Review of Related Literature 21

Review of Related Literature 21
CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 Introduction
Review of related literature implies locating, studying and evaluating reports
of relevant researches, study of published articles, research abstracts, pertinent pages of
comprehensive books on the subject and going through related manuscripts. For a proper
research activity, the availability and utilization of adequate resources of related
information are essential. Knowledge of related research enables the investigator to
define the frontiers of his field and helps to sharpen nebulous ideas. The advantage of the
related literature is to provide insight into the statistical methods through which validity
of the results is to be established. Hence a review of related literature is very helpful to
find what is already known, what others have attempted to find out, what methods of
attack have been promising and what problems remain to be solved.
2.2 Studies Related to Blended Learning: India and Abroad
Blended learning is a mixture of the various learning strategies and delivery
methods that will optimize the learning experience of the user (Kurtus, 2004). A
comprehensive yet specific working definition used by Bliuc and colleagues (2007) in
their recent review of the literature indicates that “Blended learning describes learning
activities that involve a systematic combination of co‐present (face‐to‐face) interactions
and technologically mediated interactions between students, teachers and learning
resources.”
The goal of developing a blended learning strategy is to synthesize the best
possible blend of instructional strategies, methods, and media. Yet, there are no readily
available formulas in the literature for effectively blending e-learning and classroom
instruction. As Franks (2002) suggests, the creation of an optimally blended course is a
matter of trial and error and constant evolution. Despite that, there are recent literature
that provides instructional design guidelines and models pertaining to blended learning.
In India, Blended Learning solutions and its integration with social learning has
received compelling endorsements from Learning and Development (L&D) managers
worldwide. Its role in strategy to strengthen training and up-skilling employees is gaining
importance across establishments across the globe, including India. Whatever the mix,
the goal is to empower the individual to achieve understanding of a given topic, become
self-sufficient, improve his or her job performance and ultimately drive results that
support business objectives. Currently, many companies are successfully integrating
classroom training with e-learning, mentoring support, simulations, online reference
material and virtual tools in order to support informal, on-the-job training.
Within India itself, there is a noticeable shift across organizations in India
towards the adoption of e-learning. Skillsoft Learning and Development Trends in India
report found that 46 percent of the organizations surveyed in India are rapidly integrating
learning programs customized to individual development needs and also delivering it
across platforms that include mobile devices and tablets. This customization and
flexibility will no doubt have a significant positive impact on employee acceptance of e-
learning to meet their career and development goals. Zaya Learning Labs in India has
partnered with Teach for India (TFI) and other women’s empowerment programs like
SNEHA and to selectively screen candidates who have the knowledge, passion and
energy to pilot these early programs who are mission aligned to improve the education
standards by using technology as an accelerator.
The study by Phalachandra (2010) documented the programme objectives,
structure, content, effectiveness and outcome of a one-year Distance Education
programme called International Diploma Course in Guidance and Counselling (IDGC)
developed by NCERT in collaboration with COL, Vancouver, Canada. The case study
indicated that this facilitates acquiring of knowledge, skills attitudes required for a
counselor in providing career and educational guidance and handling counseling cases.
The teacher-counselor model is definitely cost effective (as subsidized by NCERT) in
taking care of the needs of the schools in providing guidance services to their students. In
comparison to other similar distance education programmes, the success rate in this
programme has been very satisfactory.
An exploratory study was done on online learning versus blended learning by
Cross et. al. (2014). In the online learning condition, students viewed the video on a
personal computer, and also viewed a follow-up tutorial (a quiz review) on the computer.
In the blended learning condition, students viewed the video as a group in a classroom,
and received the follow-up tutorial from a live lecturer. While significant learning gains
after each session conducted was noted, no significant differences between the online and
blended learning groups were observed.
The National Survey of Student Engagement’s (2007) report advocates for high
impact activities where learners “interact with faculty and peers about substantive
matters” (Moore, 2007). High impact activities increase learner engagement and results
in greater success in learning. EDUCAUSE Center for Applied Research (2007) reports
many younger students prefer an appropriate balance of technology and face-to-face
contact with faculty. Even though technology enables greater learner control and
autonomy, learners generally value social contact and faculty guidance, especially when
entering a new field or course of study (de Laat, 2006). In fact, some might argue that
student interaction with faculty and with other students in the context of learning is an
expression of a basic human need.
According to the ECAR National Study of Undergraduate Students and
Information Technology (2011), “more students (36 percent) prefer a blended learning
environment of seminars and other smaller classes with some online components to any
other configuration of face-to-face and online options”.
A pilot study was conducted by Shinde and Deshmukh (2012) on online
teaching methods in secondary schools, which reported that it improves practices in both
virtual and face-to-face settings. The research also points out the teacher’s experiences in
delivering instruction online where they can also teach face-to-face courses.
The study by Wani et al (2013) was aimed to understand the effectiveness of
blended learning in comparison with the traditional class room teaching. It also focused
on understanding the student’s views and perceptions regarding the two knowledge
delivering systems. The study showed that the integration of blended learning has a better
impact on student’s performance. In addition, it also showed a better acceptability of
blended learning among the students concluding the need of incorporating blended
learning in medical curriculum in India on a wider basis.

