Blended Learning: Past and Present with Special Reference to COVID-19 Pandemic

The Clayton Christensen academy describes blended learning as a structured educational program in which a student learns at least in part into internet-based content delivery and training with some characteristic of academic supervision from home. This process involved time, place, pattern, and careful monitoring facilities. It also encouraged the learners to feel more optimistic regarding their studies. The fundamental concept of driving blended learning is that it encourages a combination of self-learning and collective communication-oriented practices. However, during COVID-19 besides virtual and non-formal institutions, the formal educational institutes also moved to blended learning. As this was a new practice for the formal instructors and learners, therefore, this study was carried out for discovering the concept of blended learning with special reference to COVID-19 pandemic and for this reason three sub purposes were; shed light on the concept of blended learning; to describe terminologies used for blended learning in the past and present with special reference to COVID-19 pandemic and to discover blended learning strategies in the past and presnt with special reference to COVID-19. This study chartered a qualitative method with succeeding in the analysis of documents related to blended learning and how this strategy was used during COVID -19 for engaging the formal instructors with their students. The Study followed the five years documents available online since 2011-20. But some documents from 2021 were also viewed for methodology.The researchers’ inquiry into 10 years of data was for the purpose to discover the past strategies of blended learning in comparison to the strategies used during COVID-19. Data were analyzed through emerging themes from the documents. Therefore, the main themes aided to interpret the results. The results exposed dissimilar terms for blended learning such as F2F, hybrid, and the online teaching-learning process.The strategies used during COVID-19 were more advanced as compared to the past years. Traditional methods of blended learning included online sessions and face-to-face classes. Microsoft, Webinar, TREAD, zoom, and Google Classroom, and other applications have been commonly used throughout the COVID-19 affected countries. The formal institutions for the teaching-learning process to carry out in COVID-19 period frequently practiced some new strategies.

Investigation of Students’ Satisfaction about H5P Interactive Video on MOODLE for Online Learning

Open universities play an important role in delivering distant learning education to the general public. MOODLE is an open-source programme that enables and maintains the success of open universities. One of the main concerns of teachers when using internet content is the students' interest, particularly when using recorded videos because synchronous interactive instruction is not possible for big groups of students online. In an e-learning system, interactive videos are crucial because they allow learners to interact with learning content while watching the video. The H5P module of MOODLE Learning Management System (LMS), was used to generate an interactive film in this empirical study. The focus of the study was to investigate students’ satisfaction about interactive video content on MOODLE in online learning. It was assessed by using the Delone and Mclean Information Systems Success Model. H5P interactive video content was developed and implemented on MOODLE and satisfaction of students was measured. The findings revealed that the value of video for learning effectiveness is depending on the level of interactivity. Students in the e-learning class with interactive video had much higher levels of satisfaction than students in other settings.

Exploring Learning Avenues Amidst Pandemic and Future Prospects in Higher Education

Globally, teaching-learning has been in a severe transition due to COVID-19. Amid pandemic, education in universities had to shift from physical boundaries to online mode. The purpose of the study was to examine online learning mode particularly with respect to learner’s readiness, their involvement, fair assessment and satisfaction at university level. The objectives of the study were; to explore the perceived level of readiness of students for online learning, find out their involvement and participation in online mode while performing various educational tasks; to explore to what extent online assessment is fair, and finally to determine satisfaction of students of online learning experiences during COVID-19 era. The sample of the study was drawn from all social sciences departments. The questionnaire’s link was disseminated to 550 students and 293 respondents filled out the google form. Learners’ readiness was divided into three subfactors, namely, physical & environmental factors, learners’ personal skills and learners’ familiarity with necessary apps and websites. The inferences drawn from the study showed that although majority of students were equipped with devices yet they were not possessing good skills required for virtual learning. The online conditions and environment were not contributing positively in favour of learners’ readiness and also learners were not well aware of apps & websites required for online learning. Moreover, students remained passive during online classes and were found less interested in completion of the assigned tasks. The online assessment had been embedded with manifold flaws that further multiplied unfairness in education. Although, the study informs overall satisfaction of learners which found to be low for addressing the issues, it is recommended that educational institutions may continue to offer hybrid mode of learning even in post-pandemic era for continuously equipping both students and teachers with requisite skills, relevant apps and software necessary for making learning teaching process smooth in future. In addition, it is recommended that higher educational institutions and relevant authorities should design software to improve involvement of the students while keeping the assessments as fair as possible during online learning.

