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BLENDED LEARNING IN HIGHER EDUCATION

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BLENDED LEARNING IN HIGHER EDUCATION

Dr. G. Yashodha

ABSTRACT

Blended Learning has been considered an effective approach of delivering learning content as it is
simple and flexible. The key purpose of this research study was to find the general interest of students
towards blended learning with the course design, learning experience and personal factors. In the next step
the motivation of the blended learning was also measured with help of indicators like interest, attention,
confidence, relevance and satisfaction, for the same group of respondents. Non-random sample selection
techniques are used in this study. The sample of the study included 291 higher education students: 119
female and 172 male participants. The participants included 197 (67.7%) were from a rural area, 94
(32.3%) from an urban area, and 243 (83.5%) were in the Bachelor of Arts Education programs and the
others, 48 (18.5%) were in the Bachelor of Science Education programs. All the students participated in the
survey were currently attending offline courses or included those who finished their last semester virtually.
Aim: The aim of this study was to identify students interest towards blended learning and satisfaction levels
in different cluster groups in Tiruchirappalli. Method: A questionnaire was distributed to the students
through online survey technique was used to gather data about the interest of students towards blended
learning. Descriptive statistics and cluster analysis were used to test the number of groups. Results: Based
on the k-mean and hierarchical clustering, three cluster groups were identified: Cluster 1-Moderate learner
40.2%, Cluster 2 - Good learner13.4% and Cluster 3 - Excellent learner 46.4%.
___________________________________________________________________________________

Keywords: Blended Learning, Cluster Analysis, Students’ Interest and Motivation.

Introduction
Blended Learning is now a 21st century learning mode. Higher education such as universities
and colleges and even schools has started to apply this approach in their respective subjects. Blended
Learning has been considered an effective approach of delivering learning content as it is simple and
flexible. Blended Learning is not a new technology but rather a combination of two existing technologies
in learning something. It is considered more effective as it combines two popular pedagogical modes
namely traditional face-to-face and E-Learning with multimedia elements. Students in addition to learning
in a controlled compound such as the classroom (face-to-face with teachers), they also have the freedom
in choosing their learning experiences, such as the time and place, to which they can choose
themselves. This can create interest, increase motivation and raise self-esteem for students of all levels.
For example, for excellent students (higher than average performers), Blended Learning can be a
platform that can speed up their achievements because they do not have to wait and follow the topics
that they have already mastered. Likewise, for weak students, B-Learning is a method to motivate them
to learn so that they can continue learning according to their own path, pace and ability without feeling
inferior just because they are slower than their peers. Blended Learning is one of the mandatory methods
of teaching in the classroom to provide students with new learning strategies and methods as well as
ensuring the education system itself is in line with the current changes in education.


Assistant Professor, Department of Commerce, Seethalakshmi Ramaswami College, Tiruchirappalli, Tamil
Nadu, India.
52 International Journal of Advanced Research in Commerce, Management & Social Science (IJARCMSS) - July-September, 2022

