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fully edited. Content may change prior to final publication. Citation information: DOI
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Date of publication xxxx 00, 0000, date of current version xxxx 00, 0000.
Digital Object Identifier 10.1109/ACCESS.2017.Doi Number

Blended Learning Tools and Practices: A

Comprehensive Survey
Adarsh Kumar1, Rajalakshmi Krishnamurthi2, Surabhi Bhatia3, Keshav Kaushik1, Neelu
Jyoti Ahuja1, Anand Nayyar4,5, Mehedi Masud6
1
School of Computer Sciences, University of Petroleum and Energy Studies, Dehradun, India
2
Department of Computer Science and Engineering, Jaypee Institute of Information Technology, Noida, India
3
Department of Information Systems, College of Computer science and information technology, King Faisal University, Hofuf, Saudi Arabia
4
Graduate School, Duy Tan University, Da Nang 550000, Vietnam
5
Faculty of Information Technology, Duy Tan University, Da Nang 550000, Vietnam
6
Department of Computer Science, College of Computers and Information Technology, Taif University, Taif, 21944, Saudi Arabia

Corresponding author: Adarsh Kumar (e-mail: [email protected]), Anand Nayyar (e-mail: [email protected])

ABSTRACT Blended learning incorporates online learning experiences and helps students for meaningful
learning through flexible online information and communication technologies, reduced overcrowded
classroom presence, and planned teaching and learning experience. This study has conducted surveys of
various tools, techniques, frameworks, and models useful for blended learning. This article has prepared a
comprehensive survey of student, teacher, and management experiences in blended learning courses during
COVID-19 and pre-COVID-19 times. The survey will be useful to faculty members, students, and
management to adopt new tools and mindsets for positive outcomes. This work reports on implementing
and assessing blended learning at two different universities (University of Petroleum and Energy Studies,
India, and Jaypee Institute of Information Technology, Noida, India). The assessments prepare the benefits
and challenges of learning (by students) and teaching (by faculty) blended learning courses with different
online learning tools. Additionally, student performance in the traditional and blended learning courses was
compared to list the concerns about effectively shifting the face-to-face courses to a blended learning model
in emergencies like COVID-19. As a result, it has been observed that blended learning is helpful for school,
university, and professional training. A large set of online and e-learning platforms are developed in recent
times that can be used in blended learning to improve the learner's abilities. The use of similar tools
(Blackboard, CodeTantra, and g suite) has fulfilled the requirements of the two universities, and timely
conducted and completed all academic activities during pandemic times.

INDEX TERMS Active Learning, Blended Learning, COVID-19, E-Learning, Learning Tools, Online
Learning, Pandemic.

I. INTRODUCTION is an intermediate stage between in-classroom instructions

Blended learning is hybrid of traditional face-to-face and delivery of the contents in a fully online mode. Thus,
classroom and e-learning experiences. This type of learning blended learning is a type of digital integration in teaching.
is getting popular in many worldwide renowned universities Blended learning is different from online learning which is
for improving learning standards, increasing passing rates another type of digital teaching. Blended learning is
of examinations, adding time flexibility, and removing executed in pre-planned chained or combination models.
distance barriers [1]-[3]. The multi-delivery approach to Whereas, online learning is executed in either on-campus or
optimize learning outcomes and the cost of content delivery off-campus models. Blending of a course gives more course
makes blended learning more useful. The term ‘blend’ in content accessibility, pedagogical effectiveness, effective
blended learning means integration of digital contents course interactions, and flexibility to teachers for better
and/or in-class instructions and activities. Blended learning student engagement. There is no standard way of blending

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autonomous online learning, synchronous or asynchronous domain especially for those experts that are experienced
online learning, and traditional face-to-face instructions- and provide good quality education. This study uses
based classroom learning approach. However, a well- quasi-experimental and pretest-posttest design over the
planned pedagogical model is useful and important that clinical-based module to 1st year nursing students.
prepares acyclical and coherent learning practice, for the Results show that the proposed Blended learning practices
students, developed by a trained faculty. In past, various improve the student’s performance and cognitive and
surveys have been prepared to identify the importance of
social presence. However, moderate-level student
Blended learning practices in various disciplines. Some of
satisfaction is found. Further, it has been observed that
these surveys and their important findings are briefly
described as follows. there is a need to identify the factors and strategies that
• Barbour et al. [4] surveyed Blended learning policies and could improve student satisfaction.
procedures followed in different geographical regions. • Wu et al. [8] discussed similar practices for nursing
This is a detailed statistical survey over Online and students in the patient care environment. In these
Blended learning for K-12 schools around the world. It practices, it has been observed that clinical competencies
has been observed that lack of government policies and and professionalism play important role in problem-
clarity in goals over online learning practices are major solving and critical thinking. The clinical competencies-
hindrances in adopting such learning practices. This based on problem-solving and critical thinking can be
survey has prepared in-depth parameters that are the improved using Blended learning. Here, a clinical
major hurdles in implementing Online and Blended teaching blended learning (CTBL) program is designed
learning programs in different regions. Further, a detailed using web-based clinical pedagogy and case-based
country-wise profile for learning programs is prepared. learning for improving competencies, self-efficacies, and
This profile provides information about private and other parameters like blended learning outcomes. CTBL
publication partners, funding sources, challenges, current program practices over 150 nurses with the web-based
status, student information, teachers' training programs, platform and other competencies show that blended
and other summarised information over Online and learning is an effective approach for improving clinical
Blended learning programs. student’s performances.
• In [5], a survey over mobile learning approaches for • Ożadowicz [9] described the importance of blended
teaching the Internet of Things (IoT) is discussed. In this learning during COVID-19 times which every student has
survey, the major mobile learning approaches, realized and practiced in recent learnings. This work has
contributions, challenges, learnings, and suitability to an survey the importance of the blended learning approach
environment are discussed for teaching IoT courses. In by modifying the blended learning method in the
observations, it has been found that rapidly developing education of building automation engineers at a technical
online, web and mobile-based applications and tools are university. Results show that the implemented practices
making the IoT course content teaching much convenient have fulfilled the needs of COVID-19 times, improved
and easy compared to earlier practices of teaching student’s interest and performances, and identified the
software engineering. process, practices, and tools for implementing distance
• Kirillova et al. [6] surveyed different Blended learning learning to handle future emergencies, pandemics, and
models, their importance, and brief comparative analysis. other situations.
In observation, it has been found that project-based • Farahani et al. [10] discussed that blended learning and
blended learning (PBL) is more effective compared to objective structured clinical examination-based practices
other learning models for foreign language-based can improve the pharmacist’s abilities to conduct
communication issues in learning. Using PBL, students management of medication therapies and counselling
can be engaged in those activities that they found more of patients by physicians over medicines usages and
interesting in their learning and career. However, other prescriptions. Thiis study is performed to assess and
Blended learning models are also found to be important in improve student’s abilities using a blended learning
different studies implemented at different places. program integrated with structured clinical examinations
• Siah et al. [7] examine the need for Blended learning for pharmaceutical consultations with patients of Type 2
pedagogy in a clinical skill program using the Community Diabetes Mellitus. Results show significant improvements
of Inquiry (CoI) framework. This study was also in students' knowledge and abilities in handling diabetic
conducted to improve the nursing student’s knowledge patients. Students have also responded with positive
and satisfaction. This shows that there is wide adaptability feedback over the implemented program.
of Blended learning programs in cross-disciplines. In
Likewise, various surveys are conducted in recent times to
observations, it has been found that Blended learning
realize the importance of blended or associated learning
approaches are helpful to save time in the health science

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practices in schools and higher education. This survey aims

to identify the importance of different Blended learning This work is organized as follows. Section 2 discusses the
practices, processes, tools, techniques, programs, and traditional learning practices, important frameworks
frameworks proposed in recent times. It has been observed adopted in recent learning practices, their outcomes, and
that this learning technology is found to be very effective shortcomings. Section 3 discusses the Blended learning
worldwide during COVID-19 times. Thus, this work has practices, types, and their importance in different learning
prepared a list of recently practiced Blended learning environments (especially during COVID-19 times). Section
experiences at different institutes and universities 4 discusses the various tools, techniques, and frameworks.
worldwide. Additionally, the objectives, outcomes, Section 5 presents the Blended learning programs, their
individual observations, and comparative analysis of importance, and a comparative analysis of the recent
various studies have been performed. Specifically, the adapted program in different universities. Section 6
objectives of this survey are explained as follows. describes the importance of mobile Blended learning
• To prepare the Blended, Online, and Hybrid learning practices of recent studies. Section 7 presents the author’s
practices followed in recent times (including both real-time implementation and case studies useful for
COVID-19 and non-COVID-19 times). Blended learning model analysis. Here, two universities
• To provide a comparative analysis of Blended, Online, (University of Petroleum and Energy Studies (UPES),
Dehradun, India, and Jaypee Institute of Information
and Hybrid tools, Techniques, Frameworks, Policies, and
Technology (JIIT), Noida, India) experiences and case
Practices used in recent times for improving student’s
studies to implement Blended learning during COVID-19
performance and learning experiences. times are described in detail. Section 8 presents a
• To discuss the importance of Blended, Online, Hybrid discussion over the findings of this survey. Section 9
frameworks adopted in recent times for small scale presents the conclusion and future directions.
implementation (single course) to large scale (complete
discipline). II. TRADITIONAL LEARNING PRACTICES
• To prepare case studies showing the recent practices Traditional learning practices include face-to-face
followed at the author’s institute in promoting the interaction and directing of the students to learn through
Blended and Online practices in various courses, the memorizing and reciting techniques. This type of technique
efforts, observations, outcomes, and future directions. do not develop critical thinking, problem-solving, and
decision-making skills. Thus, they are passive rather than
In this work, the review process starts with searching the active participation-based learning. Various other
articles from important indexing and search databases like challenges of traditional learning are listed as follows
google scholar, PubMed, Web of Science, and Scopus. [4][11].
Figure 1 shows the literature review processes followed in
preparing this survey.

Figure 1: Literature review process

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Table 1: Comparative analysis of learning approaches

Component Traditional Online Learning Blended Learning
Learning
Classroom Face to face Online A balance between Face to face and
Online
Location for Physical presence Anywhere (Flexible) Anywhere (Flexible)
Classroom in the classroom is
mandatory
Laboratory Face to face Online A balance between Face to face and
Experimentation Online
Study Material Individual Subject Individual Subject Teacher Individual Subject Teacher
Distribution Teacher Group Subject Teacher Group Subject Teacher
Method of Study Hard Copy, Soft Soft Copy Hard Copy, Soft Copy
Material Copy
Distribution
Online Support None Quiz/Assignment submission, lecture Quiz/Assignment submission, lecture
delivery, group discussions, Exam delivery, group discussions, Exam
conduction, automated and manual answer conduction, automated and manual answer
sheet evaluations and marking sheet evaluations and marking
Use of Online Not Mandatory Mandatory Mandatory
Technology and
Tools
Interactivity with Fully interactive Partially Interactive Flexibility to choose fully interactive
Students sessions (using face-to-face interactions) or partial
interactive (online) based on contents to be
covered.

• Basic foundation knowledge: In this challenge, core solving specific problems or issues with well-defined end
content knowledge competencies of core disciplines and goals. Communication and collaboration is another
cross-disciplinary knowledge or synthetic knowledge is category in meta-knowledge that demands to development
required to be covered in 21st-century competencies for of the abilities for effective oral, written, and non-verbal
modern learning practices. The core or cross-disciplinary media communications. Communication includes the
domains include English, mathematics, science, skills required for effectively conveying our message and
geography, history, government directions, and respectfully listen to others. In the 21 st century, it is
economics. A disciplinary way of thinking and learning requirement to enhance the ability to use digital media for
patterns include understanding the domains by applying a effectively conveying the message. Collaboration is
mathematical way of thinking to handle real-time additional to communication that includes the respectful
problems and issues, and a scientific way of and effective working style, the ability of an individual to
understanding the problem’s environment. In addition to have flexibility, willingness to active participation, and
core discipline knowledge, cross-disciplinary knowledge group and individual efforts in meeting the group goals.
has its importance in demonstrating the application of Creativity and innovation is another meta-knowledge
knowledge to a new context for achieving certain factor for improving the learning abilities. In this, the
objectives and goals. Cross-disciplinary knowledge is generation of novel and worthwhile tangible or intangible
possible in multiple ways. It can be gained either by outcomes are included. Further, it builds the ability to
directly interacting with other person. or support of digital measure and evaluate the effectiveness of model ideas or
media can be taken to develop the ability to understand, products to achieve specific targets.
organize and learn important information. • Humanistic Knowledge: This is another learner’s
• Meta knowledge: The important skill included in this parameter to improve self and its location abilities from a
category is how to build and improve foundational social and global context. This parameter considers life
knowledge. The important categories in this process and job skills, cultural competence, and ethical and
include problem-solving and critical thinking, emotional awareness. Job and life skills build learning
communication and collaboration, and creativity and abilities to gain that knowledge that provide them
innovation. Problem-solving and critical thinking include competencies beyond classroom learning. This is lifelong
cognitive skills. The cognitive skills help in establishing learning that moves around three things: effective
economic and social domain knowledge to interpret management and organization of any form of effort, better
information and develop decision-making abilities. In coordination and organized information, and development
problem-solving, critical thinking can be utilized for of tangible or intangible ideas or products.

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• Lesser satisfaction and Efficacy: In the case of face-to- using online learning.
face learning, students' satisfaction in theoretical, • No flexible schedule: Face-to-face learning has fixed
practical, or teacher’s planned activities is lesser class timings. In case, lecture recording facility is
compared to that in online learning. There are various available with face-to-face learning then recording
reasons for this including (i) lesser time to cover the devices add cost to learning. In the case of online
subjects and handle individual student’s queries, (ii) learning, the university provides the use of toolkits that
scheduling extra face-to-face class increases student’s has an inbuilt lecture recording facility or recording can
expenditures, and (iii) lesser chances of every student to be asked on request. Thus, online learning has more
clear their doubts. flexibility compared to face-to-face learning.
• Difficult to carry study material in the classroom: It is • Difficult for working professionals to continue academic
usually difficult for students to carry books and study activities: It is difficult for working professionals or part-
material in the classroom for doubt clarification and time employees to continue face-to-face learning if they
reading. Online learning provides a comparatively better have a day-time job or other responsibilities. The lecture’s
option. In case, a student forgets to carry the textbook schedule may not fit the job’s schedule.
then he/she has to either go without it or take the help of a • Not suitable for pandemic situations: In recent times, it
fellow student. has been observed that face-to-face learning is not
• Additional Expenses: In face-to-face learning, every allowed during COVID-19 times, and online learning is
student has to bear the additional cost in terms of travel preferred. In such situations, when face-to-face
and/or parking for attending classes. This can be avoided interactions are avoided, and social distancing has to be

Table 2: Comparative analysis of tools for E-Learning

E-Learning Tools A B C D E F G H I J K L M N O P Q R S T U
Blackboard [12] ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
BrainPOP [13]  ✓ ✓ ✓ ✓ ✓   ✓ ✓  ✓ ✓ ✓ ✓      
Buncee[14]  ✓ ✓ ✓ ✓ ✓   ✓ ✓  ✓ ✓ ✓ ✓ ✓     
Edmodo [15]  ✓ ✓ ✓ ✓ ✓  ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓  
Edpuzzle[16]   ✓ ✓ ✓ ✓   ✓ ✓    ✓ ✓  ✓  ✓  
Edublogs[17]  ✓ ✓ ✓ ✓ ✓   ✓ ✓ ✓ ✓  ✓ ✓ ✓ ✓ ✓ ✓  
FeatherCap [18] ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓   ✓
Flipgrid[19]  ✓ ✓  ✓ ✓     ✓ ✓ ✓ ✓ ✓ ✓  ✓ ✓  
GoClass [20]  ✓ ✓ ✓ ✓ ✓  ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓  
i-Ready[21] ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
IXL[22]  ✓ ✓ ✓ ✓ ✓   ✓ ✓     ✓ ✓ ✓ ✓ ✓  
Kahoot[23]               ✓  ✓ ✓ ✓  
Khan Academy [24]  ✓ ✓ ✓ ✓ ✓   ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓  ✓  
Microsoft Tools[25] ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
MIT Open Courseware [26] ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓  
MobyMax[27]  ✓ ✓ ✓ ✓ ✓   ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓  
Moodle [28] ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 
Nearpod[29]  ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓  ✓ ✓  ✓ ✓ ✓  
Open-LMS-Blended [30]  ✓ ✓ ✓ ✓ ✓         ✓ ✓ ✓ ✓ ✓  
Padlet[31]  ✓ ✓ ✓ ✓ ✓      ✓   ✓ ✓ ✓ ✓ ✓ ✓ ✓
PlayPosit[32] ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Prezi[33]   ✓ ✓ ✓ ✓   ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓  ✓  ✓ ✓
Prodigy[34]  ✓ ✓  ✓ ✓     ✓ ✓ ✓ ✓ ✓ ✓  ✓ ✓  
Quizlet[35]  ✓ ✓  ✓ ✓     ✓ ✓ ✓ ✓ ✓ ✓  ✓ ✓  
ReadWorks [36]  ✓ ✓  ✓ ✓     ✓ ✓ ✓ ✓ ✓ ✓  ✓ ✓  
reveal.js [37]  ✓ ✓ ✓  ✓      ✓  ✓ ✓ ✓ ✓ ✓  ✓ 
Richie [38] ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Smore[39]      ✓      ✓  ✓    ✓ ✓  
Socrative[40] ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓     ✓ ✓ ✓ ✓ ✓  
YouTube[41]     ✓ ✓          ✓     ✓
ViSH [42] ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 
Zeam[43]     ✓ ✓   ✓ ✓ ✓     ✓  ✓   ✓
A: Objective exam conduct option, B: Subjective exam conduct option, C: Online evaluation, D: Individual student/employee performance details and
statistics, E: Online lecture delivery (one-way communication), F: Lecture material upload, G: Quiz Conduct (Objective type), H: Online Lab Conduct,
I: Video lecture preparation, J: Audio lecture preparation, K: Video-based teacher-student interaction (two-way communication), L: Chat-based
teacher-student interaction, M: Audio-based teacher-student interaction, N: Board and annotation features for lecture contents, O: Feedback and Survey
system, P: Creation and Customization of Student groups, Q: Teacher dashboard for course reports, statistics, and analytics, R: Student/employee bulk
email and announcement system, S: developed for school (junior education) system, T: developed for higher education, U: developed for professional
businesses

