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Faculty of Business and Management Studies

First Semester 2022-2023

Analysis of Case Study

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 Barriers of Blended Learning- Case study
As we get closer to the knowledge society, it is critical that we continue to discover
effective models of learning at the institutional, programme, course, and activity levels.
For success, you'll need to familiarise yourself with and make the most of non-traditional
learning opportunities, such as online and hybrid courses. This study provides a more
thorough explanation of blended learning, elaborating on its merits and stressing its use
in various settings. Several problems exist in mixed classrooms nowadays. While e-
learning is the backbone of blended education, it is not without its share of obstacles,
which we explore here. (Sabah,2020)

One definition of blended learning is instruction that makes use of a variety of methods
within the same classroom in order to improve student performance while decreasing
expenses. A hybrid classroom combines face-to-face training with distance learning.
Keep in mind that there are numerous educational philosophies out there, and that the
development of blended learning materials does not favour any particular pedagogical
method. Since there is no generally agreed upon learning theory, blended learning
materials can be created by pulling from a variety of educational techniques. However,
while these concepts are intriguing in their own right, they were developed before
students' widespread use of internet resources established distributed and networked
learning as the standard. Rather than relying on a completely novel theory, a model that
takes into account the wide range of current theories would be more useful for guiding
the development of blended learning resources. (Sabah,2020)

Problems and approaches to mixed instruction: The difficulties of blended learning that
arise during the online component will be discussed here, while those that occur during
the in-person components will be glossed over. In addition, we will demonstrate in depth
how to sidestep these challenges, which are unique to the world of online education.

Inadequate Facilities: Educating with technology calls for dependable hardware, intuitive
software, a constant internet connection, and staff members who are trained to help
users and maintain the system. An increase in the frequency of training sessions would
improve the system's user friendliness. Databases used in online education must be
reliable and quick to respond to requests due to the massive amounts of data being
transferred between students, teachers, and servers. Validating user identities and
setting up encrypted connections are two essential measures for keeping online

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transactions and computer networks safe. This platform needs full funding to avoid these
issues. The long-term educational and economic benefits of investing in this network are
substantial. Limited bandwidth, excessive expenses or inaccessibility, a lack of
competent staff, and inadequate support will become less of a concern as technology
improves. Francis, 2013)

Resistance to change and anxiety about new technologies are common. The user's
apprehension about the new technology will vanish once they've had a chance to see its
benefits for themselves. As a result of the increased student connection and the use of
student interests, e-learning has become increasingly popular. Forums, emails, chats,
wikis, blogs, video conferencing, YouTube, electronic portfolios, and electronic quizzes
all contribute to more communication between students and teachers. Interaction data
may show a user's proficiency, interests, and desires. One indicator of student
engagement could be the frequency with which they pose or respond to a question. The
debates and evaluations among peers illuminate the gravity of the situation. Students
can be tested and educated via personalised online quizzes. Use of difficult but
comprehensible questions is central to this approach. Students who have studied
thoroughly may take the examination at any time. As a learner learns more, they will
encounter more difficult questions. There needs to be a focus on training and education
in cutting-edge tech. Throughout the course of training, participants should be able to
ask questions and get answers. Send an email or text message to all enrolled students
with any questions, discussions, or comments connected to the online course. According
to Wilson (2004), the effectiveness of instruction is less important than the students' own
efforts. It is his job to instruct others on how to construct instructional resources. The
success of this endeavour depends on students receiving coaching after the project has
been implemented and actively participating in the process. Francis, 2013)

Disinterest in online education: There are many reasons why people can be lukewarm to
e-learning at first. The benefits of e-learning may be lost on higher-ups, making them
resistant to the idea. However, some teachers may reject the e-outcomes learning model
in favour of more traditional methods of instruction. The importance of technology is not
always understood by students. There needs to be support for e-learning from higher-
ups as well as from teachers and students for it to be effective. This can be
accomplished with the help of previous research and analytical data through the use of
workshops and experimental pilot projects. Just as crucially, evidence from other

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accomplishment institutions will be a helpful argument and a fantastic inspiration. The
success of e-learning will be readily apparent after the pilot project yields positive results
and additional institutions affirm the same. Francis, 2013)

Difficulties in evaluating: Online courses that are easy to access will attract more
students. Manual instruction using a pencil and paper requires a lot of time and effort.
Time, human error, and turnaround for grades are all reduced with electronic
assessment. Quick responses and individualised examinations are two advantages of e-
assessment. Videos, animations, and other visuals might be helpful in online tests.
Moodle, Adobe Activate, TCExam, and iSpring are all available as assessment tools. Its
development may be slowed by concerns over security, privacy, dependability, and
implementation. The confidentiality of students taking online midterms and finals must be
ensured by using secure testing technologies. Tablets and smartphones are two
examples. Students may acquire these skills through coursework or testing. Students
use a remote testing server to submit their answers during the exam. Each test begins
with an ID check performed by the server. There are potential financial and
environmental benefits to using digital learning aids on a laptop or tablet rather than
traditional textbooks. Evaluate safety and usability concerns before rolling out the
change on a large scale.

