The blended learning as an alternative to the online education for the Bangladeshi universities

المؤلفون

  • Md Khaled Bin Chowdhury International Islamic University Chittagong, Bangladesh
  • Fariza Puteh Behak Faculty of Major Language Studies, Universiti Sains Islam Malaysia

DOI:

https://doi.org/10.33102/alazkiyaa98

الكلمات المفتاحية:

blended learning، online education، flexibility، interaction، student satisfaction

الملخص

During the Covid-19, online education, the only alternative to the face-to-face education had a number of limitations and challenges such as, the negative conception about the lack of quality, non-achievement of learning outcomes, chances of unfair means in examinations, digital divide and the lack of trained teachers. So, it was assumed that blended education can be an effective alternative to the online education. But there was no research as to authenticate the efficacy of this method. This study was conducted to investigate the perceptions of students and teachers about blended learning. This is a qualitative, in particular, case study. The data came from interviews with 15 student participants and two teachers who conducted a blended course, their discussions, and postings on online forums, such as Facebook, Google Classroom, and student journals. Data collected from these sources were analyzed following the qualitative data analysis method. The majority of the participants in this study opine that the blended method is a useful substitute for traditional classroom instruction for the universities of Bangladesh. This method, they reported, offered them opportunities such as more flexibility, increased learning through teacher and peer feedback, scope for self-exploration, better and enhanced interaction, an increase of technological skills, and higher-order thinking though there are a number of challenges of blended method such as the digital divide, and the lack of teacher training. This study can be an eye-opener for stakeholders like UGC Bangladesh, university authorities to improve the quality of higher education.

المراجع

Abbas, Z. (2018). Blended learning and student satisfaction: An investigation into an EAP Writing Course. Advances in Language and Literary Studies, 9. 102-105.

Al-Amin, M., Jahan, I., Rabbi, M.F., & Islam, U. N. (2021). Can blended learning be the new- normal in higher education of Bangladesh? International Journal of Educational Research Review, 6(4), 306-317 www.ijere.com.

Alebaikan, R., & Troudi, S. (2010). Online discussion in blended courses at Saudi universities. Procedia: Social and Behavioral Sciences, 2(2), 507–514.

Afip, L. A. (2014). Motivating adult learners using blended learning in higher education institution. International Refereed Research Journal, 5, 35-42. https://doi.org/10.1177/1046878114534383

Al-Masum, M.A. & Chowdhury, S. I. (2013). E--Learning for expanding distance education in tertiary level in Bangladesh: Problems and progress. Higher Learning Research Communications, 3(4). 27-40, 2005.

Al-Sarrani, N. (2010, January 1). Concerns and professional development needs of science faculty at Taibah University in adopting blended learning. Retrieved from http://krex.k -state.edu/dspace/handle/2097/3887. ED518434.

Antwi-Boampong, A. (2021). Blended learning adoption in higher education: Presenting the lived experiences of students in a public university from a developing country. TOJET: The Turkish Online Journal of Educational Technology. 20(2), 14-22. EJ1304704

Arviso, C.C. (2019). Comparison of adaptive online education with adaptive traditional face-to-face education at Navajo Technical University: A quantitative study. [Doctoral Dissertation, North Central University]. ProQuest Dissertations and Theses Global.

Barker, J. (2015). Benefits of hybrid classes in community colleges. Contemporary Issues in Education Research,8(3), 143–146.https://doi.org/10.19030/cier.v8i3.9343.

Blended Learning Toolkit. (2011). Blended course student survey. Retrieved from

https://blended.online.ucf.edu/process/institutional-capacity-and-readiness/

Bouilheres, F., Le, L.T.V.H., McDonald, S., Nkhoma, C., & Jandug-Montera, L. (2020). Defining student learning experience through blended learning. Educ Inf Technol 25, 3049–3069 (2020). https://doi.org/10.1007/s10639-020-10100-y

Bray, B. A. (2016). How to personalize learning: A practical guide for getting started and going deeper. Thousand Oaks, CA: Corwin Press.

Chin, Pei-Hsun (2015). The effect of Asian students’ culture on perceptions of blended learning instructional design. [Doctoral dissertation, University of the Incarnate Word].ProQuest Dissertations and Theses Global.

Chottogram bishwbiddalaye mathro chobbish jon baro jibi internet babohar koreche. [Only 24 of CU Used 15 GB Internet] (2021, Jan 18). The Daily Purbokone. Chattogram, Bangladesh. https://www.edainikpurbokone.net/index.php?page=1&date=2021-01-18

Cole, M.T., Shelley, D.J. & Swartz, L.B. (2014). Online instruction, e-learning, and student satisfaction: A three-year study. The International Review of Research in Open and Distributed Learning, 15,112-131.https://doi.org/10.19173/irrodl.v15i6.1748.

Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 149(1).https://doi.org/10.1177/0047239520934018

Dumont, G., & Raggo, P. (2018). Faculty perspectives about distance teaching in the virtual classroom. The Journal of Nonprofit Education and Leadership, 8(1), 41–61. https://doi.org/10.18666/jnel-2018-v8-i1-8372.

Ebadi, S., & Ghuchi, K. D. (2018). Investigating the effects of blended learning approach on vocabulary enhancement from EFL learners’ perspectives. i-manager’s Journal on English Language Teaching, 8(2), 57–68. https://doi.org/10.26634/jelt.8.2.13981

Ellis, R. A., Pardo, A., & Han, F. (2016). Quality in blended learning environments–Significant differences in how students approach learning collaborations. Computers & Education, 102, 90-102.doi: 10.1016/j.compedu.2016.07.006

Enrichsen, E. A., DeLorme, L., Connelley, R., Okurut-Ibore, C., McNamara, L., & Aljohani, O. (2017). Sociotechnical systems approach: An internal assessment of a blended doctoral program. Journal of Continuing Higher Education, 61(1), 23–34. https://doi.org/10.1080/07377363.2013.758553.

Felea, M., Bucur, M., & Nastase, I,A. (2017). Blended learning in higher education – A Romanian students perspective. The 13th International Scientific Conference on e-Learning and Software for Education Bucharest, April 27-28, 2017 Faculty of Business and Tourism, The Bucharest University of Economic Studies, 10.12753/2066-026X-17-059.

Fogal, Gary G., Graham, Floyd H. & Lavigne, A. G. (2014). Blended learning: An evolving praxis. 21st Century Language Skills. 5(2), 353-373. https://doi.org/10.1002/tesj.139.

Garrison, D. R. (2017). E-Learning in the 21st century: A community of inquiry framework for research and practice (3rd ed.). Routledge/Taylor and Francis

Graham, C.R., Woodfield, W. &Harrison, J.B. (2013). A framework for institutional adoption and implementation of blended learning in higher education, The Internet and Higher Education, 18, pp. 4-14.

Gyamfi, S.A.& Gyaase, P.O. (2015). Students’ perception of blended learning environment: A. case study of the University of Education, Winneba, Kumasi-Campus, Ghana, International Journal of Education and Development using Information and Communication Technology (IJEDICT), 11(1) pp. 80-100.

Herloa, D. (2015). Improving efficiency of learning in education master programs, by blended learning. Procedia-Social and Behavioral Sciences, 191, 1304- 1309.https://doi.org/10.1016/j.sbspro.2015.04.326

Horvat, A., Dobrota, M., Krsmanovic, M., & Cudanov, M. (2015). Student perception of Moodle learning management system: a satisfaction and significance analysis. Interactive Learning Environments, 23 (4), 515-527.doi:10.1080/10494820.2013.788033.

Huang, X., & Hsiao, E. (2012). Synchronous and asynchronous communication in an online environment: faculty experiences and perceptions. Quarterly Review of Distance Education, (1), 15.

Irvin, M. J., Meece, J. & Byun, S. (2011). Relationship of school context to rural youth’s educational achievement and aspirations. Journal of Youth and Adolescence 40(9):1225-42,doi: 10.1007/s10964-011-9628-8

Joher, U. H.M. (2018). Blended learning in tertiary level of Bangladesh: private universities in focus, Masters’ Thesis in English Language Teaching (ELT) at East West University Bangladesh.

Jokinen P, Mikkonen I. (2013). Teachers' experiences of teaching in a blended learning environment. Nurse Educ Pract.13(6):524-8. doi: 10.1016/j.nepr.2013.03.014.

Kastner, J. A. (2019). Blended learning: moving beyond the thread quality of blended learning and instructor experiences. [Doctoral Dissertation, Centenary University.US]. ProQuest Dissertations and Theses Global.

Khalid, M.S., Sujan, K.M. & Haque, I. (2011). An empirical study on the effect of different technology environments on students’ assessment, Proceedings of the 3rd International Conference on Machine Learning and Computing, pp. 157-162.

Khan, M.S.H., Hasan, M. & Clement, C.K. (2012). Barriers to the introduction of ICT into education in developing countries: the example of Bangladesh. International Journal of Instruction.5(2). e-ISSN: 1308-1470. www.e-iji.net p-ISSN: 1694-609X

Kintu, M. J., Zhu, C., & Kagambe, E. (2017). Blended learning effectiveness: The relationship between student characteristics, design features and outcomes. International Journal of Educational Technology in Higher Education, 14, Article 7. https://doi.org/10.1186/ s41239-017-0043-4

Kuo, Y., Belland, B. R., Schroder, K. E., & Walker, A. E. (2014). K-12 teachers’ perceptions of and their satisfaction with interaction type in blended learning environments. Distance Education, 35(3), 360-381. doi:10.1080/01587919.2015.955265.