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ensured, online learning is the only viable option. associated with e-learning platforms can arrange logistics,
and promote a course (in case of a school or university) or
Table 1 shows the comparative analysis of traditional, product (in case of a business)-related training. A student or
online, and blended learning practices. The comparative learner gets the time to explore the possibilities of courses,
analysis shows that all types of learning have their prepare an individual preferred list, and enroll as per his/her
importance, advantages, and disadvantages. For example, needs. A set of users or learners will be able to send/receive
online and blended learning practices are found to be useful query messages, enquire about courses and other details,
for learners during pandemic times. However, face-to-face and can directly interact with
interactions give more benefits to a teacher or subject university/college/school/training-unit for their doubts at
expert in handling/controlling the class. Table 2 shows the any time. Various e-learning frameworks/models have been
comparative analysis of important online and blended discussed in recent times [44][45]. Three e-learning models
learning tools developed and used in schools, universities, are briefly discussed as follows.
and businesses for teaching and learning. Alseelawi et al. [44] discussed the development of an e-
learning platform. The aim of developing this e-learning
platform is to provide an interactive environment for
A. E-Learning Frameworks learners. The developed program is for teachers and
E-learning platforms play important roles in recent times. It students in Iraqi universities. Here, a multi-layered
accommodates the need of learners such as the usage of architecture is proposed in which each layer functions
mobile and other digital devices, personalizing the contents, independently of other layers. Here, the layers include a
self-pacing the learning, and finding the appropriate study user interface, business access, data access, and database.
material, and lecture notes. With the comfort and The user-interface layer also known as the display; the layer
requirements of learning, e-learning platforms (i) is for user-application interaction. Here, a user can interact
accommodate everyone’s needs, (ii) lectures can be with the e-learning framework and use system
repeated, stored, and taken any number of times,(iii) create functionalities. Here, the business access layer is used to
an ability to learn with modern tools and access the receive the data from the user-interface layer and pass it to
required updated contents with less access time, (iv) faster the data access layer. The data access layer stored the data
delivery of lecture reduces learner’s time,(v) able to in the database in the pre-defined schema. Further, it helps
accommodate a large set of learners (i.e. improve in retrieving the information from the database as well.
scalability), (vi) improve learner’s consistency, (vii) Finally, the database layer is to securely store the
reduces costs because of fewer costs involved in training, information.
(viii) traveling, course material access, and accommodation, People–Process–Product (P3) Continuum Model: In
and (ix) environment-friendly learning. E-learning [45], the P3 model is proposed for an e-learning platform.
platforms are useful to every business requiring regular P3 follows a holistic approach as shown in Figure 2. This
employee training. Using these platforms, a teacher or model helps in developing high-quality course contents that
subject expert can enroll the trainees, prepare course-related are usable in the e-learning platform. Additionally, this
details, perform learning experimentations, add new model also helps in content submission and maintenance as
articles/study material/ references. The administrative staff well. It has been analyzed that this model is useful in

Figure 2: P3 model [44][45]

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improving educational platform development by perception is created among teachers that they will not be
considering the requirements of the modular approach. As able to provide sufficient knowledge because of forced
shown in Figure 2, the P3 model considered the team in online and e-learning platform usage during COVID-19
planning, design, development, and evaluation in parallel to times. Third, e-learning during COVID-19 times puts
plan, design, develop and evaluate the e-learning contents contextual and organization constraints. Here, teachers
respectively. Thus, there are project plans, storyboards, believe that e-learning will not be sufficient to provide the
learning materials, and revised materials as outcomes. In
necessary teaching. For example, engineering courses will
parallel, the delivery team uses developed content to be
not be taught successfully because of the lack of
delivered to learners with required administrative,
managerial, and instruction support and staff. availability of tools to teach laboratory experimentation
that may need synchronization with theory contents.
Smaili et al. [46] proposed a sustainable e-learning system. • Task Significance: Hackman and Oldham [47]-[49]
This system is developed to handle dropouts in schools. defined task significance, and they have given importance
Here, basic idea is to provide every possible opportunity to to impact over others live in this parameter. Task
the learner to complete their education. The proposed significance is higher in face-to-face education because
model applies an adaptive e-learning approach in exploiting this is a direct way to deal with others and understand
the database of user’s traces with the system. This analysis others, and their need in a much efficient way. COVID-19
is used to improve the system features and capabilities. This enforced e-learning has diminished the importance of this
system uses an ant colony optimization algorithm in parameter. There are many reasons for this. For example,
determining the career path and recommending the best
lack of experimentation led to theoretical learning only.
possible courses to learners. In recent education systems, it
Students will not be able to get the necessary skills that
has been realized that the development of an e-learning
system with a formal classroom approach is a sustainable might have improved their job skills and lives. It has been
approach. In parallel, MOOC (Massive Open Online observed that teachers need psychological support during
Course) platforms are also getting popularity and major COVID-19 times as well. Lack of support does not
usage in education. This is because of its ability to handle a motivate them to teach in absence of sufficient resources.
large number of users under one umbrella irrespective of • Skill Variety: Hackman and Oldham [47]-[49] defined
whether they belong to one or diverse educational and skill variety, and they considered ‘variety to perform
cultural backgrounds. different activities’ is the key parameter to measure this.
Now, skill variety is observed to be limited during
B. COVID-19 Forced Online and E-Learning COVID-19 times because of lack of e-learning practices,
This section discusses the role of e-learning during a perception that e-learning platform training is required
COVID-19 times followed by the changes that the
well before its usage, limitation of resources in e-learning
pandemic brought in job characteristics. Kulikowski et al.
platforms, and difficulty in executing a large set of
[47] identified the use of ‘emergency mode’ in pandemic
times. It has been observed that the teaching and learning teaching and content preparation activities to smoothly
process in education instructions are switched completely to run teaching using e-learning platforms.
online and e-learning systems. This trend is observed in all • Feedback: Hackman and Oldham [47]-[49] defined
strains of COVID-19 that lead to either partial or complete feedback, and they considered ‘ information about the
lockdown. Kulikowski et al. [47] correlated the education effectiveness of employee performance is the key
practices of COVID-19 times with job characteristics in the parameter to measure this. Now, it has been observed that
‘Job Characteristics Theory’ model. This study discusses feedback collected during COVID-19 times does not truly
the motivational job characteristics of a teacher. These reflect the effectiveness of an employee’s performance.
characteristics are briefly explained as follows [47].
This is because feedback is developed over some time by
• Task Identity: In [47]-[49], Hackman and Oldham
regularly observing the teacher and his/her activities.
defined task identity. Now, it has been realized in
These activities were limited during COVID-19 times.
COVID-19 times that many reasons put teacher’s task
Thus, feedback does not reflect true effectiveness.
identity in uncertainty. The first reason includes the
Likewise, lack of standard online procedure to collect
uncertainty to end the COVID-19 situation. This leads to
feedback, student misleading entries, lack of practical
a confusing state that whether the teaching will continue
exposure to students, and possibilities of monotonous
online or there will be a nearby chance to shift from
theoretical course delivery were other factors that were
online to blended or face-to-face mode. This situation put
major hurdles in getting true feedback.
task identity unclear because there was not a well-defined
mechanism to assess when and what contents will start or • Autonomy: Hackman and Oldham [47]-[49] defined
end at a particular time. The second factor includes the autonomy, and considered ‘the degree to which the job
lack of teacher’s practice over e-learning tools. Here, a provides substantial freedom, independence, and
discretion’ as an important parameter to measure this.

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COVID-19 has put many constraints on teaching. Thus, global and future challenges, (iii) increase the teacher’s
the teacher’s autonomy was not possible. In autonomy, capacity with novel delivery tools and learning styles such
the teacher can execute his/her planned set of activities, that it increases students interest and performances, (iv)
perform teaching experimentations, constitute student boost the use of latest electronic tools and technologies for
groups to perform more innovative, and open knowledge better teacher-student interactions and communications by
sharing sessions with better control, and many more. All removing the traditional barriers, (v) availability of
computers, digital devices and internet make it possible for
these were not possible with full autonomy.
everyone (especially living at remote places) to have
• Social dimensions of the work: Hackman and Oldham education of his/her interest, (vi) helps in continuous
[47]-[49] defined social dimensions of the work and evaluations such as progress made in learning process, and
considered the degree to which work required to deal with in depth performance analysis, accessing the stored
others, and the amount of other’s feedback. A teacher has lectures, experimentations, and other learning material as
to play many social dimensions in their job. This includes and when it is required from any place, (vii) flexibility to
dealing with teaching staff, students, parents, and other extend the traditional learning with transformation level of
administrative people. All sets of interactions give learning practices that include in depth learning approaches,
different dealing and feedback. In face-to-face and (viii) increase the active learners count, their
interactions, there were set of bonds, verbal feedbacks, knowledge levels, and subjective knowledge learning with
dynamic ways. Various blended learning challenges are
cognitions, and emotions that were lacking during
listed as follows [4].
COVID-19 times, and with the usage of e-learning, and
• Availability of Blended and Online Learning Choices: In
online platforms. The absence of these face-to-face
developing countries, the choice of blended and online
interactions and delay in response from either side
learning tools was limited. Every university/school does
(student, staff, or teacher) created fewer social
not support blended or online tools or was not planned at
interactions. Altogether, this created a negative perception
the start of the course during COVID-19 times.
of e-learning and online platforms.
• Availability and Speed of Internet Connectivity: In
blended learning, asynchronous teaching may not be
C. The Conception of Blended Learning
Blended learning is an educational concept that allows accessible to students because of no internet availability
technologies to be combined with traditional classroom or variation in the speed of internet connections.
practices. It creates a provision to integrate any teaching • Lack of tools for Physical, Analytical, and Experimental
pedagogy or approach that includes constructivism, Courses: In engineering, there is a need for infrastructure
behaviorism, cognitivism, etc. It integrates digital/online to provide physical, analytical, and experimental work in
modalities with face-to-face learning [50]. The blended different engineering courses. This is not possible every
online learning approach is a practical strategy to combine time with blended or online learning practices. This is
the usage of both synchronous and asynchronous modes of because of the lack of convenient tools to write
learning [51][52]. Lapitan et al. [51] discussed one such mathematical and experimental work. For example, IoT
strategy. The Discover, Learn, Practice, Collaborate and devices and associated commercial software are usually
Assess (DLPCA) is an effective strategy that allows both available in university laboratories that might not be
synchronous and asynchronous sessions, and gives a possible for every student to access.
“whole-class” teaching experience. In [52], this has been • Internet Overloading: A large set of IT companies are
experimented with in chemistry courses, and it has its already working over Work-From-Home (WFH) model.
positive impacts on teaching and learning. As blended In parallel, if all students and faculty members will
learning provides provision to conduct group teaching, it execute the training online (both synchronous or
has been observed that this reduces the stress and burden of asynchronous) then it will be difficult to ensure a stable
preparing study materials. and easily accessible internet and connectivity platform.
Further, there may be security and privacy concerns that
III. BLENDED LEARNING PRACTICES may arise during sharing of materials.
Blended learning is widely used by universities and • Unwanted disruptions: WFH model usually creates many
colleges for open education and distance learning. Various disturbances from home. These disturbances include
meanings of blended e-learning include [1]-[4][53]-[56]: (i) interruption from family members, necessary construction
providing both face-to-face and online education option to or maintenance work going on in nearby places, or
teacher for lecture delivery, communication and inaccessibility of IT services.
concentration over individual student, and ensuring training
• Lack of tools for examination and evaluations: In
using every possible means, (ii) enriching the value of
complete online blended learning, conduction of exam
conventional/traditional learning with advanced learning
tools, techniques and technologies in order to meet the majorly depends upon open book set of problems.

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Although there are many tools to observe the student Nida et al. [54] experimented with the station rotation
activities during the examination the majority of them blended learning model to determine the model’s effect of
have a shortcoming. Thus, a standard set of practices are creative thinking skills in math courses and reducing the
required to be designed at the national level to follow the math anxiety among public junior high school students.
examination pattern during online blended learning. The research method applied for this study is quasi-
experimental by sampling. Further, a stratified cluster
A. Models of Blended Learning random sampling technique is applied for samples and
This section discusses various blended learning models and analysis in three schools (Mojolaban 1 Public Junior High
their uses in recent times. Blended learning models are School, Majolaban 2 Junior High School, and Grogol 3
found be classified into the following forms (i) Station Public Junior High School). In data collection, a written
Rotation Blended Learning (SRBL), (ii) Lab Rotation test and questionnaire methods were followed by one-way
Blended Learning (LRL), (iii) Remote Blended Learning
multivariate analysis of variance method for data analysis.
(RBL), (iv) Flex Blended Learning (FBL), (v) The ‘Flipped
In results, it is observed that rotation blended learning
Classroom’ Blended Learning (FCBL), (vi) Individual
Rotation Blended Learning (IRBL), (vii) Project-based models were better for this study on mathematical
Blended Learning (PBL), (viii) Self-Directed Blended creative learning models compared to the direct learning
Learning (SDBL), (ix) Inside-Out Blended Learning model. Further, the comparative analysis of the rotation
(IOBL), (x) Outside-In Blended Learning (OIBL), (xi) blended learning model with flipped classroom learning
Supplemental Blended Learning (SBL), and (xii) Mastery- and direct learning model shows that the proposed study
based Blended Learning (MBL). These blended learning is effective for students in developing mathematical
forms and recent practices in this area are explained as creative thinking skills and reducing math anxiety.
follows. However, the direct learning model and flipped classroom
• SRBL: In SRBL, students rotate through the learning can be selected as the best alternative. Saragih et al. [55]
stations. These rotations are either pre-defined on a fixed concentrated on digital education 4.0. Thus, the need to
schedule or variable as per the teacher’s discretion. SRBL have online learning practices is given more importance
can be considered as a blended learning model provided over face-to-face. In the digital education 4.0 model,
at least one of the learning stations must be online. SRBL economic technology and information are found to be
is found to be implemented in an easy way [53]-[58]. For important for help, search, analyze and explore the
example, a teacher can make small groups and have them information about learning. All these learning options are
rotate through different learning stations as shown in feasible using digital devices, the internet, and learning
Figure 3. In recent times, SRBL is applied in various tools and technologies. Thus, Blended learning is a viable
studies. Few recent studies, their objectives, and option that combines face-to-face learning models with e-
observations are explained as follows.