Learning Loss: A Real Threat in Education for Underprivileged Students and Remote Regions during the Covid-19 Pandemic

This study aims to describe the real threat of learning loss for underprivileged students and remote areas, due to school closures and distance learning in Riau Province, Indonesia. On the other hand, keeping students safe from the dangers of the COVID-19 virus is the main factor. Distance learning is a solution to this dilemma, but it is very difficult for underprivileged students and remote regions to implement, because: 1) Students have never used various educational technology platforms in distance learning 2) Do not have a smartphone and mobile data plans 3) Internet signal in remote areas is not good for distance learning. The results of this study describe, when distance learning was first implemented, as many as 75 % of 206 underprivileged students and ten schools experienced difficulties when using educational technology platforms for distance learning. However, after two years, there has been an increase in the participation of underprivileged students in distance learning. In addition, it has become a habit, subsidized mobile data plans from the government, adaptive curricula and variations in learning methods when distance learning, have become important factor in increasing the participation of underprivileged students and remote regions.

Metaphoric Perceptions of Adolescents towards the Concept of Corona Virus (COVID-19)

This research was carried out to examine the metaphoric perceptions of adolescents regarding the concept of coronavirus (COVID-19).For this purpose, 60 adolescents (33 girls, 27 boys) studying at different grade levels of three high schools at different socio-economic levels determined by maximum diversity sampling from high schools in Erzincan city center were included in the research.With the questionnaireform developed for adolescents, “Coronavirus (COVID-19) ……is similar. Because………." was asked.The data obtained were analyzed by content analysis method. In this context, categories suitable for metaphors were created and the consistency of the categories with metaphors and descriptions was determined. Eight metaphors that are not suitable for the subject of the study are excluded from the study. In line with the results obtained, it was determined that adolescents developed 49 different metaphors and these metaphors were collected under eight categories. It can be said that the metaphoric perceptions of adolescents regarding the concept of coronavirus (COVID-19) are generally negative.

Effectiveness of Information and Communication Technologies (ICT) on the Student’s Academic Achievement at University Level

The focus of this research is to explore the impact of ICT on students’ academic achievement.In this research study two university, Pir Mehr Ali Shah Arid Agriculture University Rawalpindi Pakistan (PMAS_AAUR) and Fatima Jinnah Women University Pakistan (FJWU) were selected Students from both male and female gender selected with multistage random sampling techniques. There 100 sample sizes of students and 30 sample of teacher were selected. A questionnaire was used as tool of research. This instrument was validated by the panel of experts. Internal consistency coefficient (using Cronbach Alpha) was used to check the reliability and its value was 0.951. The researcher herself collected the data conducting a survey technique. The researcher herself collected the completed questionnaires. After the interview the collected data of information were coded and analyzed with the help of the Statistical Package for Social Sciences (SPSS). The paired t-test, frequency and percentage were applied for comparison of the study.

Development and Validation of Digital Literacy Scale (DLS) and its Implication for Higher Education

The study aimes to develop and validate Digital Literacy Scale (DLS) based on Chen’s (2015) theoretical framework which includes nine dimensions: communication, collaboration, critical thinking, creativity, citizenship, character, curation, copyright, and connectedness. A question pool consisting of 62 items based on the nine dimensions of digital literacy was generated on a 5-point Likert-type scale. Content validity of the question pool was sought from experts in terms of clarity of items, language understanding, and relevance. SPSS and AMOS were used for statistical analysis. Using a sample of 349 university students, Exploratory Factor Analysis was employed for reliability analysis, construct validation, and factor structure of the scale. EFA confirms the nine dimensions; however, some items were deleted during this process. Finally, Confirmatory Factor Analysis was employed to check the reliability and validity of the factor structure by using a second sample (n=442). CFA showed that all the values were within the acceptable range (Kaiser-Meyer-Olkin 0.886, the total variance explained 62.87%, Cronbach Alpha 0.894, and the goodness of fit 0.924). Thus a standardized DLS consisting of 36 items and 9 factors (communication, copyright, critical thinking, character, citizenship, curation, connectedness, creativity, and collaboration) was finalized. DLS is a psychometrically sound, reliable, and valid measurement tool that can be used to measure digital literacy.

