refine and enhance the framework’s effectiveness over time. Finally, it is essential to evaluate the outcomes of the interventions to determine their efficacy in enhancing student performance and motivation. This may necessitate collecting additional data and repeating the data analysis procedure in order to compare the results before and after the interventions. By adhering to this framework (Fig. 14.1), instructors and educational institutions can use learning analytics to improve student outcomes and enhance the effectiveness of blended learning environments. Fig. 14.1 Framework for applying learning analytics in blended learning environment

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14.3.4 Impact of COVID-19 in Education and Blended Learning Governments started applying for emergency financial measures when the impact of Covid-19 was started. They must make sure that they support the education system during the tough times of the world and to the students. The economy started collapsing which can be observed even from schools, colleges, and universities. Some economists predicted that there will be a slower growth observed in the overall education system. There were strict bans executed to international students due to concerns on travel and safety of the people. When the international travel ban was executed, higher education institutions started suffering since they rely on the students for financial needs. When the schools and other institutions started closing the education system started to drift towards the digital platform and remote learning, but the problem was not everyone had equal access to this kind of digital platform experiences. Finding the new learning environment was quite difficult for educational institutions as they started to adopt to newer circumstances such as social distancing, attendance, and training for teachers while reopening. The interruptions in the technological advancements during the highly changing work environment, demand quality education and its implementation. Since the Indian education system is based on traditional system which has more concerns about the values, it is quite hesitant to modernize and has witnessed more transitions. Even more than that this pandemic forced schools to shut down which was more shocking because switching to online was quite difficult to cope with. There were increase in college dropouts, losses in learning, etc. After this pandemic, educational institutions started looking or planning for long term solutions since the environment is unpredictable. Strategic planning was carried out to ease children’s education since there was 15 months of home-based learning. Learning losses got high in the year 2020. To draw a roadmap for education three government initiatives started planning together for the transformation. They started examining the pandemic’s impact across various initiatives taken by government to address the challenges: Rate of declining in learning outcome-based values, The role and capacity of teachers, and Private School sustainability.

14.3.4.1 Impact on COVID-19 on Blended Learning The COVID-19 pandemic has had a significant impact on both the adoption and implementation of blended learning. The pandemic has had the following effects on blended learning: Accelerated adoption: As a result of the closure of schools and universities due to COVID-19, numerous educational institutions were compelled to adopt blended learning swiftly in order to ensure the continuity of education. This accelerated the adoption of blended learning as a replacement for conventional face-to-face instruction. Increased use of technology: The pandemic has also contributed to an increase in the use of technology in education. To facilitate blended learning, institutions have

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had to rely on various technologies, such as learning management systems, video conferencing tools, and digital content. Shift in learning modes: The pandemic has necessitated a transition from traditional classroom-based instruction to a combination of online and offline learning activities. Blended learning has emerged as a crucial strategy for facilitating this change. Flexibility and accessibility: Blended learning has also increased flexibility and accessibility in the learning process. With an internet connection, students can access content and participate in learning activities from anywhere, at any time. Challenges with equity: However, the pandemic has also highlighted the challenges associated with equity in blended learning. Not all students have equal access to technology or the internet, which can lead to disparities in educational opportunities. Need for teacher training: Teachers have had to adapt to the use of technology and the delivery of blended learning, necessitating training. Teachers require training and support to ensure that they have the skills and knowledge necessary to design and implement blended learning effectively. The COVID-19 pandemic has accelerated the adoption of blended learning and highlighted its potential advantages. To ensure that all students can benefit from blended learning, it has also highlighted the need for greater equity and teacher training.

14.3.5 National Education Policy 2020—Focus on Learning Analytics and Blended Learning This policy was approved on 29th July 2020 by the Union Cabinet of India which ensures the high standards of the new education system of India. This is a new framework where it replaces the already existing National Policy on Education which was framed in the year 1986. This varies from elementary to higher education which provides training based on vocational and communication in both the rural and urban India. The main motivation behind this policy is to revolutionize the Indian education system within 2040. After the launch, this policy clarified that no student will be forced to study any subject and the medium of instruction should completely be decided from his/her choice. And the choice of adopting/implementing to the new standards varies from state to state, schools and institutions. Education is a tool which helps in achieving one’s fullest potential thereby helping the nation’s growth. India is leading the education sector with its traditional values and continued progress on the global stage. It lifts the economic growth, scientific advancements, cultural preservation, and nation’s integration. High quality education explores the greatest abilities by offering the benefit of individuals,