The study can be concluded by Akhila (2013) found that focused treatment with
a Blended Learning Package has enhanced the achievement of students of experimental
group in Mathematics than the constructivist approach of instruction. Superior
performance of experimental group over control group reveals that the Blended Learning
Package is more effective than constructivism method. So the quality of teaching
Mathematics and the students achievement could be improved by utilizing the blended
learning package and needless to say that this could be definitely of useful and increasing
the retention of knowledge and to develop interest in Mathematics.
A study on the effectiveness on blended learning in achievement in
physics of standard 8th students by Mohammed (2013) indicates that blended learning is
effective for learning physics of secondary school students. The components blended
were self paced, face to face and electronic ones.
A recent meta-analysis conducted in the US compared effectiveness, in terms of
learning, between online and face-to-face teaching (US Department of Education, 2009).
Its conclusions, based mainly on higher education studies, found that in general, students
in online courses outperformed students in comparative face-to-face classes.
Interestingly, the greatest gains were found for students taught in blended learning
environments. The authors were at pains to point out that the differences were not a result
of the technologies per se but of the affordances that the technologies provided.
Research by Schellens (2004) on studying in a blended learning environment:
researching congruency between learning environment and student characteristics and the
impact of computer supported collaborative learning (CSCL) on knowledge construction

revealed that Task-based learning (TBL), online learning tools, and CSCL holds the
potential to promote social-constructivist learning.
The study conducted by Adas & Abu Schmais (2011) included (92) students
enrolled in a general English course (10103) offered at the language Center at the
university. A questionnaire was designed to measure the students' attitudes towards BL
(Blended Learning) in terms of: the process, ease of use, and content. Interviews were
also conducted to validate the study and elicit more feedback. The study concludes that in
general the students’ attitudes towards BL were positive in terms of the three domains.
Moreover, it reflects the students' internet and IT skills and interests due to internet
availability and accessibility.
Karamizadeh et. al. (2012) studied the efficacy of medical education by blended
learning approach. The results revealed that there was a significant correlation between
pretest and posttest scores and the posttest scores were significantly more than the pretest
ones. Sub-specialized residents had the most and the students had the least attitude
towards blended learning approach. There was a significant correlation between the
research samples' accessibility to computer and their attitude and satisfaction to blended
learning approach.
Akkoyunlu & Soylu (2006) conducted a study on students’ views on Blended
Learning Environment. The results showed that the students enjoyed taking part in the
blended learning environment. Students’ achievement levels and their frequency of
participation to forum affected their views about blended learning environment. Face-to-
face interaction in blended learning application had the highest score. This result
demonstrated the importance of interaction and communication for the success of on-line
learning.
The Survey data obtained by Eiter & Woll (2011) indicate that blended learning
has entered the mainstream of executive education. Their data confirm that schools are
offering blended learning programs, and new technologies are supporting this effort.
Much of the increased activity in blended learning is driven by client demand. Companies
today desire a greater application of concepts to the world of work. In addition, chief
learning officers perceive learning as an ongoing activity, not an event. Blended learning
allows the learning experience to be extended over a longer period of time and to be
integrated into the participants’ work experience. Finally, clients want efficiencies in both
time and scale.
Gutteridge (2009) studied the impact of socio-cultural factors on blended
learning in the development of academic literacy in a tertiary vocational context An
optimum blend would enhance the output in terms of improved user access through
scaffolded computer skills and improved attitude to the use of ICT. The enhanced overall
effect itself brings increased access through further skills development as required (or
perceived to be required) by the user.
There is evidence that blended learning has the potential to be more effective and
efficient when compared to a traditional classroom model (Twigg,2003) with the
following factors: (a) unclear expectations from instructors, (b) tight timeline, (c)
workload, (d) poor software interface, (e) slow access, and (f) no synchronous
communication (Gaddis, Napierkowsk, Guzman, & Muth, 2000).