Review of Literature
Dayagbil FT, Palompon DR, Garcia LL, Olvido MMJ(2021), The trajectory for flexible learning
delivery, the role of technology, the teaching and learning environment, and the importance of safety and
security were among the emerging themes found in the qualitative replies. The contextual foundation for
strategic activities during and after the pandemic was given via scenario analysis. Higher education
institutions must adapt to flexible teaching and learning modalities, recalibrate the curriculum, equip the
faculty, modernise the infrastructure, implement a strategic plan, and evaluate the plan overall in order to
maintain teaching and learning continuity.
H. M. Naveen. IRJET- IPSIT Model (2021), The UGC suggests the crucial elements of
instructional activities for using the IPSIT architecture. The UGC concept paper on blended learning and
teaching offers comprehensive instructions for successfully implementing BL mode in higher education
using the IPSIT architecture. In order to help students gain 21st century skills in addition to successful
learning and skill development in the relevant subject-domain, this form of instruction will be employed
across the country. This method of instruction will aid in the development of numerous practical abilities
that will eventually convert into life skills.
University Grants Commission (2021), it is a teaching and learning style that blends
traditional classroom techniques with computer-mediated learning activities to give information. This
pedagogical strategy entails a combination of in-person and online activities as well as the incorporation
of synchronous and asynchronous learning resources, offering the best opportunity for the design of
efficient learning processes. The term "blended learning" refers to the educational strategy of integrating
digital learning resources with more conventional face-to-face instruction in a classroom. Students would
be encouraged to use a cloud-based learning platform to access digital learning resources on their own
time as part of a flipped classroom programme.
Irwan, Angraini R, Tiara M. (2020), the purpose of this study is to evaluate the students'
interest in the blended learning model of learning. Blended learning is a method of instruction that evenly
distributes face-to-face and online courses. Technology advancements in the realm of education led to
the adoption of this concept. Students from three ongoing classes who enrolled in 2016, 2017, and 2018
made up the sample. Descriptive analysis revealed that blended learning models were unsuccessful and
did not significantly increase learning outcomes, which decreased participants' interest in participating in
offline learning.
Tulasi B, Suchithra R. (2020), one of the teaching and learning pedagogies that is most in flux
is blended learning. Institutions of higher learning from all fields are implementing blended learning. The
millennial generation of students is a digital native group. Therefore, it makes perfect sense for learning
and teaching to be more tech-focused. The students' readiness to integrate the digital transition in
teaching and learning must yet be determined, though. The benefits of both traditional classroom
instruction and online and virtual learning are combined in blended learning. The current study seeks to
comprehend students' openness to a blended learning model approach as well as to determine the
efficacy of the model.
Muxtorjonovna AM. (2020), Blended learning combines traditional in-person instruction with
online, distance, and technological learning. In recent years, the educational system has begun to use
this strategy more and more. The article's goal is to outline the benefits of blended learning in the
classroom as well as the key components of a successful mixed course. Combining the benefits of online
and in-person learning can improve the quality of a blended course. The article also lists additional
elements that can be used to create an effective blended course. Overall, adaptable and accessible
blended learning is an excellent teaching method. Additionally, it can boost students' motivation and
course completion rates.
Rahman Ismail A, Tengku Shahdan TS, Yulia A. (2019), Examining the literature review on
blended learning is the study's goal. The advancement of pedagogy coincides with that of educational
technology. This blended learning pedagogy has been adopted by many nations' higher education
systems and educational institutions. Traditional face-to-face instruction and online learning are
combined to create blended learning. To assess if the learning falls within blended learning or not, this
report also breaks down the two study methods. Additionally, this study lists the traits of blended learning
that should be looked for by researchers. In order to apply blended learning in educational practises,
