Alagappa University, Karaikudi, Tamilnadu, India
Blended learning is one of the e-learning models merging an online course and face to face classroom by optimizing the use of Information Communication Technologies as instructional media in order to augment the teaching and learning practices for the learners and instructors. The blended learning environment also offers the opportunity to use time in a more efficient and flexible way by extending instruction time out of the class walls. Blended learning is using multiple instructional methods in and out of the classroom in order to enhance the learning outcomes and to decrease the hurdles of learning. Although there are prospective benefits, transitioning from traditional faceto-face course to blended learning courses can be challenging for students, faculty, policy makers and Government. Indian education context, developing and implementing blended education process is more challengeable task regarding needs the huge volume of funding and India has large and more remote and regional areas. Therefore, the quality of the Internet normally becomes a general challengeable issue in embedding online-based education in developing countries like India. Further, major drawbacks in integrating e-learning into face-to-face education included high initial costs and time-consuming for developing content materials, the substantial cost for system or gadgets maintenance as well as students’ feeling of depression and isolation in virtual the environment. In addition, the low completion rates of e-learning courses and the importance of instructor-student and student-student interactions in classrooms have subsequently suggested that e-learning alone was unlikely to be the most effective strategy for teaching and learning. Lecturers usually encounter difficulties in delivering the course in blended learning, and those who are not well-trained will meet difficulties in the teaching-learning process. If multiple technologies are used inside and outside the classroom, a student who is not technically competent may feel frustrated and lost, particularly at the beginning of learning. The technical skill level of students may be a key challenge to implementing blended learning. Perceptions related to attitudes towards innovation and change, the time required for implementation, workload, Level of institutional support, available technology infrastructure, instructional delivery methods and quality assurance should be considered as the major challenges in implementing blended learning in developing countries. In order to address these issue extensive tutorials, support services, and a helpdesk are sought for both learners and instructors.
Blended Learning, Face to Face and Traditional Learning, Implementing, Perspectives, Challenges, New Traditional Approach