Figure 3: Station Rotation Blended Learning (SRBL)

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learning models. Both e-learning and face-to-face, also analyzed that this way of teaching improves students'
learning options provide an opportunity to experiment understanding as reflected in their grades. Khairiree [60]
with learning styles for enhancing student’s interest and conducted the blended learning experimentation in
performance. Bariham et al. [57] practice the online different domains. Here, this learning was used to teach
learning approach over 972 students with 84 social studies courses to Airline business class students at International
teachers from 12 secondary schools. In this College, Suan Sunandha Rajabhat University, Thailand.
experimentation, those schools were selected that were The experimentation results reflect that selection of
well equipped with ICT laboratories and well connected blended learning with online lessons increases interest of
with electric supply for hybrid online and blended students in classes. As compared to student’s attendance
learning. This study has briefly discussed the importance during traditional learning, blended learning showed
of different blended learning approaches especially station higher attendance. To teach online lessons, various digital
rotation blended learning. In observations, it has been devices including smartphones, tablets, computers, and
found that infrastructure was well equipped for different laptops were allowed for use. Here, every arrangement or
types of learning, but the staff was not trained to handle permission was given that was required to understand and
digital technologies. As a result, the rate of students’ solve problem-solving activities. With this ability,
success in integration with digital technology for social students were more engaged in classroom activities
studies was very limited. Thus, this study has compared to traditional face-to-face practices. Thus, the
recommended integrating different learning practices in use of online learning and digital devices made the classes
education with well organized in-service training for more interesting. In [53], the SRBL model was applied
faculty members, integrate modules for online learning over to third grade students over one semester. In SRBL-
tools and platform knowledge/training to both teacher and based learning experimentation, a pre-defined set of
students, formalizing policies and procedure for best activities include preparation and conduct of group
learning practices in schools, and regular updating of interviews and questionnaires. Further, two sets of
training modules. McCollum [58] identified that the activities (positive and negative theme-based) were
impact of blended learning practices on students’ planned to observe the outcomes of the considered model.
achievements is not explored sufficientlly. This study has The positive set of activities include technology
applied SRBL to second-grade students and compared the understanding, fun time, other’s support, and help, etc.
results with the traditional learning model. In a The negative theme-based set of activities include
comparative analysis, two schools were selected that complex problem-based challenging work and technology
comprised 115 students of second grade and divided into understanding[61]. Thereafter, analysis was performed to
three sections. Here, Measures of Academic Progress find out the effectiveness of the proposed approach.
(MAP) an assessment product from Northwest Evaluation • LRBL: LRBL is also a rotational mode. In this model, a
Association (NWEA) is used to measure the performance. teacher or expert has the flexibility to implement the pre-
Using SPSS software, data was statistically tested with a defined rotation model or applying the dynamic model as
t-test and it has been found that there were statistical per his/her understanding, and change in the environment.
differences between fall and spring assessments in In this model, one station should be fixed with online
mathematics and reading scores of students. However, learning, and the other may follow online or other
there was no difference in observations concerning males available learning options. In literature, different
and females registered for a blended learning course. The experimentations are discussed to implement this model
observations for blended and traditional learning were in real time scenarios. Some of the experimentations are
similar. To evaluate the scenario, the experimentation was discussed as follows.
conducted over the identification of those learning Cai et al. [62] discussed the LRBL mode application in
features that were unique among all schools under Chinese higher education. This model is applied initially
observation. This approach makes it easy to apply for the over 114 students to observe the outcomes and student’s
experimental work in other schools that shows similarity perceptions. Here, computational thinking is considered
in learning parameters. Fazal and Bryant [59] conducted an important parameter in evaluation. As a result, it was
the blended learning experimentation at the school level. observed that it is not difficult to integrate this model with
Here, 6th grade students were under examination. In this Chinese education, and computational thinking skills
experimentation blended learning for the mathematical were also improved in learners. Thus, identification of
subject was considered, to compare the results of blended unique parameters, selection of rotation model, and
learning outcomes with traditional learning. As a result, it analysis of results was recommended for higher education
is observed that blended learning is a feasible and in china. In Hubei University of Education, Cai et al.[63]
effective solution for teaching mathematics. Further, it is applied the blended learning model over more than 250

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students from different classes. This implementation is face-to-face support is available through various activities
unique because learners were taken from a different set of such as small-group project-based interactions, one-to-one
classes to observe the outcomes. Further, the model was tutoring, group-discussions, and classroom activities. In
implemented in two phases followed by a feedback this type of learning, the teacher is available on-site for
process. In results and feedback, analysis shows that the any support and the student is having a well-planned
LRBL model is useful in the Chinese higher education schedule for his/her learning. Various studies conducted
system to improve learner’s skills. In addition to using FBL mode in recent times are briefly discussed as
improving the skills, student’s grade performance was follows.
also improved. In [64]-[66], requirements to implement In [68][69], the importance of FBL is discussed for
LRBL model are proposed. According to these professional students and the distance-based education
requirements, a dedicated lab and associated faculty system. FBL provides a fluid learning schedule that is
member is mandatory to implement the proposed process. useful for many working professionals registered in
Here, students have the flexibility to select any lab university-level programs.
station, apply the rotation model, and follow the fixed • FCBL: Flipped classroom-based learning is a pedagogical
schedule. In Togliatti State University, Kirillova et al. [6] approach of shifting the direct instruction-based group
applied the blended learning model in English teaching learning to individual learning that provides a dynamic,
courses. This model was applied to Master-level students, and interactive environment. In this environment, the
and Project-Based Learning is highly recommended for teacher guides the students as and when they apply
teaching a foreign language. There were major hurdles in learned concepts which result in creativity. FLIP learning
teaching foreign languages, and this is removed using the is having four pillars including flexible environment,
proposed model. As a result, it is found that the learning culture, intentional content, and professional
communicative competence problem of Master-level educator. Flexible environments enable a teacher to
students was solved in higher education at the university provide a group or independent study environment. Thus,
level. In project-learning experiences, there are four basic students have the option to select the best suitable
elements including face-to-face learning, a LearningApp- environment and time to learn. Here, the teacher has the
based web platform, MOOC Coursera, and reading flexibility of expectations from different students
science. Kirillova et al. [6] conducted the survey and gave according to their timelines and assessment approach.
the observation to use project-based learning to solve Learning culture shift the learning pattern towards a
foreign language-based communication barriers. In this learner-centric environment where those topics are
survey, it has been found that the effectiveness of the selected for discussion or learning that find interest
blended learning model can play important role in among students. This increases student’s participation and
removing the learning barriers and improving the promotes personally meaningful activities. International
student’s interest and performances. Further, an effective content is another FLIP learning component that provides
blended learning model can play important role in a student-centric environment in which international
developing an environment that drives learning pathways content can be referred to maximize classroom interest.
transparently and establishes a standard learning process This component involves active learning strategies for
control strategy. Hover and Wise [67] investigated the increasing conceptual understanding and procedural
implications of twenty-first-century digital learning fluency. The professional educator component increases
practices using digital devices and tools. This work has student’s professional dealing including interconnection
used the survey data for analysis. This data is collected among students and improve their instruction-based
from third, fourth, and fifth-grade teachers that have learning, ability to accept constructive criticism, handle
applied face-to-face and digital devices-based online controlled chaos in face-to-face classroom-based learning,
learning practices and used multiple-levels of Bloom’s and continually observe the students over their period of
taxonomy. It is observed that a planned online-learning learning. Various recently practiced FCBL-based learning
practice can improve higher order thinking skills approaches are briefly discussed as follows.
including analyzing, evaluating and creating novel aspects Thai et al. [70] examines the importance of FCBL
from learning environment. The analyzed system is compared to blended, traditional, and e-learning
discussed for online-learning during COVID-19 times as approaches. This comparative analysis is drawn using
well. It is recommended to use SRBL and LRBL in such various parameters like learning performance, self-
scenrios because this contributes to enhancing student efficacy, intrinsic motivation, and flexibility. The FCBL-
interest and performance. based experimentation was conducted in CanTho
• Flex Blended Learning (FBL): In FBL, online learning University, Vietnam with two instructional elements
is the backbone of student learning. However, teacher’s (lectures and guiding questions) using two different

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modes (online and face-to-face). Results show that stringent real-time project requirements. Thus, it helped in
learning performance in FCBL was better compared to completing the project parts on-time
other learning approaches. Additionally, students have Other learning approaches
shown better performance in FCBL compared to their • Other Models: Various other blended learning models
earlier learning modes. Sajid et al. [71] experimented with are discussed briefly in various studies but are not found
flipped classroom-based learning and compared the to be applied in recent times [6][55][72]. For example,
results with historical data. Results show significant RBL model is a blended learning model that allows the
statistical improvements in results. Students were satisfied students to use the online medium for their learning. This
with blended learning in terms of academic performance platform is useful in pandemic or situations where it is
improvement, a new and effective learning approach, and difficult for students to attend it. In the Outside-In
exam preparation and concept clarification. Blended Learning (OIBL) style of learning, a non-
• IRBL: In individual rotation blended learning, students academic environment through digital or physical
are allowed to rotate the stations with a pre-defined presence is considered as a useful pattern during the start
schedule prepared by a teacher by use of some software of learning but preferences are given to traditional
[55]. In [6][55][72], IRBL is discussed. The majority of classroom-based learning thereafter. Classrooms are
these discussions are very basic and do not apply IRBL in considered as a place to collaborate, a safe place for
real-time case studies. However, it has been clarified in sharing thoughts, perform creativity, and improve
studies related to IRBL that this approach has a pre- learners’ work. This learning reserves the importance of
planned set of playlists. This playlist is scheduled and the guidance, teaching, and every other teacher support that
student has the provision to rotate the stations and learn as exists in face-to-face learning style. In the Inside-Out
per their convenience. Blended Learning (IOBL) style of learning, the learning
• PBL: In various recent studies [6], it has been observed ends within the outside physical classroom environment.
that the PBL model is an effective approach to improve However, a major set of activities are performed inside
learning processes and practices. The student also finds the classroom only. In this style of learning, less
interest in PBL learning models because the outcomes are importance is given to online learning modules and the
good and useful for their career. Here, a list of PBL major focus is on classroom-based platforms. Mixed
practices adopted in recent times is studied, analyzed and project-based learning is the best example of this type of
outcomes are discussed. Details of these practices are as learning. Here, teacher or expert feedback, support,
follows. content teaching, and motivations play important role. In
Kirillova et al. [6] surveyed different blended learning Supplemental Blended Learning (SBL), online learning
practices. In this survey, the importance of various acts as a complement to face-to-face learning. Thus, the
learning practices, procedures and processes are discussed major focus is to improve learning through face-to-face
briefly. In observation, it is found that the PBL model is interactions. However, support of online learning is taken
effective in foreign language communication issues using to learn the additional contents. For example, conduction
four components: four basic elements including face-to- of online classes or exams during pandemic situations
face learning, a LearningApp-based web platform, [74]. In Mastery-based Blended Learning (MBL), both
MOOC Coursera, and reading science. All of this online and face-to-face learning styles are available and
component analysis and their integration create interest can run in parallel. The effectiveness of this type of
among students to have better experiences and give learning is based on teacher or expert patterns of thinking,
comparatively improved performances. Armando et al. teaching style, and implementing the planned process.
[73] studied the blended learning environment from the This learning style also varies with learners' activities,
project learning environment perspective. Here, an characteristics, and environment of interaction [75]. In
emerging 5G technology-based project for a Portuguese Self-Directed Blended Learning (SDBL), both online
nation is considered. This project focuses on developing a and face-to-face learning is adopted. Both styles create a
product named 5GOpenclasses. This project considers the formal learning environment for the learner. In this formal
design, development, architecture consideration, environment, there is no specific degree or module that is
technological platform, and associated end-user necessary to be learned. This style is picked by those
application in focus. This process involves location-based learners that need any specific type of spark, maintain
service for the blended learning environment. From learning in parallel to other necessary activities, and can
project implementation, and outcomes, it has been found support themselves with full autonomy and self-criticism.
that blended learning played important role in
Table 3 shows the comparative analysis of blended learning
understanding the project components. The location-based
approaches discussed above.
service and assessment were useful to deal with the

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Table 3: Comparative analysis of blended learning approaches

Blended Objectives Conclusions Pros Cons
Learning
Approach

SRBL [54]- SRBL is implemented with In learning practices [57], it A well-equipped learning Lack of policies and training
[61] different scenarios and objectives. has been found that there environment would be might result in lesser
For example are certain courses for available to everyone for teacher and student
which integration of handling learning integration with digital
In [57], learning practices were teachers and students with practices in every technologies for learning
implemented for social science digital technologies would situation [57]. practices irrespective of
courses to handle teaching during be challenging because of In [58], experimental well-equipped ICT tools
COVID-19 times and connecting lack of training and scenarios is generated and other infrastructure
the students and teachers to have policies. after learning the patterns [57].
the best learning experiences. It has been observed that the of studies in various In some studies [58][59],
In [58], SRBL is applied to collected data for two schools, and it is highly results are observed for
second-grade students for seasons (fall and spring) recommended to use non-engineering level
improving the student shows better learning SRBL-based blended courses. Thus, there is a
performances compared to outcomes for students learning practices for need to repeat the
traditional learning practices. compared to traditional improving student experimentation for
learning practices. Further, performances. engineering courses before
no difference was observed In [60], blended learning accepting the results.
between males and activities were performed
females. for students registered in
airline courses. As result,
the activity was found
interesting for them as
well.
LRBL LRBL model is found to be In [62], it has been found The successful There is a need to apply the
[6][62]- effective with different that LRBL improves the implementation of this model over multiple
[65][67][76]- implementations. For example, student’s computational model is recommended courses in the same
[80] Cai et al. [62] found that LRBL thinking in higher for various higher discipline before
implementation for computational education. In [63], LRBL educational studies [62]. recommending it to a large
thinking course in Chinese higher is found to be effective for In [63], it has been found scale [62]. Large-scale
education to improve student’s a large number of students that LRBL is effective in implementation needs to
performance. In [67], LRBL is in different courses. other courses as well. focus on parameters for
applied with face-to-face and In [67], it has been observed In [67], the LRBL better observations [63].
online-learning mixed-mode, and that LRBL practices practices develop higher- In [67], LRBL and SRBL are
experiences of third, fourth, and develop higher-order skills order skills that include applied for third, fourth,
fifth-grade teachers are analyzed. and subject-interest. self-analyzing, self- and fifth standard students.
evaluating, and However, the LRBL
creativity. The major practices need to be adopted
observations are for higher education for
analyzed during COVID- analyzing its impact.
19 times.
RBL [81]- In [87], it has been observed that In [87], it is observed that The RBL blended learning RBL model is discussed in
[86] the RBL model can be applied to the RBL model is good for model is useful for various studies but their
complete online assignments with distance education. working professionals real-time experimentation
the least interruption from a where assignments can and implications are not
teacher. be submitted online and available to study.
teacher-student
interactions are possible
as per requirements [87].
FBL [88]- In [68][69], it has been observed FBL is an effective Assignment-based FBL model is discussed in
[91] that FBL learning is useful for approach for working learning mode with a various studies but their
learning that require assignment- professionals or part-time fluid schedule creates real-time experimentation
based learning and fixed learners because it adds interest among working and implications are not
schedule. flexibility to accommodate professionals to continue available to study.
non-academic activities in academic activities.
the learning schedule.
FCBL [92]- FCBL provides wide flexibility to Wide-set of experimental The flexibility in selecting Large-scale implementation
[106] students and teachers to perform studies is available to gain the learning parameters of FCBL is not studied in
experimentation for their courses experience and apply this improvements, and recent times. In developing
as per their preferred way of learning in different applying in different countries, student
studying or learning. courses. courses as per student registration in university-
This learning aims to consider The existing studies show and teacher interest level courses is very large.
various parameters (like intrinsic that student learning increases this learning Thus, there is a need to

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motivation, learning performance, improves with this type of style’s importance. experiment, identify
self-efficacy, and flexibility) and learning style. It is FCBL applied to learning parameters, and
improve learning standards. reflected in course engineering courses observe the outcomes in
feedback as well. shows that student these cases as well.
interest increases in
learning which in turn
improves enrollment in
subsequent years.
IRBL Studies show that a pre-planned set Lack of experimentation in Like any rotation-based Lack of experimentation has
[6][55][72] of the playlist with a pre-defined this type of learning does learning approach, IRBL not promoted this learning
schedule provides the student an not give clear outcomes also provides a provision practice on a large scale.
environment to rotate the learning and benefits. Although to rotate the learning There is a need to identify
stations. students are having an station with a pre-defined the learning parameters
option to rotate the set of playlist activities associated with this type of
learning station learning for students. Here, the learning and perform
outcomes may vary with schedule of rotation is experimentation. This
its implementation also pre-planned which experimentation will be
environment and avoids any conflict. useful in designing
associated parameters as effective mechanisms in
well. different domains.
PBL This style of learning integrated In [73] blended learning is This learning gives better Integration of real-time
the learning environment with the integrated with real-time motivation compared to projects with every course
project. Here, a classroom or real- projects. In observations, it other learning styles is difficult.
time project can be executed with has been found that because of project Project-based blended
a blended learning environment to blended learning is helpful outcomes that are visible learning free-up contact
learn the project components. in remote location-based in tangible form or use in hours which might not be
project learning. a real-time environment possible in every course.
Thus, it is not easy to
integrate this type of
learning into the
curriculum.
Other Styles Additionally, there are learning The outcomes of each Every other learning Lack of other model
[75] styles like IOBL, OIBL, SBL, model vary with the model has its advantages. practices and discussions in
MBL, SDBL, and RBL. Each of environment. For example, These advantages are different platforms does not
these models has its own already discussed provide a detailed report to
objectives. For example, IOBL and OIBL focus more previously. analyze.
on creativity, physical Lack of statistical data is a
IOBL focuses on non-academic interactions, and major factor for being not
environment learning through a knowledge sharing, and able to analyze the models
digital medium during the end of learners’ ability to learn. in detail.
the course. RBL and SDBL are more
OIBL focuses on non-academic important for those
environment learning through a learners who want to
digital medium during the start of continue their learning
the course. along with other important
RBL mixes online and face-to-face tasks. RBL provides
learning for improving the ability online as the primary way
of learners who cannot pursue of learning. Whereas,
face-to-face learning. SDBL depends upon the
MBL depends on the teacher or learner’s ability.
expert’s ability to manage digital MBL outcome depends
or face-to-face environments. upon the expert's ability to
SDBL involves learners' ability to manage the learning
decide the medium, contents, and environment, and their
extent of the topic to be covered. knowledge.