practitioners need follow the list of key features.
Dr. G. Yashodha: Blended Learning in Higher Education 53
Lalima D, Lata Dangwal K. (2017), the advantages of both traditional classroom instruction and
ICT-supported learning, including both offline and online learning, are combined in the novel idea of
blended learning. It offers opportunities for computer-assisted learning, constructive learning, and
collaborative learning (CAI). For blended learning to be successfully implemented, there must be diligent
efforts, the proper attitude, a sizable budget, and highly motivated teachers and students. It is complex
and difficult to organise because it combines several modes. The concept of blended learning, its key
components, and the requirements for its implementation are covered in the current study.
Mozelius P, Hettiarachchi E. (2017), In higher education, the usage of blended learning
environments has grown significantly in the twenty-first century. With blended learning serving as a
transition between traditional face-to-face instruction and pure online classes, tools and approaches that
were initially utilised in experimental distance education courses are now commonplace in classrooms
across the country. There are success stories in this diverse range of course designs, but there are also
instances with low pass rates and subpar learning results. Problems that were first described twenty
years ago are now mixed with additional crucial elements that have only lately been discovered.
Zhonggen Y. (2015), since the idea of online learning gave rise to the notion of blended
learning in the early 1990s; the 21st century has seen an enormous amount of research into this
approach. It came to the conclusion that, while there may still be some disagreements regarding blended
learning, there may be more deficits in either solely online or classroom learning than in blended learning,
which combines both approaches.
Research Gap
Most research on blended learning has involved programs where some online sessions are
used as replacements for parts of a class lecture program. Based on a review of the literature we
believed that learning could improve the quality of teaching and learning if implemented carefully to
supplement existing classroom lectures which was done. The need to rethink these areas is evident in
the previous research as well as the quick and expedient response needed to move to emergency
remote instruction. In preparation for post turn courses and programming, blended learning that is
thoughtfully designed and integrated could be contemplated. Blended learning that there is still a scarcity
of blended learning research describing current academic practices and that effective blended learning
implementation still requires investigation. So the present study mainly concentrated on the Analysis of
Students interests towards blended learning with motivational factors.
Methodology
Sample
Non-random sample selection techniques are used in this study. The key purpose of this research
study was to find the general interest of students towards blended learning with the course design, learning
experience and personal factors. In the next step the motivation of the blended learning was also measured
with help of indicators like interest, attention, confidence, relevance and satisfaction, for the same group of
respondents. The sample of the study included 291 higher education students: 119 female and 172 male
participants. The participants included 197 (67.7%) were from a rural area, 94 (32.3%) from an urban area,
and 243 (83.5%) were in the Bachelor of Arts Education programs and the others, 48 (18.5%) were in the
Bachelor of Science Education programs. All the students participated in the survey were currently
attending offline courses or included those who finished their last semester virtually.
Survey
An online survey technique was used to gather data about the interest of students towards
blended learning. A pilot test of the survey was administered to 20 students. Appropriate revisions were
made based on their comments and suggestions. Necessary modifications were made based on their
ideas and feedback.
Data Analysis
Data were analysed using SPSS – Version 20 (IBM, 2020). Descriptive statistics were used to
describe sample demographics. Cluster analysis was used to test the number of groups that could be
formed within the students group.
Limitations
Small sample size and non-random selection were some of the major limitations of this research
study. The non-random selection limits the ability of generalization of the results. Future researches
should either increase the sample size or use random selection techniques. As the results are only based
54 International Journal of Advanced Research in Commerce, Management & Social Science (IJARCMSS) - July-September, 2022

