An Appraisal of Blended Model as New Teaching-Learning Paradigm

Abstract

This paper investigates a unique mode of blended learning as a combination of flipped
method, priorly available study material, online lectures and assessments and physical
campus interaction between the instructor/moderator and the students. A mixedmethod qualitative approach has been employed for data collection. The data have
been collected from the university’s administration, a few involved teachers and
selected students. A few interactive sessions of the hybrid courses have also been
observed. The relevant administrative authorities are aware of their vision and
required efforts and procedures for making the blended model successful. The
teachers’ and students’ aptitudes and classroom environment are found more formal
while the lectures are recorded for later use in blended learning. The students, who are
taking up courses through this blended model, view the blended model as a unique one,
though initially, it takes them some time to get familiar with this innovative model of
learning. The study concludes that the blended model can be effectively utilized for: the
selected courses of humanities and social sciences; as an alternative and supplement in
distance learning programmes, and; for the further education of professionals who
want to continue their studies along with their employment responsibilities.