streamlining the learning process. An advantage that

B. Evaluation of Blended Learning naturally follows is the facilitation of effective
The foundation of blended learning is firmly rooted in maximization of the impact of instruction time of the
empowering teachers to provide student-centric and high- teacher. Providing an integrated learning experience is
quality instruction. It is a myth that the integration of central to the idea of blended learning and flipped learning
technology into teaching-learning pursuits transforms approaches. The clear differentiator from the use of
traditional teaching into a blended learning approach. It is traditional methods alone is that in blended modes there is
fairly the extent to which, the teacher exercises the ability access to a supportive environment, which can facilitate the
to leverage technology towards personalizing and device of customized and fluid student-centric instructional

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paths. These offer flexibility to the teacher to exercise study by Bernard. L., et al, presented the development of a
variable and need-based interventions, targeted towards the tool Online Self-Regulated Learning Questionnaire (OSLQ)
ultimate goal of achieving learning. Given the nature of and emphasized its reliability and validity in addressing the
blended learning as a multi-feature innovative pedagogical need for an instrument to measure self-regulation in the
approach, its implementation poses several challenges. The online and blended environment [110]. Through a study
process is progressed through the implementation plan, well conducted at the University of Granada, Lopez-Perez et al.
supported through pre-implementation considerations such [111], reported, the interrelationship between student’s
as building and testing blended learning infrastructure, perceptions and their learning outcomes. They concluded
identifying individual roles of stakeholders including that the use of blended learning has a positive impact on
student, teacher, content developer and administrator. Once lowering drop-out rates and enhancing performance [111].
in progress, it is essential to assess the efficacy and The section below presents identified predictors of the
efficiency of the process. Hence, there is a need to identify success of the effectiveness of blended learning.
measures (predictors) to gauze its success in ascertaining 1. Adaptivity: Personalizing instruction being one of the
the effectiveness. In the remaining part of this text, these core objectives of the blended learning model, there is a
measures are referred to interchangeably as, ‘predictors for strong emphasis on adapting the curriculum to the
success of blended learning model’. In the light of these specific needs of each student. The adaptivity can be
predictors, there is a regular revisit and revise of the equated to the element of scaffolding, which is widely
existing process, to improve it. Assessing the success of varied from the traditional ‘one-size-fits-all’ approach,
blended learning essentially involves dependency on the
where the need of the student is not considered while
quality of the course and the virtual study environment.
offering instruction. Continuing with the traditional
Hubackova and Semradova reported in their work, that the
success of blended learning depends on the ability of the approach presents a risk of advanced students becoming
student to adjust to the blended environment. It is also disengaged and bored, and the struggling students will
relatable to the student’s perceived comfort in the use of experience frustration while dealing with difficult tasks.
tools and features offered by LMS [107]. Adaptivity addresses this issue, as students struggling
Several studies reported the evaluation of blended learning. with particular skill areas have an opportunity to
Yigit et al. [108] reported a study of evaluation of blended progress at their own pace, receiving support in form of
learning in delivering a course on algorithm and scaffolding and instructions. On the other hand, an
programming and concluded that blended approach advanced learner gets to explore, innovate and seek
promotes thinking abilities in algorithm development. support for the same from the teacher, in the process
Marchalot et al. [109] presented the use of blended learning becoming more satisfied with the experience.
in anesthesiology and critical care teaching and concluded a Control overtime division of the teacher is another
positive impact on participating students’ knowledge.
significant advantage. The teacher has an option to plan
While evaluation of blended learning involves the
assessment of specific parameters quantitatively and time between the students of both categories. The
qualitatively, the present work is limited to the teacher can spend less time with those students who are
identification of predictors and their assessment mastering concepts with reasonable ease and
qualitatively and subjectively. Assessment of the efficacy progressing well. The other students can have access to
of blended learning encompasses consideration of some of more part of the teacher’s time, to seek assistance on
the factors such as student characteristics and features of developing basic skills and move to challenge tasks.
the design of blended learning environment. Student Adaptivity can be studied under the following two:
characteristics elaborated as behavioral attitudes, self- ‘Adaptive Instruction’ and ‘Adaptive Assessment’. The
regulation, and comfort in using computers for learning, programs that implement the traditional approach treat
management of workload, social and family support, all students at the same instructional level, and offer
gender, and age. Blended Learning Environmental Design instructions, regardless of whether they have
features comprise the quality of technology, availability of
demonstrated mastery or show signs of struggle with
online tools, face-to-face support, and interactions of
curriculum, content, and skills. Along the same lines,
learners. The outcome of effectiveness is in terms of
student satisfaction, ascertained through achievement on offering the same assessment to all, too, defeats the
learning outcomes, performance, expression of intrinsic whole purpose of being need-centric to the student. A
motivation, and knowledge construction [55]. Self- truly adaptive approach is to be able to determine which
regulation in learning processes is an attribute of student or students have not yet reached mastery and offer
learner, where the learner learns, in a proactive manner, scaffolding and assistance on that particular skill and
rather than due to learning being brought to them by way of provide ‘Adaptive Assessment’ which is adjusted and
specific instruction. Considering self-regulation as a tuned to the ‘Adaptive Instruction’ provided.
personal attribute of an individual, tangibility associates 2. Granular Progress Record: The record of student
with it, and quantifying it becomes a challenging task. A progress during online learning should be at a granular

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level, followed by a regular report back to the teacher. selection of instructional resources to associate data of
Failing appropriate records and reports leads to performance with instructional strategies. Instructional
undermining the entire goal of providing a personalized strategies are customizable to suit the individual learner.
approach. As the blended learning approach advocates The crux is that the technical support is not only to
different learning paths for different students, session to identify the students who need support but also to assist
session, the monitoring of teachers, facilitated through the teacher in understanding, the mechanism to support
systematic and structured data access, ultimately them.
promises a journey towards the achievement of learning Coyne et al. [54] presented an integrative review
goals. Regular progress monitoring in real-time outlining the educational approaches used in blended
facilitates teacher assistance to concerned students learning and discussed the use of resources such as
promptly. The teacher can support the student who has simulation videos to teach clinical skills to health
encountered an obstacle and offer a remedy, which students. They concluded that the use of online
could be individual or small group direct instruction. resources such as video simulations may be a useful tool
The data helps the teacher to be targeted and time- to teach clinical skills to students of health including
efficient focusing on students most in need of help. nursing. Blended learning not only enhances the
Unavailability of student-wise granular level progress knowledge and skills of the students but also is
record leads to teacher groping in dark and ending up increasingly acceptable by students, due to the
offering the same instruction to all students, without flexibility it offers [54].
being able to assist with weak or obstacle areas.
3. Personalized Learning Plan: Blended Learning The above four predictors are quality indicators of the
effectiveness of blended learning. Subjective evaluation of
provides opportunities for enhanced student experience
the same using standard instruments, in specific blended
by way of offering personalized learning. The student
learning settings, is an interesting observation opening up
can work at their own pace and focus selectively, several insights into its efficacy and efficiency in the
dedicating more time to weak areas. While this provides education domain.
several benefits to the student, it makes the task of the
teacher more complex, in terms of keeping track of the IV. BLENDED LEARNING TOOLS, MODELS AND
progress of an individual student. The challenge of the FRAMEWORKS
teacher is to provide individualized direction and In this section, we first present brief background knowledge
instruction, catering to individual needs and focus areas. and conceptualizations given by renowned researchers
The technology-tools of a blended learning environment about models and frameworks, followed by varied tools
come in handy in this context, where the teachers can used in this form of learning. Then, the motivations and
strategies for using technology to reduce costs in blended
make themselves equipped with real-time data of
courses are presented.
student progress. This facilitates the teacher to have fair
access to granular information of student’s progress. A. Models and Frameworks
Analytics is the immediate next requirement over this Blended learning provides a unique learning experience by
data, to support teachers with specific decisions blending traditional classroom training with online training.
regarding providing appropriate instructions/strategies However, combining different training methodologies is not
to each student. This takes the form of a formal very easy and the percentage of blend would depend on the
individualized learning plan, which provides step-by- content of your training and the audience. The different
step recommendations for offering instructions, conducts can be adopted for the learning objectives. The
embedding assessments, and assessing learning. appropriate equilibrium is needed between the components
4. Resource Sufficiency: Blended learning provides so that consistency can be seen while mapping the
opportunities to align learning processes with the pace definition of blended learning as proposed by Graham and
of the learner, adjust as per real-time student data of Friesen [112]. The definitions revolve around the delivery
mechanism, which is bimodal. The definition claims to be
performance and comfort. This facilitates the teacher to
using face-to-face or ‘co-present’ elements, and a
plan the classroom component of the students in a computer-mediated element. This section discusses
manner, most aligned to their struggling areas. To make different classes of models and their characteristics used in
this plan most adapted to the student, the technology blended learning.
supports in choosing and packaging appropriate
instructional materials. Technology supports the

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Rotation model

Flex model
Online Blended
learning Self- blend model
Learning

Enriched-virtual model

Figure 4: Blending learning landscape

According to Christian Institute [113], different blended Framework and its Variants. The details on different
learning models are used in training named Rotation mode, elements used in the framework design in order to maintain
Flex learning, A La Carte Model, and Enriched virtual the right balance between student’s interests with respect to
model. Figure 4 depicts the taxonomy reflecting the e-learning in higher institutions is described thoroughly
blending learning landscape [114]. The models are with needed case studies. The comparative analysis will be
categorized based upon the literature suggesting executing presented thereafter illustrating the advantages and
the approaches involving blended learning. The explanation limitations of the above listed models.
of the commonly used model is described detailing with the Skill based learning: The model is designed to merge two
components and the techniques necessary to be concepts together, one that is accomplished at the student's
incorporated for the blended learning approach [115]. own speed under the supervision of instructor and another
Rotation Model: In this model of blended learning [116], a its support in order to improve specific knowledge and
fixed schedule is followed and participants rotate between skills with bounded timeline. It is a part of traditional
different learning modalities, one of which is online classroom training. According to Sellin [121], there is an
learning. The other training modalities could be a group urgent explicit need for transforming skills gained from
activity, an instructor-led session, a group project or an training to learning and also from communicating just
individual assignment. The rotational model has four sub- knowledge given from training to the facilitation of
models namely Station rotation, Lab rotation, Flipped learning. This says that knowledge can be given by more
classroom and Individual rotation. complex interventions, supporting training mixed with
Flex Learning: In this model, online learning forms the other kinds of human development programs. Learning to
backbone of the participants’ learning activity [117]. learn is directly proportional to other approaches including
Learning is primarily self-directed through digital systematic observation, analysis, and a questioning attitude
platforms. However, instructors are available on-site to [122]. It also aims to provide students with flexibility with
provide support and guidance as needed. Each participant some teacher-directed assistance [123]. It will help in
follows an individually customized schedule. providing a positive correlation between the enhancement
A La Carte Model: Participants have the option of taking of emotional skills and effective teaching. The skill-based
some courses online and some in the classroom [118]. It learning is infrequent or superficial to participants as it may
gives participants more flexibility as they are in charge of not recognize the skills that are being fostered through their
their learning experience. Instructors can provide one-to- assignments [124].
one support in the classroom or online. Attitude Driven model: This model is a hybrid by
Enriched Virtual Model: A blended learning model where considering different activities and interactive platforms to
participants have the option of dividing their time revolving deliver for developing specific behaviors. The meetings or
around two major components, one as online learning and delivery sessions are generally conducted online
other as training done via face-to-face mechanism [119]. synchronously. The project works are given to the peers
Participants primarily complete their learning online and that need to be completed besides working or teaching
come on site for a face-to-face interaction with an instructor hours. The simulations are conducted based on the roles
on an as-needed basis, instead of scheduled classroom [125]. The real problem-solving outcomes are considered
training. Valiathan [120] describes the concept of blend through hands-on learning delivered either in a group or in
aiming to describe learning or ‘intended’ learning, also individual sessions [126].
called as skill. Different types of learning falls under his Competency-based learning: This model emphasizes
idea such as skill-driven learning, attitude-driven learning, identifying the various competencies needed as different
and competency-driven learning. Further, this type of sectors call for varied competencies in general. The various
learning is adopted in frameworks like EUT research knowledge management resources are merged with
framework, conceptual framework on learning barrier performance support tools, supervising to advance in
moderation model, conversational framework, Lewin’s workplace proficiencies. The aim is to make the students
cyclical framework after Burns, and Khan’s Octagonal get equipped with technical and scientific knowledge

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depending on different professions and implement skills in consideration. It serves as a complete framework for
varied complex contexts. It is based on the analysis of the planning, developing, delivering, managing and finally
professional requirements that will help them to define and computing the blended learning programs in order to serve
prioritize the fundamental competencies required [127]. a meaningful representation of online learning experience.
The learners must interact with and do keen observation to The eight dimensions are stated as institutional,
be in line with the experts in order to make a comparison pedagogical, technological, interface design, evaluation,
with their skills and competencies required to fulfill their management, resource support, and ethical [140][141]. The
commitment [128]. model creates the diverse learning opportunities that
EUT driven model: End user training model states to the technology can provide to the organizations for effective
techniques which emphasize in learning through learning by exploring the varied issues and working on the
technology. The training methods given to the participants issues for future so that the learning process goes smoothly
will enhance their learning abilities and engagement. Much without any hindrance towards effective delivery of
better training results can be seen by combining instructor- learning. Addressing the issues before hand will surely
led training with e-learning [129]. According to Gupta produce a high return on investment. This notion basically
[130], the pace in changing technology has led to the integrates varied communication media. They are
increased amount of end user training. It helps in coming up developed with an intention to complement one another to
with the best practices of institutional strategies. It enrich learning through hands-on learning by taking
discusses the various training methods that can prove analogies and merging diverse applications into it. Online
effective if initiated by specific procedures [130]. The learning must be validated by using different forms of
psychology of an individual plays an important role in such learning tools based on the use of student’s ethical
type of training methods as to understand the needs and behaviors, available resources and technology.
behaviors of specific individuals while engaging them in Moderation model: Modelling, conveying and building of
learning activity [131]. It shows importance to those factor knowledge and skills are the three important elements in
that build and distinguishes individual identity like self- this model. The communication is done to facilitate human
confidence, and support to others [132]. The learning interaction using above listed elements of an e-moderator.
outcomes will depend on the listed factors which can be This is built on the notion of participant’s past experience
differentiated by skills, cognitive, affective or meta – giving mandatory support and development to participants.
cognitive [133]. They are helped at each stage in order to develop the
Conceptual framework on learning barrier: E-learning required expertise in online learning approach. Gilly
barriers plays an important role and thus needs attention so Salmon’s [142] is built on the notion of a five-stage process
that effective e-learning is not disturbed. Andersson and which helps to involve students through online
Grönlund [134] presents the extensive summary related to communication technology. This idea is built on the notion
hindrance offered by several e-learning techniques and that E-moderators, that are beauty to learning technologies
classified them accordingly into four abstract categories as they are the ones who design and manage activities
such as Technological, Course related, Individual, and [143]. The progression of the stages, reflect the continuous
Context related issues. The present domain in the event list interaction and increase in the frequency of individuals for
with the help of key stakeholders in education field give collaborative learning until the return to more individual
much clearer view in understanding the barriers affecting pursuits begins in the last stage [144]. The students interact
the execution of eLearning and altering its success through with each other and also with the E-moderator, not just
contextualizing [135]. However, these barriers as stated by sharing information through written material in hardcopy or
Packham et al. [136] if are handled properly by inputting soft copy.
proper control mechanisms, it will not give negative effect, Table 4 shows the comparative analysis of blended learning
rather will act to enhance the learning experience, further models and frameworks discussed above.
improvising retention [137]. The universities and
educational institutes can ensure to use its applicability for B. Tools
engaging students by making different strategies, thus It has been surveyed [145] and analyzed that the support
staying in competence and security. The e-learning barriers sources which are used in order to aid in blended learning
are those factors that are directly related with diminishing are taken from higher educational institutes including
of the students’ activities such as limited IT skills, technical universities and colleges. Most of them contracted the
problems and learning style associated with the media. Key online management systems, and among them, the most
strategies to manage and overcome these enterprise frequently used systems are Blackboard Learn [146] and
education barriers would include a realistic recruitment Moodle [147]. This has given a varied number of services
policy, effective induction, recognition of accreditation of in terms of communication with peers such as features like
prior learning and flexible course structure [138]. chatting, email, pools, discussion groups, clubs, and other
Khan’s Blended learning: This blending model was events of academics. It was noted that few universities
proposed by Khan et al. [24][45][139] and is based on eight used Second life [148] as an online tool for delivering
dimensions reflecting the class of problems that need lectures and uploading course content. Last came those

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universities in the least category which used English robust systems handled and trained by specialists such as
language software in the form of the hard disc (CD ROM, universities of Athabasca, Macquarie, the Open University
Magnetic Disk). However, the web-based software and [UK]. The instructors have been given end-user training on
open access systems were the once most favored among all operating these online tools and systems in these
adopted by most universities. It has also been analyzed that universities. Table 5 shows the list of universities and usage
some of the most renowned universities have taken the of tools.
utmost use of online blending services by using their online

Table 4: Comparative analysis of blended learning models and frameworks

Model Type of Features Technique Disadvantages Advantages
learning
Skill-based Traditional Self-paced Based on combining Method does not suit all Increased flexibility for students
learning classroom independent self-paced learning students, and responsibility for their
learning learning with instructor or Lack of regular interaction learning,
facilitator support to between students and their Students become organized,
develop specific peers, maintain their timetables, develop
knowledge and Slower students to take longer initiative, Offer more creativity
skills to complete their studies from the teacher’s perspective.
Attitude based Web-based Problem-based Real problem-solving Need to complete the projects Hands-on training with simulations
learning learning learning simulations are outside normal hours for problem-solving desired
including Hybrid described in groups outcomes
model of or individually
activities and
interactive
platforms
Competence Individual A teaching- Focusses more on Need a certain amount of self- It is accepted collectively, students
based learning learning learning system teaching-learning motivation and supervision. are the drivers of their learning,
system that combines strategy, modalities, The teacher role is modified, provides greater enrichment of
theory and monitoring, and needs adapting the university learning methodologies
practice to assessment. to this transformational
develop students’ change, needs too high
anatomy and commitment. Need type of
ability on how to learning platform for each
learn. learning requirement.