The study by Yushau (2006) examines the influence of blended e-learning on
students' attitude towards mathematics and computers. The result indicates that the
subjects have positive attitude towards mathematics and computer. However, analysis of
variance shows no statistically significant change in students’ attitudes towards
mathematics and computer except for computer confidence and anxiety subscale.
Hoic-Bozic (2009) describes how learning theories of behaviorism, constructivism
and cognitivism can be applied to online course design and the various approaches to
implementing the learning activities. Pedagogical foundations are investigated and
methods for integrated online learning into courses are discussed including courses that
are offered wholly online and that blended approach can be used where there is a desire
to undertake online learning in a more traditional classroom. This article makes a valid
point that more than one learning theory can be integrated in order to make online
learning successful. An emphasis on activity on the student’s part is one of the tenants of
the theories discussed.
Through their individual research as professors, Hannafin and Land (2000)
collaborate to use constructivist theories to build a better connection between teaching,
learning, and technology. They make comparisons between existing learning
environments and provide a framework for utilizing those most consistent with
constructivism and provide information about concerns with inquiry-based learning and
explore the similarities and differences of student-centered learning environments with
the renewed interest in constructivist learning environments.

2.3 Studies Related to Blended Learning and Achievement
The research by Ocak & Aksayur (2013) determined whether the use of
systematically designed motivation tactics based on Keller's ARCS model (attention,
relevance, confidence, satisfaction) produced statistically significant increases in the
motivation levels of treatment groups and to determine whether these tactics produced a
statistically significant improvement in academic performance. The participants were 90
first-year college students who were trained to use the Microsoft Access database
program for 3 weeks. The data analysis was conducted using a quantitative study
approach and involved a motivational survey and an academic achievement test. The
findings suggest the feasibility of improving overall learner motivation and academic
achievement through external conditions such as motivational tactics. This study
demonstrates the effectiveness of the ARCS model for enhancing learner motivation and
academic achievement in a blended learning environment.
A study on the Effect of Blended Learning Model for Elementary School
Environmental Education by Chen & Huang (2009) aims at investigating how blended
learning has influenced six graders in an elementary school in Taiwan with different
ability levels in their achievements of environmental education. The outcomes of the
experiment are: 1) no conspicuous interaction between teaching approaches and learning
capability is found in the post-test on environment education; 2) subjects who accept
blending learning demonstrate better achievements than the other group; 3)students with
higher learning capability have higher achievements than the lower ones; 4) with
different teaching approaches, students with lower learning capabilities shows a
remarkable difference in the post-test on environment education.
A study of students’ attitudes and learning outcome when using blended learning
with integration of multimedia instructions done by Rosenbaum (2012) showed that the
blended learning format with integration of multimedia instructions holds an experienced
potential for improved quality of teaching and learning in terms of enhanced satisfaction
among learners.
A study by Al-Saai, Al-Kaabi, Al-Muftah (2011) on the effect of a Blended e-
Learning Environment on Students' Achievement and Attitudes toward Using E-Learning
in Teaching and Learning at the University Level showed insignificant difference
between the instructional treatments in gain scores of the achievement test. However, the
results in the attitudes scale showed a significant difference in gain scores in favor of
blended e-learning approach.
Yapici and Akbayin (2012) on the effect of blended learning model on high school
students’ Biology achievement and on their attitudes towards the internet showed that the
blended learning model contributed more to the students’ biology achievement than
traditional teaching methods did and that the students’ attitudes towards the Internet
developed statistically significantly.
Alseweed (2013) studied students’ achievement and attitudes toward using
traditional learning, Blended Learning, and virtual classes learning in teaching and
learning at the university level. Results indicate that there are significant differences
among the instructional approaches in the achievement test scores in favor of blended
learning. In addition, the results show significant differences in students’ attitudes in
favor of blended learning.
The study done by Sucaromana (2013) showed that students had significantly
higher levels of intrinsic motivation for learning English, a better attitude towards
English as a subject, and better satisfaction with the learning climate after they were
taught by blended learning. Finally, the students who were taught using blended learning
had significantly higher levels of intrinsic motivation for learning English and a better
attitude towards English as a subject, as well as greater satisfaction with the learning
climate than the students who were taught using face-to-face learning.
The study by Pereira et al (2007) aimed to implement innovative teaching
methods--blended learning strategies--that include the use of new information
technologies in the teaching of human anatomy and to analyze both the impact of these
strategies on academic performance, and the degree of user satisfaction. Blended learning
was found more effective than traditional teaching for teaching human anatomy.
The study by Al-Ani (2013) attempts to identify factors behind the usage of a
blended learning approach, that could have an effect on students' achievement,
motivation, collaboration and communication as perceived by students. The results reveal
that using Moodle in blended learning has an average level of effectiveness related to
students' motivation with a mean of 3.216 and mean of 3.164 for students' achievements,
and mean of 3.199 is related to students' collaborations and communication. The results
showed there is no statistical significant difference among student perceptions related to
gender and college type.

