B.Ed. COLLEGE TEACHERS’ PERCEPTIONS OF BLENDED LEARNING IN ENGLISH INSTRUCTIONS
DOI:
https://doi.org/10.29121/shodhkosh.v5.i1.2024.5637Keywords:
B.Ed., Blended Learning, English Educators, PerceptionsAbstract [English]
Blended learning, which combines online and traditional face-to-face instructional strategies, has progressively more become an indispensable part of teacher education. This paper examines B.Ed. college English teachers' perceptions regarding the effectiveness, challenges, and support systems related to blended learning. Drawing from a complete review of secondary literature, the paper outlines how educators view this instructional approach and identifies key areas that influence their engagement with blended learning methodologies.
References
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Graham, C. R. (2006). "Blended Learning Systems: Definition, Current Trends, and Future Directions." In The Handbook of Blended Learning, edited by C. J. Bonk & C. R. Graham, Pfeiffer.
Hoang, N. T. (2015). EFL Teachers' Perceptions of Blended Learning. Queensland University of Technology.
Khairunnisa, S. (2022). "Blended Learning Implementation in English Language Teaching: Teachers' Perspectives." RETAIN, vol. 10, no. 2, pp. 24-30.
Minhas, W., White, T., Daleure, G., Solovieva, N., & Hanfy, H. (2021). "Establishing an Effective Blended Learning Model: A Case Study in Higher Education." SAGE Open, 11(4). DOI: https://doi.org/10.1177/21582440211061538
Sorbie, J. I. (2015). Exploring Teacher Perceptions of Blended Learning in Postsecondary English Instruction. Walden University.
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Copyright (c) 2024 P. Abdul Razak, Dr. A. Chandra Bose
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