EUT driven E-learning Model uses Training model Individual differences need to This model is effective for learning
model with learning and combining Learning be considered along with because of the lesser number of
single interaction techniques and technology; Benefits can be errors in evaluation features.
learning process using technology realized only when they can Greater sense of value.
delivery training methods utilize the software properly. Increased productivity.
medium Flexibility to meet individual’s
needs.
Conceptual E-learning Model uses Intrinsic and extrinsic Student motivation and Improve retention, Enhance the
framework on with interrelationships factors are used for commitment is affected by learning process
learning barrier single with the control enhancing the both technology and students
learning mechanisms learning process background, Content
delivery delivery, Course structure,
medium and Student perception
Khan’s E-learning Model combines Focusses on Combines different Learning Effective delivery of learning, high
Octagonal with multiple delivery delivering the right approaches and choices return on investment, Extending
Framework multiple media based on content following become difficult for the the Reach, Optimizing
learning application- the right content, students to adapt every time. Development Cost and Time,
delivery learned behavior audience and time. evidence that Blending Works
media
Moderation Online The model is This follows linear approach and its A practical approach of learning,
model sequential based on five Maslow’s model in prescriptive nature, lack of Learners become responsible for
education stages for the blended learning flexibility to accommodate their learning, self-actualization is
is based learners to and fulfilling the new ideas, individual built which is difficult with other
on a become hierarchy of needs learning styles not forms of learning, good student
profound confident in considered, rigid application support, compatible with working
education reflection, of the 5 Stage Mode life
al theory. assessment and
achieve self-
actualization.

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Table 5: Comparative Analysis of Tools used at Various Universities

Universities LMS Moodle Blackboard CD ROM Independent learning systems
The Open University, UK Yes
Universidad Nacional de Colombia, Colombia Yes
Universidad de La Sabana, Colombia Yes
Athabasca University, Canada Yes
University of Illinois at Chicago, USA Yes
University of Calgary, Canada Yes
Macquarie University, Australia Yes
University of New South Wales, Australia Yes
Open University Malaysia Yes
Waseda University, Japan Yes
King Faisal University, Saudi Arabia Yes
Higher College of University, Dubai, UAE Yes
Myanmar Institute of Information Technology (MIIT) Mandalay Yes
The Northcap University, India Yes
Amity University, India Yes
Manav Rachna International University, India Yes
Princess Norah Bint Abdulrahman University, Saudi Arabia Yes
UAE University, UAE Yes
expertise must blend towards working across the
C. How to reduce costs in blended courses? organization to understand the multidisciplinary goal
The intersection of two concepts namely globalization and through complex approaches [152].
technology has rapidly changed over the years and because • Designing blended learning (Communication): A
of their continuous growth, it has completely altered our productive asset towards blended learning is providing the
views of education and offering [149]. There has been a right and relevant information to the learners. This is
persistent rise in which training professionals are often
important as it creates an integration between the face-to-
working and explaining new and varied techniques that can
benefit the audience with e-learning. Blending learning face and online environments. The base must be created
should fasten by creating awareness by integrating to design the learning objectives, rather than getting
resources to attain a strategic goal such as reducing costs, specific to technologies. The learning objectives must be
increasing recurrence of business activities, and reducing designed along with learner demographics. The use of
time to market [150]. The strategies, in general, are technology serves to provide the overall conclusion as a
explained which keeps the users focused on strategic crux for building the blended learning strategy. This can
advancement concerning blending learning success. The be achieved by streamlining the contents with lectures,
several factors are explained as under: assessment methods with learning outcomes, and other
• Evaluate learning material (Guidance): The instructors events and in-class activities that help for providing the
must facilitate and make the learners aware as they need most optimal experience in learning [153].
additional information or resources. To make blended • Microelement added feature: Specific short content that
learning an efficient process, guidance is an important is streamlined with narrowed focusing of learning is the
tool to aid in the process of achieving success. Learning most cost-effective online learning solution. The reason is
material must be evaluated for the online format before because of its modular approach and multi-device
teaching so as to identify the elements that need support. This helps in delivering the content as a high
consideration in enhancing the content and doing revision pace considering it to develop, rollout, or revising the
so that the content can be uploaded online. The new online available content.
content should be updated as per the recommendations • Inhouse Vs. Outsourcing (Ensure flexibility):
given in the previous content. These practices will save Encouraging independence by ensuring flexibility is
time and money and make learning efficient [151]. important to make the process go smooth as learning
• Rapid authoring tools (Multidisciplinary aspect): drives the use of technology, rather than the reverse.
These online learning tools are also known as the rapid Outsourcing online learning development means going
authoring tools, because of their availability, usability, into the hands of an expert team such as analytics,
and testability ease. They are predefined formats and researchers, and scientists to build the courses in a cost-
other media resources which are user-friendly. The and time-efficient manner. Inhouse means the instructors
formats provided by these tools can be made as per the in your organization are going to evaluate all the learning
need of the organization, enterprise, or company, which outcomes in the same way. A properly developed
does not require time and money as the tools provide a implementation plan is needed to carry forward the right
friendly user interface and step-by-step guide manual for approach [154][155].
reusing the templates. The user need not draw the courses • Evaluation using a Pilot (Measuring efforts): testing
from the beginning rather just customize them and use and debugging are needed as the last checkpoint as an
them as per their need. The people with varied functional evaluation measure. This is needed to check to test the

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technology, instructions, content, activities, and User model is identified with a very thin line of difference
Experience are working appropriately. The attention of all between blended learning and enhanced classroom teaching
stakeholders associated with the course delivery methods. While each blended learning model depends on
mechanism will be attained by realizing the time and cost several influencing factors, also, each blended learning
profits when offered online as visible courses. The offline model may be different from another blended learning. The
support tools help in determining which are important and quality conceptualization in blended learning involves the
thoughtful implementation and right amount of quality
which are not to facilitate learners to have a flawless
ensured in hybridizing the classroom teaching and the
learning experience. The effectiveness of the session can
online learning model.
be improvised by providing relevant feedback to fellow Quantity conceptualization: In blending learning, the
practitioners. Measuring the efforts and sharing the results quantity conceptualization addresses the extent of
will help in recognizing it as an opening torrent in the framework to be adapted from two basic teaching modes
quest for effective blends [156]. namely online teaching and classroom teaching. Allen and
Seaman [159] discussed that the right quantity of
V. BLENDED LEARNING PROGRAMS hybridizing portion should be considered in blended
This section explores blended learning conceptualization, learning. The authors suggested that between 30% and 79%
programs and processes followed in recent times. Details of quantification can be required in online teaching for
are presented as follows. incorporating quantity conceptualization in blended
learning. While Bernard et al 2014, suggested for 50%
A. Blended Learning Conceptualizations portion of classroom teaching within blended learning in
This section discusses six different blended learning higher education systems. Porter et al. [160] suggested 50%
conceptualizations namely inclusive, quality, quantitative, online teaching as a portion in blended learning, while Diep
synchronous, and digital classrooms. Further, enhancing the et al. [161] suggested two modes of quantitative blended
Blended learning approach through emerging technologies learning such as 25% online teaching and 50% online
such as 5G communication, IoT, Cloud computing, and teaching.
Mixed reality are also discussed. Finally, the role of digital Synchronous conceptualization: In blended learning, the
badges in the blended learning environment and their enrichment of teaching is achieved through technology
effectiveness towards improving the intrinsic motivation of interventions like real-time video conferences, web-enabled
learners are presented. online learning platforms, and interactive learning tools.
Inclusive Conceptualization: In blended learning, Hence, the synchronization conceptualization targets to
inclusive conceptualization targets to encompass all the provide the synchrony between the real-world offline
aspects of the teaching-learning process including teaching model and the virtual learning model. The
modalities, methodologies, and enhancement. According to synchronization focuses on the orientation, flow, and
[157], the primary objective of inclusive conceptualization timings between learners, teachers, and peers during the
focuses on three concepts namely to encompass the existing entire blended learning process. According to [162], the
different teaching-learning process, to encompass the various learning tasks such as problem-solving, group
education management methodologies, and to encompass discussions, class interaction, collaborated learning must be
the different possible scope of the enhancements. Under the synchronized in the blended learning model. Another
teaching, learning modalities include the delivery of the dimension to synchronization involves various types of
teaching process through conventional chalkboard mode electronic devices and mediums used for the teaching-
and the technology-based multimedia mode. Here, the learning process. According to [163], the learning medium
inclusive conceptualization targets to combine both the that involves electronic gadgets such as laptops, notepads,
chalkboard mode and digital multimedia mode of personal computers, iPad, much also be synchronized to
instruction modalities. Under the education system support the entire blended learning process model.
methodology includes the conventional offline mode of Digital Classroom Conceptualization: In blended
learning management systems and online mode of the learning, the digital classroom conceptualization targets to
learning management systems. Here, the inclusive provide concrete integration of Information and
conceptualization targets to combine the advantages of both communication technology (ICT) into the teaching-learning
methodologies of learning management systems. model. Although blended learning in itself encompasses a
Quality conceptualization: In blending learning, quality digital medium of instructions, the several factors such as
conceptualization emphasizes the knowledge quality given below need to be approached in efficient ways.
enrichment by validating positive impacts through robust • What learning stage this digitization should be
integration of online and classroom learning modes. incorporated?
Garrison and Kanuka [158] emphasized a hybrid • What are modes of digital classroom teaching?
framework of blended learning and technically enriched • How to evaluate the learning process through digital
classroom teaching to achieve robust and feasible quality conceptualization?
conceptualization. However, the difficulty in this hybrid • What proportion of digitization should be considered?

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Figure 5: Basic framework of blended learning components associating with emerging technologies
In [164]-[166], authors studied the concept of digital [168] addressed the long-distance learning method through
classroom on K-12 grade students. Similarly, Jou et al. 5G and IoT enabled learning environment. The study
[165] studied the digital classroom conceptualization in involves higher education courses that require both
blended learning for higher education level. The theoretical materials and practical learning environment.
comprehensive study on the digital medium of studying The effectiveness of blended learning embedding emerging
using laptop, table and desktop computers was conducted technologies was analyzed based on factors like connection
by the Smith and Suzuki [166]. While, Cakir & delay time, download/uploading limits of mixed reality
Bichelmeyer [164] conducted the comprehensive study on learning materials and network bandwidth consumption.
the usage of paper-based studying materials and online Korobeinikova et al. [169] and Ma et al. [170] study the
study materials at K-12 school students. effect of Cloud based teaching learning model at University
level education. The cloud based self-learning -work
B. Processes of eLearning and Blended Learning environment for university level subjects enables learners
Adopted in Past and Present with essential learning materials and virtual activities for
The present scenario and future of blended learning is higher level professional courses and trainings.
expected to be dominated by the integration of emerging Mixed Reality (MR) includes several fusion techniques for
technologies such as Internet of things (IoT), 5G mobile amalgamation of real-world entities and the virtual world
communication, cloud computing, and mixed reality. Figure entities. Most common fusion technique involves Virtual
5 depicts the basic framework of blended learning Reality (VR) and Augmented Reality (AR). In the VR
components and associated emerging technologies. technique, the computer generates simulation of a
Armando et al. [73] discussed about the concept of completely virtual world and its entities. The users in VR
5GOpenClass for the technology era of 2020 and future that are capable of interacting with various virtual entities
enhances the blended learning model. 5GOpenClass through sensor based electronic devices such as specialized
incorporates high-definition video streaming, Internet of gloves, joysticks and goggles. In the AR technique, the
things (IoT) as part of teaching learning process, where the real-world environment is blended and enhanced along with
teacher and learners can perform live streaming of class virtual entities. The commonly used blending tools include
videos, multimedia-based learning materials repository, use of virtual visual entities, sound effects or sensory
interactive live video chats, and whiteboards. The authors stimulus is incorporated through enhanced computer-based
have developed a 5G enable product for blended learning AR technology. Tang et al. [171] studied the effect of using
environment. MR in the university students. The primary objective was to
Ever and Rajan [167] addressed the incorporation of compare the conventional instructional methods and the
emerging technologies into higher education model like MR based learning for design subjects. The performance
medical science. The outcome of this study reveals that the was measured based on the geometric design analysis level
5G enabled blended learning as the top priority for and creativity level within the learners.
medicine learner community as it provides efficient
interactive live environment for learning. Zhonmei et al. C. Blended Digital Badge Programs

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According to [172], at the university level, a major section long tried to tie combined traditional classroom and online
of the learner population under blended learning is either learning. Overall, when you realize the individual
already holding employment or are adult persons. It is advantages of both, it seems stupid not to use them in a
observed that, in this scenario, under blended learning at the single, structured educational process. Even though mobile
university level, the motivation level of learners is lowered learning has taken place, all of the obstacles for an effective
over time. Major reasons for low motivation include blended learning environment have vanished.
distraction from external factors and virtual tasks with a Contemporary handheld devices are stronger than they have
low level of interactive student activities. This necessitates ever been, and they are filled with all sorts of gadgets that
enhancing the instructional and learning strategies that can put together several learning strategies. Blended
focus to increase student’s motivation level to complete learning seeks to strike the perfect balance between face-to-
their virtual tasks. One such solution is to adapt a face and online training methodologies. It also blends well
gamification strategy for instructional and learning with the concept of a "flipped classroom” [176]. The
modality in the blended learning environment. The proliferation of mobile Internet has streamlined the
gamification strategy involves rewards, improvement conventional online learning model, and learning can shift
indicators, feedback, and reviews. In recent years, the use out of the classroom to a greater extent. University
of digital badges for online blended learning is popularly frameworks have their origins in formal higher education
adopted by many online university courses. In 2011, institutions, where courses have been taught by the teachers
Mozilla Firefox introduced the Open Badge standard. in synchronous seminar formats. Originally, blended
Subsequently, the second version of Open Badge was learning was used to supplement these synchronous lectures
updated in 2018. The Open Badges are digital recognitions by using asynchronous conversation boards and learning
that characterize the significant achievements of management systems (LMS) such as Blackboard and
participants in the digitized visual manner [173]. Moodle.
The objective of the use of digital badges for blended a) Mobile blended learning system Based on Moodle
learning includes analysis of learners’ state of mind towards LMS
the utilization of digital badges and correlation between the Moodle stands for Modular Object-Oriented Dynamic
digital badges and the learners’ performance. First, analysis Learning Environment, which is one of the most widely
of learner’s state of mind towards the utilization of digital used Learning Management Systems (LMS) and is
badge involves the characteristics of learners themselves. available as an open-source tool. Moodle aids various
Such characteristic of the learners includes the high universities and institutes in managing the e-courses
expectation of learners and improved level of learner’s using the concept of mobile blended learning. This tool
attitude towards obtaining a digital badge. Secondly, the is very helpful for various educators and instructors to
learner’s performance measurement in terms of correlation create the course content to deliver the online lectures in
includes the rate of acceptance, satisfaction level of both synchronous and asynchronous modes. Moreover,
learning, participation in class interaction and timely it also facilitates the learners/students in tracking their
completion of virtual tasks. According to studies performance, and learn new things with the aid of
[174][175], the digital badges motivated the students to several multimedia tools. Moodle LMS provides various
effectively understand the concepts of the subjects, improve features and functionalities that make mobile blended
their confidence level, able to complete the learning learning more effective. Some of the features are as
outcomes, and gain competency in the subjects. follows:
• Allow the instructors to develop the reusable study
VI. MOBILE BLENDED LEARNING material using various technologies like multimedia,
This section explores mobile-based blended learning
handle the online evaluation and assessment,
experiences. Details are presented as follows.
collaborate and connect with students synchronously
and asynchronously, and involve students in learning
A. Models for Mobile blended learning
Advanced mobile devices and innovations in experiences.
communication technologies begin to transform everyday • Include a versatile teaching-learning interface for 24 X
peoples’ lives and cultures. The use of smartphones and 7 connectivity. Learning opportunities and events and
other portable devices has now been applied to education, promoting learning outside the classroom.
which has led to the advancement of mobile learning (m- • Check the English Language proficiency of the pupils.
learning) at diverse scales. Mobile learning is gaining • Engaging learners in self-study, social learning, self-
prominence as it alters the traditional concept of teaching assessment, and critical analysis.
and learning using handheld devices. To overcome the
• Push reminders and updates to students via e-mail and
established shortcomings of mobile learning while retaining
the Moodle smartphone app.
its truly revolutionary value for the use of mobile
technology in higher education, initiatives are taken to • Besides, it enables students’ access to study material
integrate it with main curriculum. Blended learning has developed by faculty.