Employment Creation and Extreme Poverty Eradication through Open and Distance eLearning and Technical-Vocational Education and Training in Zimbabwe

This study explored how Open and Distance eLearning (ODeL) system is enhancing employment creation and extreme poverty eradication in Zimbabwe. Poverty is a challenge in developing countries in the presence of unemployment and lack of education. This study aimed to put into perspective the strides made by ODeL institutions in Zimbabwe towards extreme poverty eradication through TVET in the education system. Data were collected from purposively selected 20 ODeL graduates including; entrepreneurs, street vendors, and individuals, formally and informally employed, by using interviews and observation, in this case study. The study employed thematic analysis for the narrative qualitative data. The study revealed that poverty can be reduced through skills empowerment to learners at all educational levels. Exposure to a bouquet of vocational subjects in technical-vocational institutions has enabled entrepreneurs to create employment, applying acquired skills. The major barriers to effective entrepreneurship and employment creation were the scarcity of resources and natural disasters. The study is also significant that educational planners and policy-makers may formulate policies that encourage school and college graduates to be innovative, self-reliant, and may guard against extreme poverty in their communities. It can be concluded that possession and application of vocational skills may create employment and eradicate extreme poverty. It is, therefore, recommended that TVET starts early in life for innovativeness and effective use of available resources. Further research could be carried out on the nature of programmes in learning institutions that empower learners with skills for employment creation, sustainable development, and extreme poverty eradication.

A Study of Evaluation Methods of Teaching Practice of Distance Teacher Education Institutions

This study was aimed to investigate evaluation methods of teaching practice of distance teacher education institutions in Pakistan. Major objectives of the study were: to examine the evaluation methods of teaching practice used in distance teacher education institutions; to analyze the effectiveness of teaching practice at distance teacher education institutions; and to find out the problems/weaknesses in evaluation of teaching practice in these institutions. The population was consisted of all the supervisors of distance teacher education institution offering teacher education programmes. Allama Iqbal Open University Islamabad in Pakistan is example of distance education. Two questionnaires were developed on the basis of related literature for prospective teachers and supervisors to get the responses. The data were collected by administering the validated questionnaires. Randomly 200 respondents were selected. The data were analyzed and interpreted by using percentages and two-way chi-square square techniques. Inferred results were discussed and reported. The major conclusions of the study were that the prospective teachers of distance teacher education institutions are not very satisfied with the duration of teaching practice. Some of the recommendations are that there is a need to put in place a continuous system of monitoring and evaluation of teaching practice including observations of prospective teachers for distance teacher education institutions. The time period of teaching practice may be increased. Self-evaluation of prospective teachers may be included in the evaluation of teaching practice.

Online Learning Engagement Model for International Students in Indonesia amid Covid-19 Period: A Conceptual Model Proposal

Universities in Indonesia implemented online learning following the command by the government as among the ways to mitigate the Covid-19 infections. However, fully online learning is a new experience for most educators and students including international students in Indonesia. Little is known about factors influencing online learning engagement, particularly in relation to international students. Therefore, this study proposes a conceptual model of online learning engagement based on literature review. Thus, method used is reviewing previous studies obtained from various academic journals which discussed the concept of student engagement and its related factors. The results of literature analysis indicate that student engagement is a crucial factor towards student academic and nonacademic success. Also, findings from analysis indicate that, learner engagement is influenced by a number of factors such as institutional support, instructor interactivity, student motivation, and learning material interactivity. Finally, the conceptual model of online learning engagement is proposed based on previous empirical studies. Recommendation for future studies is also discussed.