on students’ interest, the inclusion of faculty opinions in future studies might help in understating the
issues faced by instructors regarding online education. The conclusion of the study is mainly based on
the opinions of student’s interest in blended learning.
Demographic Frequency Table
The majority of respondents are male, mostly up to 21 years old, from rural areas, from
Bachelor of Arts programs and the majority final year students (Table 1). However, 172 (59.1%) of the
students were male and 119 female (40.9%), 197 (67.7%) were from a rural area, 94 (32.3%) from an
urban area, and 243 (83.5%) were in the Bachelor of Arts Education programs and the others, 48
(18.5%) were in the Bachelor of Science Education programs. The majority 189 (64.9%) of the
respondents are used Google meet as Digital Learning app.
Table 1: Demographic Frequency Table
Demographics Respondents Valid percent
Gender
Male 172 59.1
Female 119 40.9
Age
Above 17-below 19 126 43.3
Above 19–below 21 147 50.5
Above 21-below 23 14 4.8
Above 23- below 25 4 1.4
Study Programme
Arts 243 83.5
Science 48 18.5
Study of Year
I Year 110 37.8
II Year 67 23.0
III Year 114 39.2
Place of Residence
Rural 197 67.7
Urban 94 32.3
Digital Learning app used
Google Classroom 62 21.3
Zoom 26 8.9
Google Meet 189 64.9
Others 14 4.8
Sources: Primary data
Reliability of the Study
Cronbach’s Alpha Reliability Index was used to evaluate internal consistency of each construct.
Hair et al. (1998) suggests that that acceptable level of reliability index should be maintained at a
minimum of 0.5 in order to satisfy for the early stages of research; and over 0.7 is considered to be a
good level.
Table 2
Blended Learning N of Items Cronbach's Alpha
Course Design 9 0.995
Learning Experience 6 0.992
Personal Factors 2 0.964
Interest 4 0.988
Attention 6 0.991
Confidence 4 0.986
Relevance 3 0.983
Satisfaction 2 0.989
Overall 36 0.998
Sources: Primary data
Dr. G. Yashodha: Blended Learning in Higher Education 55
Table 2 shows the Cronbach’s coefficient alpha test results. Among the independent variables,
Factors attained the highest Cronbach’s alpha value with 0.995 is Course design, while personal factors
achieved the lowest value, which is 0.964. All Cronbach's alpha values are more than 0.96. It indicates
that all the values are having high reliability and good internal item consistency in the scale (George
&Mallery, 2003). Over all reliability for this study have been calculated and found to be 0.998 which is
close to 1 and hence considered for good level for further analysis of the data. Thus, the data collected is
highly reliable.
Cluster Analysis
Cluster analysis is a group of multivariate techniques whose primary purpose is to group objects
based on the characteristics they possess. One of the most common uses of cluster analysis is marked
segmentation. All segmentation research, regardless of the method used, is designed to identify groups
of entities (people, markets, organisations) that share common characteristics, including, but not limited
to, attitudes and consumer an media habits (Punj and Stewart, 1983). This form of cluster analysis also
allows the researcher to opt for a different perspective on the data, with no definite concepts regarding
profiles, similarities, or performance measures. As such, this analysis will segment student’s data into
meaningful clusters. These clusters were reviewed, evaluated and discussed to better understand
satisfaction behaviours that link those within a cluster, and differentiate them from those in other clusters.
Moreover, the k-mean clustering technique attempts to identify groups of cases based on selected
characteristics, which are selected by requiring a number of variables. Clusters are separated by
analysing cluster membership, distance information, and final cluster centres. In this study, the k-mean
clustering method helped to determine the appropriate number of clusters (Hair et al, 2009). The client
satisfaction variable was clustered through hierarchical clustering and then the cluster membership,
distance, and cluster centre were identified.
Cluster Profiles
Based on the k-mean and hierarchical clustering, three cluster groups were identified: 40.2% in
cluster 1, 13.4% in cluster 2 and 46.4% in cluster 3. Subsequently, three unique groups were profiled and
membership distributed:
• Cluster 1 (40.2%): Moderate learner
• Cluster 2 (13.4%): Good learner
• Cluster 3 (46.4%): Excellent learner
Cluster 1 (40.2%): Moderate Learner
The first cluster is profiled as ‘Moderate learner’. The majority of this group consists of female
students with 98.3%, as well as 92.9% of the students are belonging to the age group of 17-19 years.
Majority of the students are from Arts programme with 41.5%, studying I year and they have came from
rural areas 59.4%.
Cluster 2 (13.4%): Good Learner
The second cluster is profiled as ‘Good learner’. 21.5% of the students are male and only 1.7%
of the students are female.26.5%of the students are belonging to the age group of 19-21 years. 0.8% of
students belongs to Arts programme and with 77.1% of students belong to science programme, studying
1.5% II year and 33.3% III year and they have come from urban areas 41.5%.
Cluster 3 (46.4%): Excellent Learner
The third cluster is profiled as ‘Excellent learner’. The majority of this group consists of male
students with 78.5%, as well as 73.5% of the students are belonging to the age group of 19-21 years.
Majority of the students are from Arts programme with 51.0% and with 22.9% of students belong to
Science programme, studying 88.1% II year and 66.7% III year and they have come from rural areas
40.6% and from urban areas 58.5%.
Discussion
The participants in the present study were primarily separated into three groups using
hierarchical clustering first and then k-mean cluster analysis. After clustering, profiling was done based
on the characteristics, and satisfaction levels of the sample. Several characteristics associated with
greater satisfaction are consistent with the results of previous studies (Puig et al, 2009; Da Cruz and
Melleiro 2010).
In case of Gender all the clusters are significant with the mean value of 1.00 for male and 0.248 for
female. The mean value in homogeneous subsets are cluster I - 1.0, cluster II – 2.0 and cluster III – 2.09.
56 International Journal of Advanced Research in Commerce, Management & Social Science (IJARCMSS) - July-September, 2022