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Table 6: Mobile blended learning tools and platforms

Platforms Supported Key Features Integrations

Key Features /
Mobile Web iPho Andr Windows A Activity Assignment Async Assessment Automatic Fac Lin Google GoTo
Blended base ne oid Phone P Dashboa Manageme hrono Manageme Notificatio ebo ked Calend Meeti
Learning apps d app app app I rd nt us nt ns ok In ar ng

Violet LMS Y Y Y N N N Y Y N Y Y Y N N

Canvas LMS Y Y Y Y Y Y N N Y Y N N N N

Courseplay Y Y Y Y Y Y Y Y N N N N Y Y

Talent LMS Y Y Y N Y N Y Y Y Y Y Y Y Y

SAP Litmos Y Y Y Y Y Y Y N Y Y N Y N N

helps in protecting the environment by providing the

b) Mobile blended learning system Based on content digitally.
Blackboard • The students can revise their courses multiple times,
The Blackboard is a tool that helps in managing online helping them in securing good grades and learning
learning in a virtual class environment. It is framed to new things easily.
work as a virtual learning space for students and
instructors where they can communicate, share their B. Tools, Techniques, Methods, and Models for Mobile
work with progress, and can be evaluated based on Blended Learning
certain tests and assignments. There are various benefits Blended learning is the agglomeration of multiple learning
of mobile blended learning using blackboard, some of methods. Blended learning in the modern curriculum model
them are mentioned below: applies to the use of technologies to improve the
• The live lectures can be recorded and can be watched instructional process by incorporating the lessons taught in
later for future reference. Therefore, there is no the classroom. Learners in all learning environments are
opportunity to miss any classes and/or the content conscious of mixed learning. What this consists of depends
delivered. n on the opportunities, rules, and interests of the student.
• It enables students to one on one attention after class An interface that is best suited for mixed learning intends to
timings where students can clear their doubts and can make learning smooth through time and space. This smooth
experience is important when evaluating learning flow and
discuss future projects.
behavioral needs. A study by the Pew Research Center in
• It allows students of different domains and classrooms 2018 showed that 77% of Americans own smartphones.
to collaborate and work together on various projects This is a drastic improvement from their first survey in
and assignments. This feature helps them to share their 2011, which showed that 35 percent of Americans owned
interdisciplinary ideas, help them to flourish, and mobile phones. Besides, the authors Hamm, Drysdale, and
nourish technically without any boundaries. Moore, in their book on mobile pedagogy, express that
• The feature of sharing video and audio during online "people expect to be able to perform life tasks—work,
lectures makes the experience more realistic and thus study, and play all the time and everywhere" [177]. There
leads to good interactivity. are various tools/platforms related to mobile blended
• It also facilitates students to track their past learning, the popular ones are discussed in Table 6.
performances based on their grades in quizzes and
C. Impacts of WhatsApp and similar mobile
tests and the students can access the study material
Applications in Education
24*7 without any problem. This provides the In universities and higher education institutions, there is a
availability of course content and study materials to need to boost web experiences and create awareness
the students. between students through mobiles. This is possible through
• Such online learning platforms help the educational mobile-based personnel contacts, synchronous or
institutes in reducing their printing costs and thus asynchronous learning modes including instant messaging,
mobile social networks, internet-based applications for
communications, and use of smart devices. Mobile learning

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technologies use a wide range of mobile devices, including solutions. At the same time, teachers will also improve and
Mp3 players, smartphones, mobile telephones, iPads, iPods, broaden the capabilities of the Mobile Blended Learning
iPhones, tablets, and many more. Smart devices provide Framework through the open interface.
students with connectivity and interactivity. Mobile In [178], based on the findings, the researchers encourage
learning is about support for an increasingly mobile smartphone teachers and actors only to try WhatsApp
population from diverse culture, colleges, and mobile applications in a mixed direction, involving both
organizations. WhatsApp Instant Messaging is a mobile face-to-face and mobile learning. The study findings
cross-platform messaging where users use their current indicate that WhatsApp is a good platform for mobile
Internet data plan to help socially communicate in real- learning when used in a comprehensive curriculum
time. WhatsApp gives online users a range of media approach. In a consolidated mobile lecture, an intimate, in-
including photographs, video, and audio media messages to class discussion of the completion of the courses is favored
upload and receive. For Apple iOS, Google Android, for mobile applications such as WhatsApp. In [179], Early
Blackberry OS, and Microsoft Windows tablets, client on, it is clear how the WhatsApp application can affect
software is available, among others. Figure 6 shows the learning, which plays a vital role in children's everyday life
integration of WhatsApp and similar mobile applications in and holds the characteristics to be regarded as a social
mobile blended learning. The WhatsApp-like apps can be network. The analysis concludes that the application has a
integrated with Mobile-based Blended Learning Systems to positive effect on the success and its use is highly accepted.
make things easier for learners and teachers. Various One should not neglect the capacity of WhatsApp
functionalities are provided when the mobile blended technology to contribute to education as a supporting
learning moves to such type of integration. In [177], It framework through natural education technology and its
gives educators standardized, simple, and extensible capability. In [180], Instant texting from WhatsApp is an

Figure 6: Integrating WhatsApp like apps with Mobile Blended Learning System

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advantageous and free program. SMS from the mobile organizational framework with the tools and strategies of
device helps the user to synchronize and accept messages. successful distance learning implemented during COVID-
It is quick, intuitive, and easy to use WhatsApp Instant 19 lock-down will be addressed in this updated process.
Messaging Framework. Users will speak more with mates Finally, there are many perspectives, general observations,
without slowing down the system. Another feature of and the recognition of students' favorite ways of distance
WhatsApp Instant Messaging is that it helps people, to learning. In [186], the information obtained in the two
move all addresses, from the address book. Many related categories for analysis, a quantitative analysis was carried
programs require their telephone number from users out. The results have given the reversed learning experience
without the contacts ever being moved. a positive impression, especially in terms of overall
satisfaction. Besides, the participants commented on the
D. Context-Aware and Contextualized Mobile Learning simple use of mobile devices and stressed the value of a
The context is defined as the student state, the condition of suitable video content design for a good, rotated learning
the education activity, the state of the facilities, and the experience through mobile devices. Additional study is
state of the environment. The measurements of each of required because the students have already been presented
these states are then further defined. To understand, with project difficulties. In [187], the suggested framework
evaluate each dimension concerning its variables. Of aims at promoting the learning process, addressing student
course, the more precise the model gets, however complex, needs and enabling the dialogue and cooperation between
the more knowledge is available about each aspect. students and professors, and fostering university students'
Context-aware computation [181] is becoming an attempt co-operative scenario-driven learning. The proposed "Easy-
to find intelligent interfaces between humans and mobile Edu" was constructed with an agile approach that offers
computing. Mobile systems and sensor technology sustainable and high-quality mobile learning. Unlike other
converge to include mobile apps with spatial and conventional systems. It also removes the risk of total
environmental contexts. While this area of research device failure, detects, and solves bugs more easily. In
currently dominates location and destination applications, [188], the results of this research confirm the efficacy of the
many illuminated works expand the importance of meaning mobile app in the study of new terms and phrases that is
into abstract context from the positions and other physical consistent with other research on this subject. The use of
sensor details. Context-awareness is not a recent idea of the applications in casual environments enhances the social
learning but has also been at the forefront of the computer- environment of students and increases the academic ability
supported learning industry. To include learners in their of students. It is also necessary to assess if the progress rate
environment and their ability to develop new awareness is improved with time for students who use the smartphone
while studying, context adaptation techniques are essential. app while studying. In [112], the present research illustrates
Suitable context change techniques may be incorporated how mixed learning can be strengthened using location
into pedagogical methods such as active social learning; based mobile learning environments as teaching is
problem-oriented learning training, alternate schedules, etc. enhanced by approaches based on Media Learning
In [182], it has been observed that while a large number of Experience theory (MLE). The conclusions revealed that
proposals covering context-aware training programs from the transaction distances and hence the outcomes were
different viewpoints and some proposals report more smaller for those trained for MLE-principles. Gender and
changes to apprenticeships, there are still substantial thought gaps were also discovered and the need for more
restrictions on context-aware apprenticeship systems in this adaptive teaching methods to be adapted in mobile learning
area. In [183], it reflects on "context" as a theory in settings was stressed.
education design. Many models of curriculum design do not
regard context or regard context as a passive factor that VII. BLENDED LEARNING EXPERIENCES
shapes learning materials. More sensors and actuators are This section explains the online, blended, or hybrid learning
available and embedded in mobile technologies and the practices applied in two universities: (i) University of
Internet of things asks for a passive context-awareness. Petroleum and Energy Studies (UPES), Dehradun, India,
Concepts such as smooth learning highlight a new and (ii) Jaypee Institute of Information Technology, Noida,
framework for learning and instructional concepts. In [184], India. Details are presented as follows.
creation and growth in the area of color representation and
display technology, promote a combined learning concept A. Blended Learning Practices in University of
for an engineering course. For the effectiveness of the Petroleum and Energy Studies
teaching case, an effective learning environment is critical. This section explains the online, blended, or hybrid learning
The paper's key subject is a combination of academic practices applied in computer science education at graduate,
presentations, practical applications, and experimentation post-graduate, and doctoral-level studies, especially during
with the benefits of new digital technology. In [185], COVID-19 times. The details of online, blended or hybrid
suggests an updated blended form of learning as well as a learning practices in course design, theory and laboratory
case report on its application to building automation courses, and minor and major project handling are
engineering education in a university of technology. A new explained as follows.

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a) Blended Learning and Professional Development in assigned Mentee’s performance. Student feedback is an
Course Design important component in module-2 evaluation. In case of
This section explains the Postgraduate Certificate in successful performance, the student can proceed to
Academic Practice (PGCAP) practices followed to train module-3. Whereas, Mentee has to repeat module-2 in
the teachers in course design preparation, and advanced case of unsuccessful performance.
ways of teaching in engineering education. Figure 7 Module-3: In this module, Blackboard, Codetantra, and
explains the PGCAP modules and detailed processes Mettle software are used for blended learning. An
followed for training the new teachers (having international faculty and industry guest speakers are
experience of less than 3-years) for blended learning invited to have digital devices-based online teaching.
using Blackboard, Codetantra, and Mettle. The PGCAP International faculty evaluates mentees for their digital
program has four modules: module-1 to module-4. The devices-based blended learning module.
detailed module-wise explanations are as follows. Module-4: Every Mentee, who has cleared module-1 to
Module-1: This is an important module. According to module-3, must write an article statimg their findings in
this module, every mentee (new teacher or a teacher this PGCAP program, over experimentation in their
selected for the PGCAP program for training) must courses, and evaluations. Mentor and research
attend a special training session (delivered by assigned department support is always available for improving
Mentor) and selected classroom sessions of Mentor as the quality of the article, software support for plagiarism
well. Additionally, every mentee attends classes of other checks, grammar corrections, diagram/figures drawing,
mentees and observes their style of teaching a class. and Latex. PGCAP certificate is awarded to Mentees
This is a four-week activity and thereafter, feedback of provided his/her article is published in some peer-
every mentee is filled by other mentees and mentors. reviewed reputed journal.
In UPES, Blended and online learning programs are
Module-2: In this module, each teacher is given a new executed for the last 6 years. This program runs for
course and asked to design the course plans, lecture various theory, laboratory, and project courses. Details
delivery details, program outcomes, program-specific of these programs are discussed in subsequent sections.
outcomes, course outcomes, and evaluation components
using Bloom’s taxonomy. This course is executed for a b) Tools and Techniques Used by Teachers in Handling
semester and every Mentor constantly monitors his/her Theory Courses Using Blended Learning

Figure 7: New Teacher’s Training Process for Blended Learning Process Implementation in UPES Courses

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Figure 8: Comparative analysis of UPES Blended, Online, and E-supported Courses.

From UPES management’s point of view, the needs of Hybrid, Blended, and Online (HBO) learning
the millennial students are different, and it varies from department is part of the Learning Development Center
time to time. Further, the use of digital ways and means (LDC) that plans and manages all resources and
to learn and assimilate the knowledge is preferred in a activities related to hybrid, blended or online
well-connected and collaborative environment. It has experiences. HBO department floated the option to
been observed in university practices that the digital provide technical support to Kaltura and OBS Studio
way of learning is interesting and important for platform. This support includes software installation
technical content seekers and information-hungry (with the support of the IT-Department), training on
students, and they prefer to learn via visual learning how to prepare audio/video lectures, directions to
approaches which give preference to on-demand prepare lectures for handicapped and needful students,
training sessions. Thus, UPES introduced hybrid, tracking the number of views and per student view, and
blended and online pedagogical elements into their other material like study material (with the support of
traditional way of the academic delivery system. In library). Using the Blackboard platform
2015, UPES introduced the Blended and Online (https://learn.upes.ac.in), it was possible to keep
Learning model in their academic system based on the tracking and prepare a record of every theory course
recommendation of IQAC (Internal Quality Assurance teaching activity like automated student attendance and
Cell). Since 2015, various courses are running either in marking, faculty attendance as per his/her teaching time
blended, online, or e-supported mode. Figure 8 shows table, creating lecture repositories, assignment
the detailed analysis of students' enrolments in hybrid submission, conducting quizzes, preparing marks sheet
blended learning courses, e-supported courses, and the in grade center, making one to one or group discussions,
number of courses mapped over the LMS system, making announcements, sending emails, creating study
(Blackboard) and online for hybrid blended learning. groups, collecting student submissions, usage of
This analysis is performed with variations in sessions LockDown browsers and many more. In conclusion, it
over multiple years. Results show that student’s interest has been observed that Blackboard is found to be a very
and enrolment is increasing in blended learning in the useful tool during the last 6 years especially during
past 6 years. However, a maximum enrolment is COVID-19 times when there was a strong need to
observed in the year 2019 (June to December semester) implement all of the theory course teachings in an
for 68 LMS mapped courses and 3109 e-supported online mode.
courses. Online Examination Module for Theory Courses:
Online and Video Lecture Preparation for Theory Figure 9 and Figure 10 shows the online examination
Courses: In UPES, online and video lectures were process followed during COVID-19 period using
prepared during Blended and Online learning practices Codetantra for theory courses. Figure 11 shows the
using two tools Kaltura- (integrated within Blackboard) complete process in detail. This process is explained
and OBS Studio ( https://obsproject.com/). In UPES, a through the following phases:

