INTEGRATING HYBRID LEARNING APPROACHES FOR ENHANCED PEDAGOGY IN HIGHER EDUCATION SETTINGS

Abstract

Blended learning has emerged globally as an imperative response to the diverse requirementsof higher education institutions. This novel strategy integrates conventional classroom techniques with online components, leveraging the advantages of both in-person instruction and electronic learning. The objective of this study is to assess the degreeto which blended learning is incorporated into the instructional methods of Higher Education Institutions (HEIs) in Pakistan. Utilizing a multi-methodology process with an explanatory sequential model, the research specifically targets educators from public universities through an exhaustive sampling procedure. Utilizing questionnaires and interviews as primary data collection tools, the research underscores a positive inclination among teachers toward the incorporation of technology in pedagogy. Notably, the majority of educators demonstrate proficiency in various software applications and possess adept internet skills. However, the study highlights that despite this positive outlook, universities are still in the early stages of awareness regarding blended learning implementation. The conclusion underscores the need for concerted efforts to facilitate a more effective adoption of blended learning, emphasizing the imperative role of universities in providing additional computing infrastructure for seamless course execution. The research advocates for the explicit inclusion of blended learning in universities' strategic plans to ensure comprehensive and well-defined integration.

Keywords

• Blended Learning
• Educational Infrastructure
• Higher Education
• Pedagogical Innovation
• Technology Integration

YÜKSEKÖĞRETİM ORTAMLARINDA PEDAGOJİYİ GELİŞTİRMEK İÇİN HİBRİD ÖĞRENME YAKLAŞIMLARININ ENTEGRE EDİLMESİ

Abstract

Hibrit öğrenme, dünya genelinde yükseköğretim kurumlarının çeşitli gereksinimlerine yönelik bir zorunlu yanıt olarak ortaya çıkmıştır. Bu yeni strateji, geleneksel sınıf tekniklerini çevrimiçi bileşenlerle birleştirerek, yüz yüze öğretim ve elektronik öğrenmenin avantajlarını bir araya getirmektedir. Bu çalışmanın amacı, Hibrit Öğrenme yöntemlerinin Pakistan'daki Yükseköğretim Kurumları'ndaki öğretim yöntemlerine ne kadar entegre edildiğini değerlendirmektir. Bir açıklayıcı ardışık model ile çok yöntemli bir süreç kullanılarak, araştırma özellikle kamu üniversitelerinden eğitimcileri kapsayan kapsamlı bir örnekleme prosedürü ile yürütülmüştür. Anketler ve mülakatlar gibi temel veri toplama araçları kullanılarak, araştırma öğretmenler arasında teknolojinin pedagojiye entegrasyonuna karşı olumlu bir eğilim ortaya koymaktadır. Özellikle, eğitimcilerin çoğunluğunun çeşitli yazılım uygulamalarında yetenekli olduğunu ve internet becerilerine sahip olduğunu göstermektedir. Bununla birlikte, araştırma, bu olumlu bakış açısına rağmen üniversitelerin hibrit öğrenme uygulaması konusunda hala erken aşamalarda olduğunu vurgulamaktadır. Sonuç, hibrit öğrenmenin daha etkili bir şekilde benimsenmesini kolaylaştırmak için ortak çabaların gerekliliğini vurgular ve üniversitelerin sorunsuz ders uygulaması için ek bilişim altyapısı sağlama konusundaki zorunlu rolünü vurgular. Araştırma, entegrasyonun kapsamlı ve iyi tanımlanmış olması için hibrit öğrenmenin üniversitelerin stratejik planlarına açıkça dahil edilmesini savunmaktadır.

Keywords

• Eğitim Altyapısı
• Hibrit Öğrenme
• Pedagojik İnovasyon
• Teknoloji Entegrasyonu. Yükseköğretim

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