Version 1
: Received: 11 July 2023 / Approved: 12 July 2023 / Online: 12 July 2023 (05:46:10 CEST)
How to cite:
Eslit, E.R. Striking the Balance: An In-depth Examination of the Blended Learning Challenges for Students, Teachers, and Parents. Preprints2023, 2023070779. https://doi.org/10.20944/preprints202307.0779.v1
Eslit, E.R. Striking the Balance: An In-depth Examination of the Blended Learning Challenges for Students, Teachers, and Parents. Preprints 2023, 2023070779. https://doi.org/10.20944/preprints202307.0779.v1
Eslit, E.R. Striking the Balance: An In-depth Examination of the Blended Learning Challenges for Students, Teachers, and Parents. Preprints2023, 2023070779. https://doi.org/10.20944/preprints202307.0779.v1
APA Style
Eslit, E.R. (2023). Striking the Balance: An In-depth Examination of the Blended Learning Challenges for Students, Teachers, and Parents. Preprints. https://doi.org/10.20944/preprints202307.0779.v1
Chicago/Turabian Style
Eslit, E.R. 2023 "Striking the Balance: An In-depth Examination of the Blended Learning Challenges for Students, Teachers, and Parents" Preprints. https://doi.org/10.20944/preprints202307.0779.v1
Abstract
Blended learning, the integration of online and face-to-face instruction, has garnered attention in education. This paper aims to explore challenges in blended learning faced by students, teachers, and parents and propose mitigating strategies. The study employed qualitative research methods and involved 30 participants from St. Michael's College. Findings revealed primary challenges, including technical difficulties, time management, lack of interaction, and varying digital literacy levels. These challenges influenced engagement, communication, and student achievement. The study utilized a theoretical framework encompassing Technological Pedagogical Content Knowledge, Social Presence Theory, and Activity Theory. Strategies recommended comprise providing technical support, promoting communication and collaboration, offering professional development, and leveraging learning analytics. The study contributes to the existing literature by identifying specific challenges and proposing practical recommendations for enhancing blended learning effectiveness. Limitations include a small sample size and context-specific findings. Future research should investigate these challenges in broader settings and examine the long-term effects of the recommended strategies. Addressing blended learning challenges can empower educators, administrators, and policymakers to create supportive and effective learning environments for all stakeholders involved.
Keywords
blended learning challenges; in-depth examination; striking the balance
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