Kurucay, M., & Inan, F. A. (2017). Examining the effects of learner-learner interactions on satisfaction and learning in an online undergraduate course. Computers and Education, 115, 20–37. https://doi.org/10.1016/j.compedu.2017.06.010.

Kwak, D., Menezes, F., & Sherwood, C. (2015). Assessing the impact of blended learning on student performance. Economic Record, 91(292), 91 106. https://doi.org/10.1111/1475-4932.12155.

Laer, V.S., & Elen, J. (2018). An instrumentalized framework for supporting learners’ self-regulation in blended learning environments. 10.1007/978-3-319-17727-

_121-1.

Lim, D. H., Morris, M. L., & Kupritz, V. W. (2014). Online vs. blended learning: Differences in instructional outcome as and learner satisfaction. Journal of Asynchronous Learning Networks, 11(2), 27-42. EJ842695

Mahmuda, M. (2016). Teaching and learning through technology in Bangladeshi higher education, International Journal of Scientific and Engineering Research, 7(4). ISSN 2229-5518.

Marcucci, P., Johnstone, D. B. & Ngolovoi, M. (2008). Higher educational cost-sharing, dual-track tuition fees, and higher educational access: The East African Experience Peabody Journal of Education 83(1):101-116. doi: 10.1080/01619560701649232.

Margolis, A. R., Porter, A. L., & Pitterle, M. E. (2017). Best practices for use of blended learning. American Journal of Pharmaceutical Education, 81(3), 49.doi: 10.5688/ajpe81349

Martin, F., Polly, D. & Ritzhaupt, A. (2020, September 8). Bichronous online learning: blending asynchronous and synchronous online learning. EDUCAUSE. https://er.educause.edu/articles/2020/9/bichronous-onlinelearning-blending-asynchronous-and-synchronous-online-learning.

Moskal, P., Dziuban, C., & Hartman, J. (2013). Blended learning: A dangerous idea? The Internet and Higher Education, 18, 15–23. doi:10.1016/j.iheduc.2012.12.001

Mustary, M. (2019). Ways to improve the quality of blended education. Asia Pacific Journal of Contemporary Education and Communication Technology, 5(2).29-34.

Nasser, D. (2020). Blended learning instruction and classroom engagement in community college: a qualitative research study [Doctoral Dissertation, Capella University].ProQuest Dissertations and Theses Global.

Osgerby, J. (2013). Students' perceptions of the introduction of a blended learning environment: An exploratory case study. Accounting Education, 22 (1), 85-99. doi:10.1080/09639284.2012.729341.

Osguthorpe, R. T., & Graham, C. R. (2003). Blended learning environments. Quarterly Review of Distance Education, 4, 227–233. http://doi.org/Article.

Owston, R., York, D., & Murtha, S. (2013). Student perceptions and achievement in a university blended learning strategic initiative. Internet and Higher Education, 18, 38–46. https://doi.org/10.1016/j.iheduc.2012.12.003

Poon, J. (2013). Blended learning: an institutional approach for enhancing students' learning experiences. Journal of online learning and teaching, 9(2) pp. 271-288.

Porter, W.W., Graham, C.R., Bodily, R. & Sandberg, D. (2016). A qualitative analysis of institutional drivers and barriers to blended learning adoption in higher education, Internet and Higher Education, 28(1), pp. 17-27.https://doi.org/10.1016/j.iheduc.2015.08.003

Ryan, S., Kaufman, J., Greenhouse, J., Joel; She, R. & Shi, J. (2016). The effectiveness of blended online learning courses at the community college level. Community College Journal of Research and Practice, 40(4), pp. 285-298.doi: 10.1080/10668926.2015.1044584

Sahni, J. (2019). Does blended learning enhance student engagement? Evidence from higher education. Journal of e-Learning and Higher Education, 2019, 1-14, https://doi.org/10.5171/2019.121518.

Saldana, J. (2015). The coding manual for qualitative researchers. The coding manual for qualitative researchers (3rd ed.). SAGE.

Sarwar, A., Ketavan, C., & Butt, N. S. (2015). Impact of e-learning perception and e-learning advantages on e-learning for stress management (Mediating role of e-learning for corporate training). Pakistan Journal of Statistics & Operation Research, 11(2), 241- 258.https://doi.org/10.18187/pjsor.v11i2.1088

Shand, K., & Glassett, F, S. (2017). Using blended teaching to teach blended learning: Lessons learned from pre-service teachers in an instructional methods course. Journal of Online Learning Research, 3(1), 5–30. ERIC Number: EJ1148421

Sheet, M.M. (2018). Investigating the effectiveness of blended learning programs on developing the writing skills of university students: A case study [Doctoral dissertation, Beirut Arab University] ProQuest dissertations and Theses Global.