2.4 Studies Related to Blended Learning and Attitudes
Ahmed, Shanie and Janier (2008) studied the influence of blended learning approach
on students’ perceptions towards teaching and learning Mathematics: Application of
Integration. A courseware has been developed on the topic of application of integration
designed to supplement lectures given in class and to assist students studying the topic at
their own pace and time. A total of thirty engineering students were involved in the study.
A set of questionnaire was given to evaluate the students’ attitudes and learning
perceptions. The result shows that students demonstrate positive perceptions using the
blended learning approach.
A study by McCarthy (2010) on Blended learning environments: using social
networking sites to enhance the first year experience explored blending virtual and
physical learning environments to enhance the experience of first year design elective
course Imaging Our World, in the School of Architecture, Landscape Architecture and
Urban Design at the University of Adelaide by immersing students into university culture
through social and academic interaction between peers. The post-semester survey
revealed the students' attitudes towards both virtual and physical classrooms and their
perceptions regarding the successful blending of the two environments.
The study by Dikmenli and Ünaldi (2013) on the effect of the blended learning
environment and the application of virtual class upon the achievement and the attitude
against the geography course showed that the blended teaching media and virtual
classroom practices had a statistically significant contribution on the achievement of the
students in geography and their attitudes towards the geography course compared to the
face to face expository method. However since the attitudes of the students towards the
geography course in both control and experimental groups at the beginning and the end of
the experiment were high the methods used did not made a significant contribution to it.
Korkmaz and Karakus (2009) studied the impact of Blended Learning model on
student attitudes towards Geography course and their critical thinking dispositions and
levels revealed that Blended learning model contributed more to student attitudes toward
geography course when compared to the traditional learning model; blended learning
model contributed more to student critical dispositions and levels when compared to the
traditional learning model; and there was a positive correlation between student attitudes
toward geography course and their critical thinking dispositions and levels.
A study on teachers’ attitudes towards the use of Blended Learning in general
English classroom by Bijeikiene, Rasinskiene and Zutkiene (2011) analyzed the language
teachers’ experience in computer assisted language teaching as well as their practices and
attitudes towards the blended learning courses created at the Centre of Foreign Languages
at Vytautas Magnus University (VMU).
Zhu, Au & Yates (2013) studied the University students' attitudes toward
online learning in a blended learning environment, The results from phase one of a study
which aimed to investigate students’ attitudes toward online learning in a blended
environment, and other factors including students’ expectation, prior experiences and
attitudes. In addition, students’ attitudes toward online and traditional components in
blended learning environment were also examined. It was found that the participants held
a favorable attitude toward both traditional and online components in the course and were
positive toward online learning. However, the participants still preferred traditional
learning environment. Their general attitudes toward online learning were positively
correlated with their attitudes toward ICT, the subject area and online learning
components, but negatively linked with the attitudes toward traditional learning
components
The study by Samsa, Keser, Akyuz, & Numanoglu (2010) defined the effects of
experiences that have been acquired at the Teacher Experience Course and skills acquired
at the Blended Learning Environment on attitudes of preservice technologies teachers
toward teaching profession.
Dikmenli & Unaldi (2013) studied the elucidation of the effect of the virtual
classroom application and blended learning medium upon the academic achievement of
the students and their attitudes against the geography course compared to the face to face
expository (traditional) method. The results showed that blended teaching media and
virtual classroom practices had a statistically significant contribution on the achievement
of students in geography and their attitudes towards geography course compared to the
face to face expository method. However since the attitudes of the students towards the
geography course in both control and experimental groups at the beginning and the end of
the experiment were high the methods used did not made a significant contribution to it.
2.5 Studies Related to Environmental Attitudes
The study by Phooley et al (2000) investigated the cognitive and affective bases of
environmental attitudes to indicate that it is what people feel and believe about the
environment that determines their attitudes toward it. The findings suggest that for
environmental educators interested in changing environmental attitudes, emotions and
beliefs, rather than knowledge, need to be targeted as sources of information on which to
base their environmental programs.