In Age cluster I is significant. But the cluster II & III is having significant difference in terms of
age i.e in cluster II 3rd cluster is not significant and in cluster III 2nd cluster is not significant.
Under study programme all clusters are significant.
In Academic status, the cluster I & III is having significant difference in terms of academic status
i.e cluster I cluster 3 is not significant whereas in cluster III cluster 1 is not significant.
In study of the year, place of residency, digital learning apps used, course design, learning
experience, personal factors and motivational factors (IACRS) all the clusters were significant.
Table 3
Demographic Factors Cluster 1 Cluster 2 Cluster 3 Grand Total
Mean SD Mean SD Mean SD Mean SD
Gender 2.00 0.00 1.05 0.22 1.00 0.00 1.41 0.49
Age 1.00 0.00 2.00 0.00 2.10 0.53 1.64 0.64
Study Programme 1.00 0.00 1.95 0.22 1.08 0.27 1.16 0.37
Academic status 1.00 0.00 1.23 0.43 1.00 0.00 1.03 0.17
Study of Year 1.06 0.24 2.97 0.16 2.56 0.50 2.01 0.88
Place of Residence 1.00 0.00 2.00 0.00 1.41 0.49 1.32 0.47
Digital Learning Apps Used 1.72 0.84 3.36 0.49 3.00 0.00 2.53 0.88
Role of Learners in BL
Course Design 1.01 0.03 4.20 0.73 2.13 0.38 1.96 1.09
Learning experience 1.11 0.24 4.31 0.60 2.39 0.43 2.13 1.12
Personal Factors 1.23 0.37 4.69 0.34 2.65 0.54 2.35 1.22
Motivational Factors
Interest 1.17 0.33 4.42 0.48 2.52 0.50 2.23 1.15
Attention 1.08 0.17 3.99 0.79 2.33 0.46 2.05 1.06
Confidence 1.13 0.27 4.06 0.63 2.31 0.45 2.07 1.05
Relevance 1.10 0.22 3.95 0.81 2.33 0.43 2.05 1.04
Satisfaction 1.00 0.00 3.88 0.68 2.17 0.49 1.93 1.03
Sources: Primary Data
Table 4
Variables Cluster 1 Cluster 2 Cluster 3 Grand Total
Gender
Male 0 37 135 172
0.0% 21.5% 78.5% 100.0%
Female 117 2 0 119
98.3% 1.7% 0.0% 100.0%
Age
Above 17 -Below 19 117 0 9 126
92.9% 0.0% 7.1% 100.0%
Above 19- Below 21 0 39 108 147
0.0% 26.5% 73.5% 100.0%
Above 21-Below 23 0 0 14 14
0.0% 0.0% 100.0% 100.0%
Above 23-Below 25 0 0 4 4
0.0% 0.0% 100.0% 100.0%
Study Programme
Arts 117 2 124 243
48.1% 0.8% 51.0% 100.0%
Science 0 37 11 48
0.0% 77.1% 22.9% 100.0%
Academic Status
UG 117 30 135 282
41.5% 10.6% 47.9% 100.0%
PG 0 9 0 9
0.0% 100.0% 0.0% 100.0%
Dr. G. Yashodha: Blended Learning in Higher Education 57
Study of the Year
IYear 110 0 0 110
100.0% 0.0% 0.0% 100.0%
IIYear 7 1 59 67
10.4% 1.5% 88.1% 100.0%
IIIYear 0 38 76 114
0.0% 33.3% 66.7% 100.0%
Place of Residence
Rural 117 0 80 197
59.4% 0.0% 40.6% 100.0%
Urban 0 39 55 94
0.0% 41.5% 58.5% 100.0%
App Used
Google Classroom 62 0 0 62
100.0% 0.0% 0.0% 100.0%
Zoom 26 0 0 26
100.0% 0.0% 0.0% 100.0%
Google Meet 29 25 135 189
15.3% 13.2% 71.4% 100.0%
Others 0 14 0 14
0.0% 100.0% 0.0% 100.0%
Sources: Primary data
Suggestions
With no clear assumptions relating profiles, similarities, or performance indicators, this type
of cluster analysis also enables the researcher to choose a different viewpoint on the data. This
analysis will therefore divide the student's data into useful clusters. To better understand the
satisfaction-related behaviours that unite members of a cluster and set them apart from members of
other clusters, these clusters were examined, assessed, and debated. Additionally, by needing a
number of variables, the k-mean clustering technique seeks to discover groupings of cases based
on particular characteristics. Teachers should receive professional development that focuses on the
appropriate use of new educational technologies that teachers have never used before, given the
vast number of online components that need to be taken into account. In addition to offering
guidance during the planning stage, educational designers also play a crucial role in reviewing new
courses.
Further Studies
Future studies should take teachers' interest in blended learning's efficacy into account. This
study needs to be finished before teachers may think about blending different delivery methods. E-
learning works best when it combines a variety of delivery methods. A crucial element in the success of
this strategy is institutional backing. For a blended learning experience to be successful, a whole course
design is required. To make this happen, there must be strong institutional support in the form of time off,
professional development, financing, and technical assistance.
Conclusion
This study examines students’ interests on blended learning environment as well as increase
motivation and raises self-esteem for students of all levels. The results of the study demonstrate that, the
more students' accept the course moodle sites well organized and the more positive views they express
about blended learning environment. Cluster Analysis was used to analyse the students’ interest towards
blended learning with the course design, learning experience, personal and motivational factors
individually to understand the effectiveness of the methodology. The findings of this study conclude that
the use of a blended learning methodology in a social studies classroom works to both increase student
achievement and create a more positive attitude among students concerning this method of learning. To
conclude it can be said that blended learning is to some extent is the solution to problems prevailing in
our educational system. If implemented in a well-planned, organized way with right type of attitudes it can
become the future of our educational system. It is in our own benefit that steps for adapting blended
learning are soon initiated.
 58 International Journal of Advanced Research in Commerce, Management & Social Science (IJARCMSS) - July-September, 2022

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