The blended learning approach enables the students to be exposed to a variety of learning

experiences. A blended learning environment involves, for example, face-to-face and online
lectures, simulations, work-shops, self-directed learning and online discussions and learning.
New interactive technological equipment, such as desktop videoconferencing systems, combined
with the blended learning environment might promote students' social presence and interaction in
learning (Kliger and Pfeiffer, 2011). As advantages of blended learning have been mentioned
flexibility (Graham, 2006; Ocak, 2010), freedom of time restrictions (Ocak, 2010), pedagogic
richness and cost-effectiveness (Graham, 2006). One of the many challenges in all education is
how to increase students' autonomy as learners; how to maximize their self-direction, content
choice and becoming central to their own learning process (Reynard, 2007; Rigby et al., 2012).
There is evidence that blended learning may increase learner autonomy (Reynard, 2007) and
encourage life-long learning (Ireland et al., 2009; Rigby et al., 2012).

Rigorous discovery of such competences can finally lead to a confirmation of high possibilities
of establishing blended learning. Research agrees that the success of e-learning and blended
learning can largely depend on students as well as teachers gaining confidence and capability to
participate in blended learning (Hadad, 2007). Shraim and Khlaif (2010) note in their research
that 75% of students and 72% of teachers were lacking in skills to utilize ICT based learning
components due to insufficient skills and experience in computer and internet applications and
this may lead to failure in e-learning and blended learning. It is therefore pertinent that since the
use of blended learning applies high usage of computers, computer competence is necessary
(Abubakar & Adetimirin, 2015) to avoid failure in applying technology in education for learning
effectiveness. Rovai, (2003) noted that learners’ computer literacy and time management are
crucial in distance learning contexts and concluded that such factors are meaningful in online
classes. This is supported by Selim (2007) that learners need to posses time management skills
and computer skills necessary for effectiveness in e- learning and blended learning. Self-
regulatory skills of time management lead to better performance and learners’ ability to structure
the physical learning environment leads to efficiency in e-learning and blended learning
environments. Learners need to seek helpful assistance from peers and teachers through chats,
email and face-to-face meetings for effectiveness (Lynch & Dembo, 2004). Factors such as
learners’ hours of employment and family responsibilities are known to impede learners’ process
of learning, blended learning inclusive (Cohen, Stage, Hammack, & Marcus, 2012). It was also
noted that a common factor in failure and learner drop-out is the time conflict which is
compounded by issues of family, employment status as well as management support (Packham,
Jones, Miller, & Thomas, 2004). A study by Thompson (2004) shows that work, family,
insufficient time and study load made learners withdraw from online courses.

There are numerous methods to define BL. At its most basic, according to Jeffrey, Milne, Suddaby, and
Higgins (2012)

From the era of teaching using chalk and blackboard, transparency and projector to LCD and
presentations, the education system has gone through another phase of evolution. Latest trend in
education is usage of Blended Learning as a method of teaching. Now, Blended Learning is a widely used
term in education. According to Krause(2007), “Blended Learning is realized in teaching and learning
environments where there is an effective integration of different modes of delivery, models of teaching
and styles of learning as a result of adopting a strategic and systematic approach to the use of
technology combined with the best features of face to face interaction”(pg.2). Another simpler version
of Blended Learning definition was given…show more content…

229). The traditional way of teaching which is practiced around the world is face-to-face method, a
method where the educators serves a source of knowledge plays a vital role in the classroom while the
students becomes passive learner. Active students achieve about 4% (min and median) more in their
evaluation session compared to passive students, according to Norbert Michel, John James Cater III,
Otmar Varela.(2009) and there are many more research that agrees that teaching process should be
student centered with the students becoming active learners in the classroom environment. In order to
change from instructor centered to student centered, such approach like Blended Learning can be used
as it combines the traditional face-to-face and online activities. One might think the importance of face-
to-face in Blended Learning as it is traditional way and the curiosity is answered by (Wall, Ahmed and
Smit, 2006) by saying “It is the face-to-face element of blended learning that maintains the students’
high level of commitment “. Hence, face-to-face element is as important as the online activities in
Blended Learning as that is the time actually the instructor could emphasize or strengthen…show more
content…
One significant impact of faster and better technologies, we have started to use web based learning
environment. As web based is it as its optimum peak level, and people especially students knows more
about where and how to use it, now it seems more relevant to blend online resource with traditional
face-to-face blended learning idea.

The objective of using blended learning approach is to create high impact learning outcome to students.
It allows room for variety of different teaching modes and can address different learning styles and
needs. Educators usually find it is difficult for them to make all the students happy when teaching a
particular topic, but most likely by diversifying the teaching method, it is a good way to approach many

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