Waliczek & Zajicek (1996) evaluated whether the students participating in the
garden program “The Green Classroom” were receiving various emotional, physical, and
psychological benefits and whether they were developing positive environmental
attitudes as a result of participation in the garden program. Comparisons were made
between children based on age, ethnic background, gender, and length of garden season.
Results examine the relationship between the garden program and self-esteem,
interpersonal relationships, attitude toward school, and environmental attitudes of
children.
Khawaja (2003) examined whether there is an increased positive effect on
children's attitude when they are taught about the environment in an outdoor/hands-on
setting versus an indoor traditional classroom setting. Results showed a positive
correlation in children's attitude when taught in an outdoor setting.
In a study of 6th-grade students by Eagles and Demare (2011), it was found that
ecologistic and moralistic attitudes toward the environment correlated with talking about
the environment at home, watching nature Alms, and reading about the environment.
There were no gender differences in ecologistic attitude, but girls showed higher
moralistic attitude scores. A week-long Sunship Earth program at a residential camp did
not produce any measurable differences in ecologistic or moralistic attitudes. Results
suggest that the students entered the camp program with moderate levels of these
attitudes, derived from several influences, including family, media, and previous school-
based environmental education programs.
The study on environmental attitude of Indian and Iranian higher primary school
teachers in various components by Larijani & Yeshodhara (2008) revealed that Iranian
teachers had most favorable attitude in all the components except in Wildlife. Only in
Wildlife Indian teachers had most favorable attitude as compared to their Iranian
counterparts. Male and female teachers differed significantly in most of the factors except
population explosion, and total attitude scores. Implications of environmental education
were also stressed.
2.6 Studies Related to Social Attitudes
Falaye, Folajogun V. (2008) developed an instrument for measuring junior
secondary school students` attitudes toward Social Studies. Based on an earlier study and
literature search, items initially generated were content validated, and yielded a 62-item
instrument. The instrument was later on administered to 1,630 students in the final year
of the Junior Secondary School. Students responded to each item on a 4-point Likert type
scale ranging from strongly agree - 4, agree-3, disagree-2 to strongly disagree - 1. The
entire scale yielded a reliability of 0.93, while its sub-scales` reliability indices range
between 0.73 and 0.89.
The Australian Survey of Social Attitudes (AuSSA) (2011) studied social
attitudes and behaviour of Australian citizens for the Australian and international
research community. The 2011 Survey includes attitudes and behaviours that are
organised into seven categories: Issues facing Australia today; Environment; Health;
Government Policy and services; Kindness; Australians in History; and The Law and
Authority. It also includes demographic and behavioural categories (Personal
Background) that survey: sex, year born, income, education, employment, union
membership, country of birth, household composition and religion

Howarth (2006) has explored the dialectic between re-presentation and identity in
the context of radicalization in relation to resistance and the cultural exclusion of black
British children at school; the radicalized dynamics of the (re)production of local youth
identities; the social psychology of community and the consequences of difference in the
research relationship. She argued the concept of ‘attitudes’, in both the reified realm of
academic psychological theorizing and in the consensual realm of common-sense
making, limits the potential for critique and hence social change at the interface between
academic and everyday discourses.
Niedenthal et. al. (2005) reports that the theories of embodied cognition can
provide social psychologists with powerful new ways of theorizing about social
representations and the mechanisms that process them. These theories also offer new
ways of conceptualizing major social psychological constructs, such as attitudes, attitude
change, impression formation, stereotyping, emotion, and empathy.
Payton et. al.(2008) reviewed the impact of social and emotional learning
(SEL) programs on elementary and middle-school students that seek to promote various
social and emotional skills. SEL programs yielded multiple benefits in each review and
were effective in both school and after-school settings and for students with and without
behavioral and emotional problems. They were also effective across the K-8 grade range
and for racially and ethnically diverse students from urban, rural, and suburban settings.
SEL programs improved students’ social-emotional skills, attitudes about self and others,
connection to school, positive social behavior, and academic performance; they also
reduced students’ conduct problems and emotional distress.