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the country, and the world. The youngest people residing in a specific country is India, where there are lot of educational opportunities determine the country’s fate. An educational institute is said to be good when the students enjoy, welcome and care for the access of physical infrastructure and learning. It is the role of every institute to succeed in it because a student’s life is at stake. Seamless integration of syllabus and knowledge should be readily available throughout the educational process. The government had already begun developing newer education policies which facilitate holistic approach towards knowledge and wisdom. This is developed along with the experts who gained high field experiences from best practices which are taken into consideration. In recent years, the importance of learning analytics and blended learning has grown substantially in education. With the implementation of India’s National Education Policy 2020, there is a renewed emphasis on these concepts and the incorporation of technology into education. Learning analytics is the measurement, collection, analysis, and reporting of data about learners and their contexts in order to comprehend and optimize learning and its environments. Data is utilized to improve student learning outcomes, identify improvement areas, and personalize learning experiences. In India’s National Education Policy 2020, the use of learning analytics to monitor student progress and identify areas for improvement is emphasized heavily. In contrast, blended learning is an educational strategy that combines online and offline learning activities. Digital technologies are utilized to enhance and expand traditional classroom-based instruction. The National Education Policy 2020 emphasizes blended learning as a means to increase access to education, narrow the digital divide, and promote student-centered learning. The National Education Policy of India for 2020 acknowledges the significance of technology in education and emphasizes the need for digital infrastructure and teaching and learning tools. It requires the creation of a unified platform for all aspects of education, including learning analytics and blended learning. The policy also emphasizes the need for training and support for teachers in the use of technology and the design and implementation of blended learning. In conclusion, learning analytics and blended learning are two key concepts closely related to the National Education Policy 2020 of India. The policy acknowledges that these concepts have the potential to improve student learning outcomes and increase access to education. It requires the development of digital infrastructure and the training of educators to support the implementation of these concepts in education. India can promote a more personalized, effective, and equitable education system that meets the needs of all students by implementing these strategies.

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14.3.6 Future Perspectives of Learning Analytics in Blended Learning Process In the coming years, blended learning processes are anticipated to increasingly incorporate learning analytics. Here are some potential future applications of learning analytics in blended learning: Personalized learning: Learning analytics can be used to customize the learning experience for each student based on his or her unique learning needs and preferences. By analyzing student data, instructors are able to determine the areas in which each student may require additional support and to tailor their instructional activities accordingly. Predictive analytics: Learning analytics can be used to predict student performance and provide early intervention through predictive analytics. By analyzing student data, instructors can identify students who are at risk of falling behind and intervene to prevent this from occurring. Adaptive learning: Learning analytics can be used to create adaptive learning systems that modify the difficulty and pace of learning activities based on each student’s performance. This can help ensure that each student is appropriately challenged and able to advance at their own pace. Improved assessment: Learning analytics can be used to improve the assessment process by providing students with more accurate and timely feedback. By analyzing student data, instructors can identify areas in which students may require additional assistance and provide targeted feedback to aid in their development. Enhanced collaboration: Learning analytics can be utilized to improve collaboration and communication between students and instructors. By analyzing student data, instructors are able to identify students who could benefit from working together and facilitate their collaboration. Continuous improvement: Learning analytics can be used to continuously enhance the blended learning process by revealing what works and what does not. By analyzing student data, instructors are able to identify areas for improvement and modify the learning activities and resources as necessary. The future outlook for learning analytics in blended learning processes is generally positive. The application of learning analytics can enhance student learning outcomes, improve the teaching and learning process, and provide valuable insights for continuous improvement. It is likely that as technology continues to advance, the use of learning analytics in blended learning processes will become even more pervasive and sophisticated.

