Open AccessPost COVID-19 and the Potential of Blended Learning in Higher Institutions: Exploring Students and Lecturers Perspectives on Learning Outcomes in Blended Learning
Author(s) -
Stephen Ntim,
Michael Opoku-Manu,
Anthony Addai-Amoah Kwarteng
Publication year - 2021
Publication title -
european journal of education and pedagogy
Language(s) - English
Resource type - Journals
ISSN - 2736-4534
DOI - 10.24018/ejedu.2021.2.6.162
Subject(s) - blended learning , mathematics education , psychology , face to face , cooperative learning , experiential learning , educational technology , teaching and learning center , active learning (machine learning) , collaborative learning , higher education , constructivist teaching methods , teaching method , pedagogy , computer science , political science , artificial intelligence , philosophy , epistemology , law
This study explored students and teachers of Higher Educational Institutions perspectives on the potential of Blended Learning post-Covid-19. Using Shea’s 2007 Four-Model of Blended Learning and the framework of Complex Adaptive Blended Learning (BL) Systems, this paper investigated the correlation between Blended Learning (BL) and students learning outcomes in constructivists learning. The findings provided convincing support that Online Blended Learning offers some potential for teaching in higher institutions more than the stand-alone traditional face-to-face classroom. This is especially the case when teaching intends to enhance students reciprocal learning, students’ inquiry-based learning, learners posing questions and seeking answers on their own, as well as promoting cooperative/collaborative learning among students. Even though, the findings did not entirely dismiss the traditional face-to-face teaching, nevertheless, the results strongly suggest that blending face-to-face teaching with online teaching offers tremendous potential for inquiry-based and constructivist learning more than the traditional classroom face-to-face teaching alone. Additionally, BL creates both cohesive and effective learning environment overcoming geographical and physical barriers of traditional classroom teaching to promote self-paced critical learning among students, especially in institutions of higher learning.