Shrestha, S., Haque, S., Dawadi, S.& Giri, R.A. (2022). Preparations for and practices of

online education during the Covid-19 pandemic: A study of Bangladesh and

Nepal. Educ Inf Technol 27, 243–265 https://doi.org/10.1007/s10639-021-10659-0

Siegle, D., Rubenstein, L. D., & Mitchell, M. S. (2014). Honors students’ perceptions of their high school experiences: The influence of teachers on student motivation. Gifted Child Quarterly, 58(1), 35–50. https://doi.org/10.1177/0016986213513496.

Singh, H. (2003). Building effective blended learning programs. Educational Technology, 43 (6), 51-54.

Singh, H & Reed, C. (2001). A white paper: Achieving success with blended learning. Accessed on 20.3.22. http://www.leerbeleving.nl/wbts/wbt2014/blend-ce.pdf.

Sohail, E. (2018, January 26). A digital education for a digital Bangladesh, The Dhaka Tribune.https://archive.dhakatribune.com/opinion/2018/01/26/digital-education-digital-bangladesh

Sorbie, J. (2015). Exploring teacher perceptions of blended learning [Doctoral dissertation, Walden University]. ProQuest Dissertations & Theses Global.

Stone, M., & Perumean-Chaney, S. (2011). The benefits of online teaching for traditional classroom pedagogy: A case study for improving face-to-face instruction. MERLOT Journal of Online Learning and Teaching, 7(3). Retrieved from http://jolt.merlot.org/vol7no3/stone_0911.htm.

Suprabha, K., & Subramonian, G. (2015). Blended learning approach for enhancing students' learning experiences in a knowledge society. Journal of Educational Technology, 11(4), 1-7.ERIC Number: EJ1098578

Tarvyd, K.E. (2019). Learning in the 21st century: a phenomenological study of a blended learning program.[Doctoral Dissertation, Pepperdine University].ProQuest Dissertations & Theses Global.

Tawfiq, F., & Jaafar, A. (2017). The effectiveness of using combined learning in teaching a course in home economics teaching methods to improve achievement and attitudes towards female students at the College of Education at the University of Najran. International Specialized Educational Journal, 7(6), 168-

Taiwo, O. (2007). Vocational and technical education reform through the use of Information and Communication Technology. In: Yalams S.M, Bukar B., Puyate S.T., Onwuchekwa A.K. (Eds) Technical and Vocational Education: A Challenge to the Nigerian Education reform Agenda. Slimline Communication Ltd.

Tshabalala, M., Ndeya-Ndereya, C., & Van der Merwe, T. (2014). Implementing blended learning at a developing university: Obstacles in the way. Electronic Journal of E-Learning, 12(1), 101–110. https://www.learntechlib.org/p/153387/.

Tucker, B. (2012). The flipped classroom: Online instruction at home frees class time for learning. Education Next, Winter, retrieved from: http://wardwcom.webstarts.com/uploads/the_flipped_classroom_article.pdf.

Vaughan, P. N., Reali, A., Stenbom, S., Vuuren, M. J., & Macdonald, D. (2017). Blended learning from design to evaluation: International case studies of evidence-based practice. Online Learning, 21(3), 104-115. doi:10.24059/olj.v21i3.1252.

Vaughan, N., & Cloutier, D. (2016). Evaluating a blended degree program through the use of the NSSE framework. British Journal of Educational Technology, 48(5), 1176-1187. doi:10.1111/bjet.12537.

Vaughan, N. D. (2010). A blended community of inquiry approach: Linking student engagement and course redesign. Internet and Higher Education, 13, 60-65. doi:10.1016/j.iheduc.2009.10.007.

Wornyo- Agbesi, A., Klu Kwesi, E., & Hlaviso, M. (2018). Authentic learning: Enhancing learners’ academic literacy skills. International Journal of Applied Linguistics and English Literature, 7(4), 56–62. https://doi.org/10.7575/aiac.ijalel.v.7n.4p.56.

التنزيلات

منشور

2024-10-30
CITATION
DOI: 10.33102/alazkiyaa98
منشور: 2024-10-30

كيفية الاقتباس

Chowdhury, M. K. B., & Puteh Behak, F. . (2024). The blended learning as an alternative to the online education for the Bangladeshi universities. Al-Azkiyaa - International Journal of Language and Education, 3(2), 220–242. https://doi.org/10.33102/alazkiyaa98

إصدار

القسم

Articles