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Conclusion and Future Scope

The e-learning platform requires self-discipline and motivation. The learners who lack these are finding it difficult or unsuitable because they are busy working as adults. The newcomers must be trained for ICT skills, and they require preparatory classes to adopt the new learning environment. The new resources such as computers, network problems, physical interaction and the lack of technical support are the factors which need corrections for the courses. The e-learning would be perfect when every student is ready to adapt and accept the resources based on the e-learning service providers. They should consider the above-mentioned factors as the limitations for the students and offer the courses accordingly. For the process of teaching and learning there is a rise in subtle amount of data which has high potential for analytics-based system. Once the tasks which were impossible before turned into simpler and easier tasks when the understanding of learning patterns started to become easier to interact. New approaches to the system began as the technology started progressing nowadays. Big data techniques have been adopted which helped in the emergence of MOOCs. For example: big data sets from educational institutions which are organized in large scale. Educational institutions are supposed to collect, organize, and analyze individual student’s record. This process is carried out at entry or micro level. It increases the strategic planning and creativity in better understanding of the course content offered. This helps in achieving successful learning achievements. Only recognizing and interpreting the data may not make a significant impact on the educational sector. Developers, staffs, and students must utilize the data for better decision-making approaches. The management of Big Data Analytics (BDA) focus on guiding the students in their career path. These big data analytics are utilized to find the student’s abilities in the growing path. The students are analyzed according to the processed data, and they are trained for the skills that are required as a competitive graduate in a broader sense. Bid data offers moral ethics, data transparency, privacy and security, easy implementation, reduction in limitations. The above-mentioned factors are the key to Big Data Analytics, and it can be used to identify the data of both the students and lecturers. Big Data is seen as the future of web-based training and learning. The future research work should focus on surveying and adopting the BDA for both the rural and urban areas which should be representative enough to satisfy the needs of the students. In BDA, the processes such as data mining and the tools that it requires are the factors that require attention while developing it. But the difference is it is applied to the educational data to extract the valuable insights from both the students and lecturer’s side. It helps in understanding the educational side of them and mining the data along with the interested topics. Blended learning environments combine face-to-face and online learning modalities to create an increasingly popular hybrid learning experience. Learning analytics is the measurement, collection, analysis, and reporting of data

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about learners and their contexts for the purpose of understanding and optimizing learning and its environments. The scope of learning analytics in blended learning environments could be expanded in a number of research areas. Some potential directions include: • Blended learning environments generate data from a variety of sources, such as online learning platforms, learning management systems, and video conferencing tools, among others. Researchers can investigate methods for integrating data from these sources to create a fuller picture of the experiences of learners. • Adaptive learning: Learning analytics can be used to customize instruction and adapt learning activities to the needs of individual students. The use of learning analytics to create adaptive learning environments that optimize learning outcomes can be investigated by researchers. • Blended learning environments frequently include social learning activities, such as group projects, discussion forums, and peer evaluation. Researchers can examine how learning analytics can be utilized to quantify and optimize social learning processes. • Blended learning environments can be difficult to navigate for students, especially those who are unfamiliar with online learning tools. In blended learning environments, researchers can investigate how learning analytics can be used to increase student engagement and motivation. • As with any data-driven strategy, learning analytics in blended learning environments raises ethical concerns regarding privacy, data security, and data ownership. Researchers are able to investigate ethical frameworks for learning analytics in blended learning environments and create guidelines for the responsible use of data. Overall, the scope of learning analytics in blended learning environments is expansive, and there are numerous research avenues that can expand our understanding of how to optimize learning in these dynamic, complex environments.

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Correction to: Sustainable Blended Learning in STEM Education for Students with Additional Needs Neelu Jyothi Ahuja, Adarsh Kumar , and Anand Nayyar

Correction to: N. J. Ahuja et al. (eds.), Sustainable Blended Learning in STEM Education for Students with Additional Needs, Contributions to Environmental Sciences & Innovative Business Technology, https://doi.org/10.1007/978-981-99-3497-3 The original version of the book was inadvertently published with an incorrect author name and affiliation for the chapters 7 and 14 respectively. Chapter 7 The author name has been corrected from “Anish Sudan” to “Anish Sudhan”. Chapter 14 The author Anand Nayyar’s affiliation has been corrected from “School of Computer Science, Duy Ton University, Da Nang, Vietnam” to “School of Computer Science, Duy Tan University, Da Nang, Vietnam”. The book and the chapter have been updated with the change.

The updated version of these chapters can be found at https://doi.org/10.1007/978-981-99-3497-3_7 https://doi.org/10.1007/978-981-99-3497-3_14

© The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023 N. J. Ahuja et al. (eds.), Sustainable Blended Learning in STEM Education for Students with Additional Needs, Contributions to Environmental Sciences & Innovative Business Technology, https://doi.org/10.1007/978-981-99-3497-3_15

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