Advising and arranging classes for students is a pain. Students in hybrid classrooms,
which combine face-to-face and online learning, may benefit from some direction in
selecting courses that will allow them to graduate on schedule. Earning a degree is
mandatory. Since tutors need time to prepare lessons, their availability is already
constrained. A typical course will have assignments, midterms, and a final. Constructing
a timetable that works for all students is a difficult task. A more manageable burden for
tutors and a more mutually agreeable timetable for them and their students could be the
outcome of introducing an automated advising and scheduling system. The system will
evaluate whether or not the student is eligible to register for a course based on whether
or not they meet the prerequisites for that course. The ideal course load for each student
will be established by a computerised advising and scheduling system that assesses
their particular records. (Sayed, 2014).

Having trouble communicating: Lack of fluency in English, or the other language typically
used in e-learning materials, is a significant barrier to learning, as the majority of e-
learning resources are published in English. New perspectives are offered by the study

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conducted by Alkharang and Ghinea, which shed light on a problem that is widespread
even in countries where English is not the official language of communication. Since
English is widely employed in today's scientific and technological sectors, it's vital that
users have access to comprehensive English language training resources. And English
has the largest number of native speakers of any language. The inability to communicate
in English presents significant barriers to education and hinders academic development.
Francis, 2013)

Challenges in forming ideas and ways of thinking : Many educational theories place an
emphasis on formal education, the acquisition of abstract ideas, and the development of
sophisticated logic. Many things can contribute to a misunderstanding. One or more of
the instructor's methods, the complexity of the subject matter, or a lack of high-quality
resources may be to blame. Multiple points of view, contexts, and applications may be
discussed. These issues may be addressed by virtual classrooms. Students benefit from
the analysis, comprehension, and evaluation skills taught through the use of modern
instructional methods and technologies. Strengthen the relationships between teachers
and students in online classrooms. There is always a need to clear up
misunderstandings. Technology that may be easily modified is a great tool for helping
educators cater to individual student requirements. Online professional development
courses ought to be a part of every educator's professional development strategy.
Students need to learn to manage their impulses. A study by Porter (2016)

Blended learning is a pedagogical framework that integrates features of many teaching

methods. There are classes that are best taught using the old-fashioned textbook, and
there are others that might be better served by an online format. You can supplement
your classes with materials you create or find for free online. If you're just starting started
with blended learning, you have a tremendous opportunity to serve your students in
exciting new ways. Evidence supports the usefulness of the "flipped classroom"
approach in the academic setting. A review of the literature (Taylor, 2013)

Another strategy for making more room for drills in the classroom is to assign regular
homework for students to accomplish outside of class. It's not uncommon for a school
day to begin with a lecture, progress to a PowerPoint presentation, include some group
work and discussion, and conclude with some individual study. Blended learning can
only be successful if educators are open to trying new approaches to evaluating
students' progress. Capstone essays, peer-review assignments, and online quizzes are

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all great ways to keep students interested and involved in class. A digital curriculum
system is another great resource that can be used to successfully implement blended
learning in a CTE classroom. Learning materials that could be incorporated into a
curriculum system include digital courses, hands-on activities, guided notes, teacher
presentations, and group projects. Using these tools, students can get a firm foothold in
the use of technology to connect with one another. A study by Porter (2016)

Educators can focus on their kids again with the help of today's technology. The
dissemination of knowledge has the potential to foster the development of a global
society that is more progressive, cooperative, and aspirational. Blended learning
methodologies are being incorporated into classrooms around the world, for a variety of
subjects. Blended learning provides students with both traditional classroom instruction
and online resources to supplement their education. There has to be more research and
pedagogical work done to figure out how to overcome the obstacles of blended learning.
Next, we compare and contrast the perspectives of computer users and non-users.
Exams and quizzes are better organised when taught digitally, perhaps through mobile
devices. Our ultimate goal is to offer trustworthy, computer-graded electronic exams.

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 References
Sayed, M., & Baker, F. (2014). Blended learning barriers: An investigation, exposition
and solutions. Journal of Education and Practice, 5(6), 81-85.

Porter, W. W., Graham, C. R., Bodily, R. G., & Sandberg, D. S. (2016). A qualitative
analysis of institutional drivers and barriers to blended learning adoption in higher
education. The internet and Higher education, 28, 17-27.

Francis, R., & Shannon, S. J. (2013). Engaging with blended learning to improve
students’ learning outcomes. European Journal of Engineering Education, 38(4), 359-
369.

Taylor, J. A., & Newton, D. (2013). Beyond blended learning: A case study of
institutional change at an Australian regional university. The Internet and Higher
Education, 18, 54-60.

Sabah, N. M. (2020). Motivation factors and barriers to the continuous use of blended
learning approach using Moodle: students' perceptions and individual
differences. Behaviour & Information Technology, 39(8), 875-898.

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