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Figure 9: Multi-Session proctoring using Codetantra Figure 10: Single/Merged-Session proctoring using
Codetantra
examination duty. Every SP has to perform 10 to 15
• Initial Setup Phase: This is an initial phase to set up examination duties for completing 12000+ students'
the environment for examination. In this setup, the online exams. In successful SP reporting, it has been
proctor has to login into the codetantra software 45 assumed that no proctor reported him/her any
minutes before the start of the examination at a technical or administrative issue, and there is no need
dedicated place in university premises. This place has to report to SRE center for redoing or extending any
all the necessary setup for audio and video aids. A exam activity.
student has to login into the system 30 minutes before • SP Unsuccessful Reporting: In case of SP
the start of the examination. Proctor verifies student’s unsuccessful reporting, technical and administrative
credentials and instructs them to sit in a hassle-free challenges are expected to come. This may be due to
environment. In this examination system, the student bad weather, emergency conditions, or urgent work.
has an option to have the text and audio-based chat Such issues at any level can cause internet disruption,
with proctor whereas, a proctor can see the students technical glitches, or unsuccessful monitoring.
live, make text or audio-based chat, block a student if • SRE Team: This is a university-level central
his/her activities are suspicious, make general or committee that monitors all examination and student
specific observations, broadcast or unicast text or records-related activities. Among these activities,
audio messages, online examination is one of the important activities.
• Proctor Unsuccessful Reporting: A case is considered During COVID-19 period, it has been observed that
in proctor unsuccessful reporting if the proctor faces this center was actively involved in purchasing the
hardware or software issues, emergency conditions, software (in association with the university’s
internet issues or other issues like attending important management team), training the teaching and non-
meetings then the proctor has to report to their super teaching staff, preparing teachers as a proctors, and
proctor (SP) (a senior faculty member incharge of 15 SP, preparing non-teaching staff for handling technical
to 20 proctors) or Student Record and Examination issues, training the examiners to perform various
(SRE) center. In such cases, the SP or SRE center has online activities like evaluating the answer sheets,
to make an alternative proctor arrangement. assigning marks, preparing a list of marks as per
• Proctor Successful Reporting: In case of successful course objectives and program objectives, perform
reporting, the proctor will continuously monitor online grading, and so on. The SRE department
students, their environment (360o), and activities. This repeats online examination activities for
is a continuous three hours’ process where the proctor, supplementary and special supplementary exams as
SP, and SRE department work in collaboration to well. This department ensures that every teaching and
make online examination successful. In this activity, non-teaching staff member should be involved in these
every proctor has to monitor 30 students (maximum), activities, and there should be a uniform distribution
every SP has to monitor 15 to 20 proctors, and the of duties among all.
SRE center monitors all SPs. In a successful case, it is c) Tools and Techniques Used by Teachers in Handling
assumed that all activities started and ended on-time Laboratory Courses Using Blended Learning
without any technical or administration interruption. During COVID-19 times, it has been observed that
• SP Successful Reporting: As discussed earlier, a SP handling laboratory courses were a major challenging
has to monitor 15 to 20 proctors for three hours of task. To assign laboratory exercises, monitor, and
evaluate the student Blackboard platform

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Figure 11: Online examination process followed during COVID-19 timing using Codetantra for theory courses.
(https://learn.upes.ac.in/) was used in UPES. However, environment, then he/she can share the video and
various engineering courses were handled differently. audio recording of it or opt for mathematical or
Following is a brief explanation of laboratory-related theoretical answering mode.
activities following during COVID-19 times in Blended • For computer science courses, E-Lab software
and Online Learning mode. Figure 12 shows the (http://elab.in/) was made available to students and
activities and their sequence in detail.
faculty members were to create a laboratory
• In mechanical, chemical, physics, and electronic
environment in one place. There were many
courses, a laboratory faculty prepared a video
accessories and library packages arranged for different
recording of experimentation and shared it with
courses. Using this platform, students were able to
students over Blackboard. This video recording was
prepare their experimentations and submit assignment
made available to the student throughout the semester
reports. A faculty member was able to monitor student
and assignments were given to students to complete it
daily activities, evaluate the students and prepare a
within the specified time. In this practice, if a student
marks sheet.
can repeat experimentation within their home

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Figure 12: Online examination process followed during COVID-19 timing using Blackboard for laboratory courses.
• Many teachers have been given the option to use • Faculty and students were given an option to use the E-
virtualization software and share virtualization images Lab software facility to make their project work available
with faculty. This option was much convenient to in one place and conducted all activities smoothly.
faculty members in creating repositories and evaluate • The project mentor and evaluation panel were given the
the student according to the environment that the rights to collect virtualization images of students and
student set up to execute his/her experimentation. This execute them during the evaluation process. This is found
practice is found to be more flawless compared to to be a preferred approach as both parties (examinee and
other approaches. examiner) were able to prove their claims.
• Some of the faculty members have used platforms like
Zoom, Gsuite, JioMeet, and other meeting software B. Blended Learning Practices in JIIT
for face-to-face interactions with students and to carry This section presents the blended learning experiences at
out their evaluation. This practice is least preferred as JIIT, Noida, India. Details are presented as follows.
there were data security and privacy issues, and a) Blended Learning and Professional Development in
students were not able to show-up their Course Design
experimentation in a way that they were interested in. This section discusses about the blended learning and
d) Minor and Major Project Handling Practices Using professional development model adapted in Jaypee Institute
Blended Learning Tools of Information Technology, Noida. Here, the tools and
techniques involved in three different aspect of teaching
The minor and major projects at UPES are hosted on
methodology is discussed namely (i) IoT analytics as theory
Blackboard platform. The entire process is carried out on
the mobile blended learning mode and is explained below course, (ii) IoT systems Lab as practical course, and (iii)
project.
in Figure 13. Minor and major project evaluations were also
having similar challenges as those in laboratory i. Objective of blended learning
experimentation. In minor and major project evaluation The objectives and effects of blended learning models
following laboratory practices were repeated. towards teaching the students in this internet era has been
discussed by several research works in literature
• The majority of project evaluations were performed over
[189][190]. Yigit et al. [191] discussed about the blended
the Blackboard platform. However, very few evaluations
learning for the computer science and engineering field. In
were conducted over Zoom, G Suite, and Jio Meet summary, the two major objectives of blended learning
Platforms. An alternative platform was selected in those include (I) support to faculty teaching and (ii) Facilitate
cases when technical challenges were faced. students to learn. The first objective, support to faculty
teaching aims to provide support to faculty teaching various

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Figure 13: Minor and Major Project Handling Practices using blackboard.

courses in the university. The guidelines and proposed. The three consecutive stages focused on the
recommendations are provided to the faculty to handle learner’s ability to develop learning strategies based on
online mechanism and blended tool usage and also to lecture materials, practical experiments, intermediately
handle interaction with the classes. Second objective, assessment and continuous performance feedback. The six
facilitate students to learn, targets to provide support to components of EVF are research, report, design
students and allow students to take advantage of the HEI alternatives, plan, develop and reflect. The framework
resources and excel in the courses. Such facility provides targeted on students to develop creative thinking in which
students to enhance their soft skill such as writing, students had to create visualizations for explanation
communication and presentation. The support for students purpose based on visualization algorithms and computer
are provided by the continuity institute academic online graphics. The hybrid of active learning and blended
platforms such as websites. learning has been studied by authors in [199]-[201], helps
to envision the methodology of teaching in future
b) Tools and Techniques Used by Teachers in Handling perspective.
Theory Courses Using Blended Learning According to authors in [202], during COVID 19 pandemic,
The active learning methodology allows students from at institution level, it commonly followed hybrid, blended
different learning levels to carry tasks on their own and learning and active learning mechanisms. Based on our
enables them to reflect on the specific tasks. Particularly, experience, here we propose stage-wise blended active
the various effects of using blended learning approach to learning (SW-BAL model) that consists of active learning
teach computer programming under influence factors like process integrated with existing blended learning model. In
diverse culture, motivating factors and the role of pervasive addition, as part of active learning, the students are allowed
computing techniques were explored by authors in to opt for flexible credit inclusion through four different
[5][192][193]. In fact, teaching different subject with in the online learning platforms National Programme on
thrust areas of computer science were discussed in [194]- Technology Enhanced Learning (NPTEL) after prior
[196]. Authors in [197][198] elaborated the various permission from competent university authority. Further, as
motivational factors and effect of teaching in flipped part of blended learning, throughout the COVID pandemic,
classroom methods and learning management systems. the classes were taken using various online meeting
Authors in [198] proposed the explanatory visualization platforms such as Google classroom, zoom meeting,
(EVF) framework. In this framework, three different stages Microsoft Teams and Cisco WebEx. Authors in [203]-[205]
with six learning parts based on active learning was explored the wide range of accomplishments for blended

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learning through concepts like card-based toolkit, visual online platform based blended learning model. At
interfacing, and sketching designs. Further, the enhanced undergraduate engineering degree level, for a class strength
active learning methodologies were addressed by authors in of 30 students, each instructor will interact with students in
[205]-[211] that targeted on factors like learning stipulated time period of 3 contact hours for lecture, 1 hour
environment, student’s feedback, human behavior, for tutorial and 2 hours of practical sessions per week.
computer-based assessment tools and mobile based active Also, during each stage of learning, the stage wise
learning. assessment of individual students was conducted through
Our proposed framework SW-BAL consists of three stage online mode. Figure 14 depicts use of various online
process based on Blooms’ taxonomy outcomes. Table 7 learning and meeting platforms for Stage-wise Blended
depicts the various components of proposed SW-BAL Active learning.
model. Further, the credits transfer is incorporated for The feedback regarding online teaching mode was taken
preapproved recognized online learning courses, to from a sample size of 120 students from undergrad
facilitate the student’s interest on expertise learning. Here, engineering students. The Figure 15 depicts the Likert scale
each stage is decided based on the intermediate evaluation in the range of 5 to 1, where 5 indicates excellent and 1
process and feedback mechanism. Our framework consists indicates poor rating. Figure 15 depicts students’ feedback
of three stages with three assessment mechanisms. based on stage wise blended active learning through online
All three components of teaching methodology namely mode.
lecture, tutorial, and practical session were carried out in

Table 7: Components of stage wise blended active learning model

Stage #1 Assessment for Stage #1 Stage #2 Assessment for Stage #1 Stage #3 Assessment for
Stage #3
Understanding • Comprehensive Analyse • Comprehensive Analyse & apply Direct Assessment
concepts Test Concepts Test concepts • Written Test
Basic Problem • Multiple Choice Enhanced • Multiple Choice Enhanced • Multiple
Solving Questions Problem Questions Problem Solving Choice
• Synopsis Mini Solving • Mid evaluation of Questions
Team work project Team work Mini project Team work • Final
based problem • Feedback to based • Feedback to implementation of evaluation of
formulation students design students solution Mini project
solution Indirect Assessment
• Attendance
• Class
performance
• Day2Day
activities

Figure 14: Various online learning and meeting platform used for Stage wise Blended Active learning.

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Figure 15: Student’s feedback based on stage-wise blended active learning through online mode.
i. IoT Analytics based on stage-wise blended active learning part, the contact hours of the IoT Analytics course
learning approach were provided as 3 hours of lecturing, 1 hour of the tutorial.
Authors in [212]-[214] explored the opportunities of The IoT Data Analytics course primarily focuses on five
developing online mode course content on topics such as modules namely (i) Introduction to data analytics for IoT,
signal processing, mobile computing, IoT, etc. This section Machine Learning (ii) IoT & Big data (iii) Edge and Fog
discusses a case study based on the SW-BAL model for the computing (iv) Network analysis (v) Web-enhanced IoT.
theory course namely “IoT Analytics”. This course involves Under the first module namely “Introduction to data
the study of data analysis mechanism and tools to extract analytics for IoT”, the concepts such as Structured versus
the knowledgeable information from the voluminous data Unstructured Data, understanding of Data in Motion versus
gathered from the enormous interconnected Internet of Data at Rest, IoT analytics overview, challenges, and in-
Things smart devices [215]. The IoT analytics influences a depth Machine learning and Deep learning for IoT analytics
wide variety of applications such as Industrial IoT, smart were covered. The second module focuses on getting
city, smart healthcare, smart environment, smart Intelligence from IoT Big Data, IoT Predictive Analytics;
transportation, smart agriculture, smart meters, etc. It is to Geographical Concepts and Spatial Technology for IoT; big
be noted that, IoT analytics is considered as a subcategory data Platform for IoT Analytics, massively parallel
under the Big Data concept, as such, the IoT analytics processing databases such as Hadoop Ecosystem, Lambda
handles heterogeneous data streams that need to be Architecture- NoSQL Databases, Cloud-based Amazon
processed, combined, and evaluated for extracting web services, Azure Data Lake and IoT Hub, Node-RED
knowledgeable information. The global market towards IoT were focuses. The focus of third module, Edge and Fog
Analytics is envisaged to grow at 31% of the Compound Computing, is on the Architecture of Edge and Fog
Annual Growth Rate (CAGR) by 2022 [216]. Hence, the Computing, edge Analytics Core Functions, the various
higher education institution is in a strong urge to inculcate Distributed Analytics Systems, and Fog Computing. The
skills and career acumen for the engineering graduates fourth module focuses on Flexible NetFlow Architecture
towards the field of IoT and related IoT analytics. and components, the Flexible NetFlow in Multiservice IoT
The course IoT Analytics is offered by the department of Networks and IoT Network Analytics. Finally, the fifth
computer science as an elective for the students of the module focuses on Web-enhanced IoT such as Design
seventh semester for fourth-year undergraduate students. layers and their complexity, the Web-Enhanced Building
The course was open for students of Computer science (CS) Automation Systems with case study on Smart City Control
and Information Technology (IT). For the academic year of and Monitoring. Figure 16 depicts the flow of conducting
2019-2020, a total of 120 students opted for this course. IoT analytic courses based on the proposed SW-BAL
The course was conducted completely on an online meeting model.
platform through Google Classroom. As per the active

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Figure 16: Flow diagram of conducting IoT analytic course based on the proposed SW-BAL model

Table 8: The mapping of IoT analytics course outcomes with cognitive level of Bloom taxonomy.
COURSE OUTCOMES COGNITIVE LEVELS

CO1 Understand how analytics relates to IoT data Understand Level (Level 2)

C02 Apply appropriate machine learning, Deep Learning algorithms to gain business insights from IoT Apply Level
data. (Level 3)
C03 Analyse various big data platforms and massively parallel processing databases for IoT systems Analyse Level
(level 4)
C04 Examine how streaming and predictive analytics can be used for IoT Data processing and analysis, Apply Level
in real time. (Level 3)
C05 Understand the concept of network flow analytics using Flexible NetFlow in IoT systems. Understand Level (Level 2)

C06 Evaluate the performance of the overall system and security in IoT network. Evaluate Level
(level 5)
C07 Design methods and develop web based IoT applications using big data analytics for real world Create Level
problems (Level 6)
h Outcomes mapped to the Blooms’ taxonomy is as
Course underlying programming complexities [217]. The
described below for the IoT analytics course. There were SenseBoard hardware based IoT laboratory course was
total seven course outcomes and are mapped to the different discussed by authors in [218]. The SenseBoard
cognitive levels of Blooms’ taxonomy as depicted in Table programming environment is different from other
8. conventional method. It uses visual programming concept
The feedback of the students enrolled under the IoT for developing coding and applications engineering skill
analytics elective is obtained at the end of the course. The with in the learner. Due to COVID 19 pandemic lockdown,
consolidated result of students’ feedback is depicted by the the laboratory based on real hardware equipment’s of IoT
Figure 17. It is observed that more than 80% of students devices were not possible. On the other hand, teachers have
responded with rating greater than 3 for all the seven course to meet the requirement to enable the inculcation of IoT
outcomes. Hence, it implies that the IoT Analytics course concepts in students. To overcome this, the IoT system lab
was quite useful and interesting from the perspective of was conducted through virtual programming mode.
students. NodeRED platform provides integrated development
c) Tools and Techniques Used by Teachers in Handling environment through the concepts of virtual programming
Laboratory Courses Using Blended Learning model. NodeRED is operational both on the desktop
The IoT Systems lab was based on the visual programming standalone environment and cloud-based programming
concept. It is essential for the learners to understand the environment. Figure 18 depicts the graphical user interface
actual functionalities within the IoT systems. From of the NodeRED platform.
literature, it is evident that, visual based programming is Upon this virtual programming environment, the proposed
efficient methodology for the learners to understand the Stage-wise Blended Active Learning was incorporated. The
IoT systems lab was conducted for 2 hours each week, for a

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Figure 17: Students feedback based on course outcomes in proposed online model.

Figure 18: Graphic interface for NodeRED platform

total of 13 weeks. Each of the laboratory exercises are platform. Each week laboratory exercises were posted on
associated with an active learning approach. In this sense, the classroom platform. Further, the proposed SW-BAT
the practical questions were designed in such a way that the model was followed throughout the semester. The
learning ability of students is stirred up in terms of problem screenshots of the Google Classroom for learning material,
analysis, and solution synthesis. Figure 19 depicts a sample resource repository and the assessment processes are
exercise assigned to the students for the IoT systems lab in depicted in Figure 20 below.
virtual programming mode.
The IoT systems lab based on a virtual programming
environment was conducted using the Google Classroom

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Sample exercise:
Q1) Create NodeRED Flow, to check when the temperature is
(i) Greater than 35 then send “VERY HOT TEMP” message into your tweet account
(ii) Less than 12 then send “COLD TEMP” message into your tweet account
(iii) Between 12 to 25 then send “PLEASANT TEMP” message into your tweet account
Q2) Create NodeRED Flow, to display the gauge node according to the temperature received through your
input node
Q3) Create NodeRED Flow, using appropriate User Interfaces to develop an “AUTOMATIC WEATHER
REPORTING” application.
Figure 19: Sample exercise for IoT Systems lab

(a) Learning resources for IoT system lab on Google classroom

(b) Online assessment for IoT system lab on Google classroom

Figure 20: Google classroom interface for the IoT systems Lab course
d) Minor and Major Project Handling Practices Using size of 3-4 students were considered. The students are
Blended Learning Tools allowed to choose their project area that suits their interests
This session discusses the project work offered through the based on the knowledge they acquired through their
blended learning method for undergraduate engineering learning process. Figure 21 depicts the pie chart for various
students under the Department of Computer Science and thrust areas for the project opted by students.
Information Technology. A total 389 students and a group

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Figure 21: Pie chart for various thrust area for the project opted by students.
The three-stage evaluation of the project was observed. The institutes. The comparative analysis of blended learning
evaluation was conducted with objectives namely (i) Panel types, mobile blended learning platforms, and real-time
assessment (ii) Day-2-day activities of students (iii) blended learning experiences, observed during COVID-19
mentoring of junior students and (iv) term paper writing. times, are discussed in this work. The objective of studying
Each evaluation strategy focuses on emphasizing and blended learning practices, performing comparative
measuring the level of active learning gained by the analysis, and analyzing the real-time experimentation is to
students. Evaluation stages are monitored by panel evaluate the need and impact of blended learning
members comprising of 2-3 expertise faculty members in approaches effective during past, present (COVID-19 time),
the thrust area. The panel assessment is based on evaluation and future.
criteria such as (i) quality of the survey, quality of related In our finding, it has been observed that blended learning
research papers and other resources (ii) identification of approaches (mobile, web, or digital devices-based blended
research gap (iii) reporting quality in a prescribed learning) are effective compared to traditional e-learning or
standardized format with diagram, and comparative tables face-to-face learning. This effectiveness can be observed
(iv) presentation and exhibit of work in terms of student’s using improvement in student’s performance, increasing
confidence, depth of content, and communication skills. student’s interest, high-level cognitive processing, more
Next, the day today activities of students was monitored concentration towards individual student’s requirements,
through (i) regularity and frequency of meeting with and fulfill the demands of present times (COVID-19). Here,
supervisor (ii) solution identification, analysis and student’s performance is related to student’s academic
evaluation of the performance in term of Strengths, achievements, and results. Student’s interests include
Weaknesses, Opportunities, and Threats (SWOT) analysis. student's participation in classroom activities. High-level
Next, the mentoring of junior students through interaction cognitive processing includes increasing student’s learning
and lending guidance for junior semester students. And abilities and in-depth conceptual knowledge. In recent
finally, the students have to write a term paper that presents times, various initiatives have been taken to promote
a detailed reflection of the project work carried out. The Blended and Online learning practices worldwide. Most of
term paper must be of good quality and reflect the problem these approaches are effective in different environments.
targeted, the solution proposed, the methodology adopted, However, there are still many limitations of Blended and
experimentation, results and discussion, and also Online learning-based experiences. Some of these
conclusion with future scope. limitations are discussed as follows [4].
• Lack of Automation: It has been observed that current
VIII. DISCUSSIONS AND FINDINGS Blended learning practices require a lot of human
In this article, we outlined the recent trends of blended interventions. In addition to course work/material
learning tools, programs, and the author’s experiences. preparation, a teacher has to prepare in-depth Blended
These experiences discuss the “blends” of face-to-face and learning strategies for their courses by considering
e-learning practices in schools as well as in high education

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individual student requirements. An effective approach infrastructure and providing technologies can solve a
will be to develop an automated Blended learning large number of learning challenges. All this is possible
platform (web, mobile, or desktop) that reduces the with transparent and strong federal government’s policy
teacher’s efforts and provides provision to both teacher decisions of every country.
and student to opt for the platform as per their needs and
importance. This way of implementing Blended learning Likewise, there are various challenges in present blended
learning tools, practices, and processes. Additionally, open-
experiences would be time-saving for faculty and students
source e-learning and online platforms ensuring data
that can be utilized in improving the quality of teaching
security and privacy are required to be developed such that
and course-material preparation. it would be possible for every developing country to make
• Lack of large-scale Blended learning experiences and some standardized blended learning processes, and
surveys: It has been observed that Blended learning is education can be made available to everyone.
widely adopted in reputed universities worldwide.
However, these in-depth experiences are not shared in the IX. CONCLUSIONS AND FUTURE DIRECTIONS
form of publications for promoting them to other growing The use of technology-enhanced learning environments
places. Further, a large number of published studies are such as blended learning practices is found to be effective
the individual experiences in implementing Blended in pandemic situations. Blended learning supports both
learning to an individual or few courses. A detailed study synchronous and asynchronous modes of learning in online
or face-to-face learning processes. This article has prepared
of implementing it to a discipline over a long period is
a detailed survey of blended learning practices, tools, and
required for others to go through it in detail, understand
techniques used in different education systems. Here, a
the nitty-gritty, modify as per the availability of resources, comparative analysis of existing blended learning practices
and adopt. is also conducted to identify their importance in different
• Lack of resources and managerial decision power: To domains. In blended learning, there are various types of
successfully implement the Blended, Hybrid, or Online learning models. These models and their characteristics are
learning practices, official approvals/permissions are compared. Further, the real-time analysis of blended
required from individual organization’s higher learning practices in two Indian universities is explored.
management to implement it at a large scale. Sometimes, These real-time case studies explain the usage of blended
this approval is required to implement it on a small scale learning practices in higher education, especially during
as well. These approvals are required because such pandemic times. Presently, this study is limited to blended
learning practices require tools and techniques. To learning usage in teaching, examination, and evaluation
processes in graduation and post-graduation studies.
overcome this challenge, developing open-source or
However, the importance of this learning during recent
freeware platforms would be an effective approach. Such
times suggests that there would be many practical benefits
a platform can give every individual faculty, the rights, to to explore blended learning in different domains including
implement it at a small scale in his/her environment, engineering, medical science, technology, mathematics, etc.
learning from their own experiences, and continuously The literature analysis, comparative studies, and case-study
improve and integrate it at a large scale. Most of the based analysis show that there is a need to do further
existing and good quality software is commercial and it is research in this area. In this research, the short and long-
difficult for developing country’s management or faculty term effects of blended learning in different domains can be
to adopt it in its present form due to financial constraints. explored in detail. Further, those features can be identified
• Lack of security and privacy concerns: With the increase and explored that improve the learner and expert’s
in usage and importance of Blended learning practices, experiences.
tools, and techniques, a large number of users (students
REFERENCES AND FOOTNOTES
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ensure user data, course-related activities (exam, quiz, 3. A. A. Baumann, M. M. D. Rodr\’\iguez, E. Wieling, J. R. Parra-
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experience of Cadi Ayyad University, process, review,

recommendations, and prospects,” IEEE Access, vol. 8, pp. 17477– Surbhi Bhatia is doctorate in Computer Science
17488, 2020. and Engineering from Banasthali Vidypaith, India.
213. C.-G. Jansson, R. Thottappillil, S. Hillman, S. Möller, K. V. S. Hari, She earned Project management Professional
and R. Sundaresan, “Experiments in Creating Online Course Certification from reputed Project Management
Content for Signal Processing Education,” in ICASSP 2020-2020 Institute, USA. She is currently an Assistant
IEEE International Conference on Acoustics, Speech and Signal Professor in Department of Information Systems,
Processing (ICASSP), 2020, pp. 9220–9223. College of Computer Sciences and Information
214. V. Pinos-Vélez, K. Quinde-Herrera, V. Abril-Ulloa, B. Moscoso, G. Technology, King Faisal University, Saudi Arabia.
Carrión, and J. Urgilés, “Designing the Pre-Class and Class to She has more than 8 years of teaching and
Implement the Flipped Learning Model in a Research Methodology academic experience. She is the Editorial board
Course,” IEEE Rev. Iberoam. Tecnol. del Aprendiz., vol. 15, no. 1, member with Inderscience Publishers in the International Journal of
pp. 43–49, 2020. Hybrid Intelligence and in SN Applied Sciences, Springer. She has been
215. R. Krishnamurthi, “Teaching methodology for iot workshop course granted national and international patents. She has published papers in
using node-red,” in 2018 Eleventh International Conference on reputed journals and conferences in high indexing databases. She is also
Contemporary Computing (IC3), 2018, pp. 1–3. serving as a guest editor of special issues in reputed journals of Springer
216. IOT ANALYTICS MARKET - GROWTH, TRENDS, COVID-19 and Elsevier. She has delivered talks as keynote speaker in IEEE
IMPACT, AND FORECASTS (2021 - 2026), URL: conferences and in faculty development programs. She has successfully
https://www.mordorintelligence.com/industry-reports/iot-analytics- authored and edited 7 books from Springer, Wiley, Elsevier and Springer.
market [Accessed on 21 Jan 2021] She has completed the funded research projects granted from Deanship of
217. G. Garc\’\ia-Murillo, P. Novoa-Hernández, and R. S. Rodr\’\iguez, Scientific Research at King Faisal University and also from Ministry of
“Technological Satisfaction About Moodle in Higher Education—A Education, Saudi Arabia. Her research interests are Machine Learning,
Meta-Analysis,” IEEE Rev. Iberoam. Tecnol. del Aprendiz., vol. 15, Data Mining and Sentiment Analysis. ORCHID: 0000-0003-3097-6568
no. 4, pp. 281–290, 2020.
218. K. Tritrakan, P. Kidrakarn, and M. Asanok, “The Use of
Engineering Design Concept for Computer Programming Course: A
Keshav Kaushik is an Assistant Professor in the
Model of Blended Learning Environment.,” Educ. Res. Rev., vol.
Department of Systemics, School of Computer
11, no. 18, pp. 1757–1765, 2016.
Science at the University of Petroleum and
Energy Studies, Dehradun, India. He is pursuing a
Ph.D. in Cybersecurity and Forensics. He is an
Adarsh Kumar is an Associate Professor in the
experienced educator with over 6 years of
School of Computer Science with University of
teaching and research experience in the area of
Petroleum & Energy Studies, Dehradun, India .
Cybersecurity, the Internet of Things, and
He received his Master degree (M. Tech) in
Blockchain Technology. Mr. Kaushik received his
Software Engineering from Thapar University,
B.Tech degree in Computer Science and Engineering from the University
Patiala, Punjab, India and earned his PhD degree
Institute of Engineering and Technology, Maharshi Dayanand University,
from Jaypee Institute of Information
Rohtak. In addition, M.Tech degree in Information Technology from
Technology University, Noida, India followed
YMCA University of Science and Technology, Faridabad, Haryana. He
by Post-Doc from Software Research Institute,
has published several research papers in International Journals and has
Athlone Institute of Technology, Ireland. From 2005 to 2016, he has been
presented at reputed International Conferences. His research area spans
associated with the Department of Computer Science Engineering &
Blockchain Technology, Cybersecurity, and the Internet of Things.
Information Technology, Jaypee Institute of Information Technology,
Noida, Uttar-Pardesh, India, where he worked as Assistant Professor. His
Dr. Neelu Jyothi Ahuja is a Professor and
main research interests are cybersecurity, cryptography, network security,
Head-Department of Systemics, at School of
and ad-hoc networks. He has many research papers in reputed journals,
Computer Science at University of Petroleum
conferences and workshops. He participated in one European Union
and Energy Studies, Dehradun. Her PhD
H2020 sponsored research project and he is currently executing two
awarded in 2010, was on development of a
research projects sponsored from UPES SEED division and one sponsored
prototype rule based expert system for seismic
from Lancaster University.
data interpretation. Apart from academic
teaching at university level (both at post-
RAJALAKSHMI KRISHNAMURTHI (Senior
graduate and under-graduate levels), she is an
Member, IEEE) received the Ph.D. degree in
active researcher. From period of 2010 to 2017, she has been head of
computer science and engineering from the
Research Centre-Computing Research Institute, spearheading intra-
Department of Computer Science and
disciplinary research and coordinating research activities.
Engineering, JIIT, Noida, India, in 2016. She is
She has successfully delivered and is currently executing Government
currently an Associated Professor with the
Sponsored R&D Projects, from DST (Department of Science and
Department of Computer Science and
Technology). She has successfully completed one R&D project funded by
Engineering, Jaypee Institute of Information
Uttarakhand State Council for Science and Technology (UCOST,
Technology, Noida, India. She has published more than 70 research
Dehradun) and two (one from CSRI (Cognitive Science Research
articles in reputed international journals and conferences. Also, she
Initiative) Division and one from SEED (Science for Equity,
published several book chapters in CRC Press, Springer, IET and IGI
Empowerment and Development)) Divisions of DST. Currently she is
global. She is a Guest Editor Applied Sciences (Springer Nature). Her
executing an R&D project sponsored by SEED (Science for Equity,
research interest includes the Internet of Things, applied soft computing,
Empowerment and Development) Division of DST under their TIDE
and mobile cloud computing. She is a Technical Program Committee
(Technology Intervention for Disabled and Elderly). She also holds
Member and a Reviewer in several international conferences. She is a
successful conduction of DST funded consultancies to her credit. Under
Professional Member in ACM, SIAM, and CSI. her supervision, five PhDs have been awarded. Currently, 06 research
scholars are undergoing their PhD work under her supervision.
She has been an invited speaker on various technical and research-oriented
topics at widely acclaimed forums, both national and international. She is
on panel of various committees, including WHO-Promotion of Assistive
Products and Technologies, ‘DST-Expert Committee for inspection and

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 This article has been accepted for publication in a future issue of this journal, but has not been fully edited. Content may change prior to final publication. Citation information: DOI
10.1109/ACCESS.2021.3085844, IEEE Access

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, Programming
Languages. She holds 20+ years of experience in teaching, research and
project proposal development and has published papers in journals and
conferences at international and national level.

Dr. Anand Nayyar received Ph.D

(Computer Science) from Desh Bhagat
University in 2017 in the area of Wireless
Sensor Networks and Swarm Intelligence. He
is currently working in Graduate School, Duy
Tan University, Da Nang, Vietnam. A
Certified Professional with 75+ Professional
certificates from CISCO, Microsoft, Oracle,
Google, Beingcert, EXIN, GAQM,
Cyberoam and many more. Published 450+
Research Papers in various National &
International Conferences, International Journals (Scopus/SCI/SCIE/SSCI
Indexed) with High Impact Factor. Member of more than 50+ Associations
as Senior and Life Member and also acting as ACM Distinguished
Speaker. He has authored/co-authored cum Edited 30+ Books of
Computer Science. Associated with more than 500 International
Conferences as Programme Committee/Chair/Advisory Board/Review
Board member. He has 5 Australian Patents to his credit in the area of
Wireless Communications, Artificial Intelligence, IoT and Image
Processing. He is currently working in the area of Wireless Sensor
Networks, IoT, Swarm Intelligence, Cloud Computing, Artificial
Intelligence, Blockchain, Cyber Security, Network Simulation and
Wireless Communications. Awarded 30+ Awards for Teaching and
Research—Young Scientist, Best Scientist, Young Researcher Award,
Outstanding Researcher Award, Excellence in Teaching and many more.
He is acting as Associate Editor for Wireless Networks (Springer), IET-
Quantum Communications, IET Wireless Sensor Systems, IET Networks,
IJDST, IJISP, IJCINI. He is acting as Editor-in-Chief of IGI-Global, USA
Journal titled “International Journal of Smart Vehicles and Smart
Transportation (IJSVST)”.

MEHEDI MASUD (Senior Member, IEEE) is a

Professor in the Department of Computer
Science at the Taif University, Taif, KSA. Dr.
Mehedi Masud received his Ph.D. in Computer
Science from the University of Ottawa, Canada.
His research interests include machine learning,
distributed algorithms, data security, formal
methods, and health analytics. He has authored
and co-authored around 100 publications,
including refereed IEEE/ACM/Springer/Elsevier
journals, conference papers, books, and book chapters. He has served as a
technical program committee member in different international
conferences. He is a recipient of many awards, including the Research in
Excellence Award from Taif University. He is on the Associate Editorial
Board of IEEE Access, International Journal of Knowledge Society
Research (IJKSR), and editorial board member of Journal of Software. He
also served as a guest editor of ComSIS Journal and Journal of Universal
Computer Science (JUCS). Dr. Mehedi is a Senior Member of IEEE, a
member of ACM.

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