The research project “Beyond Nimbyism: a multidisciplinary investigation of public
engagement with renewable energy technologies” by Devine-Wright(2007) under the
‘Towards a Sustainable Energy Economy’ Programme suggested that instead of seeing
public attitudes as an obstacle or barrier towards technological progress, would argue that
we need to better understand the dynamics of public engagement in renewable energy
technological development. This can be facilitated by inter-disciplinary research using
innovative qualitative and quantitative social research methods with a greater emphasis
upon the symbolic, affective and socially-constructed nature of beliefs about renewable
energy technologies.
The findings by El-Nokali (2010) suggest that parents continue to wield
considerable influence on children's development as children progress through school;
within-child improvements in parent involvement predict declines in problem behaviors
and improvements in social skills but do not predict changes in achievement. Between-
child analyses demonstrated that children with highly involved parents had enhanced
social functioning and fewer behavior problems. Similar patterns of findings emerged for
teacher- and parent-reports of parent involvement. Implications for policy and practice
are discussed.
2.7 Discussion
The review of related literature helped the investigator to get a clear idea of
the research problem and its crucial aspects, regarding what was already been done in the
selected area as well as about what should be done in the context of the problem. The
review has helped to realize the imminent need for developing a bended learning strategy
and find out its effect on increasing achievement and attitudes of secondary school
students. Students may be able to benefit from more targeted instruction, gaining higher
levels of achievement and progress in the teaching/learning process. Educational
institutions will need to adapt to this changing frontier, or find themselves overtaken by
others that are more ready and willing to evolve.
Review of related studies revealed that Blended learning is more effective than
traditional method with regard to academic achievement in various subjects and fostering
attitudes and perception of students towards blended learning. Several researchers have
reported that Blended learning is more effective than direct instruction method with
regard to academic achievement. Through the review of related literature, the investigator
could understand that no study was done for finding the effect of blended learning on
achievement and attitudes of secondary school children in learning Biology.
There certainly are challenges for schools and colleges making the shift to virtual
and blended learning. But the rewards are high. Customized, personalized learning is
likely to lead to more student engagement. Students who are more engaged are more
likely to be successful in school and to stay in school.

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Review of Related Literature 21

REVIEW OF RELATED LITERATURE

Review of related literature implies locating, studying and evaluating reports

of relevant researches, study of published articles, research abstracts, pertinent pages of

research activity, the availability and utilization of adequate resources of related

information are essential. Knowledge of related research enables the investigator to

of the results is to be established. Hence a review of related literature is very helpful to

attack have been promising and what problems remain to be solved.

2.2 Studies Related to Blended Learning: India and Abroad

Blended learning is a mixture of the various learning strategies and delivery

activities that involve a systematic combination of co‐present (face‐to‐face) interactions

and technologically mediated interactions between students, teachers and learning

The goal of developing a blended learning strategy is to synthesize the best

instruction. As Franks (2002) suggests, the creation of an optimally blended course is a

received compelling endorsements from Learning and Development (L&D) managers

support business objectives. Currently, many companies are successfully integrating

classroom training with e-learning, mentoring support, simulations, online reference

material and virtual tools in order to support informal, on-the-job training.

Within India itself, there is a noticeable shift across organizations in India

learning programs customized to individual development needs and also delivering it

flexibility will no doubt have a significant positive impact on employee acceptance of e-

standards by using technology as an accelerator.

The study by Phalachandra (2010) documented the programme objectives,

structure, content, effectiveness and outcome of a one-year Distance Education

programme called International Diploma Course in Guidance and Counselling (IDGC)

The teacher-counselor model is definitely cost effective (as subsidized by NCERT) in

programme has been very satisfactory.

An exploratory study was done on online learning versus blended learning by

blended learning groups were observed.

many younger students prefer an appropriate balance of technology and face-to-face

expression of a basic human need.

According to the ECAR National Study of Undergraduate Students and

other configuration of face-to-face and online options”.

A pilot study was conducted by Shinde and Deshmukh (2012) on online

The study by Wani et al (2013) was aimed to understand the effectiveness of

impact on student’s performance. In addition, it also showed a better acceptability of

learning in medical curriculum in India on a wider basis.

a Blended Learning Package has enhanced the achievement of students of experimental

group in Mathematics than the constructivist approach of instruction. Superior

Package is more effective than constructivism method. So the quality of teaching

the retention of knowledge and to develop interest in Mathematics.

A study on the effectiveness on blended learning in achievement in

were self paced, face to face and electronic ones.

A recent meta-analysis conducted in the US compared effectiveness, in terms of

in online courses outperformed students in comparative face-to-face classes.

Research by Schellens (2004) on studying in a blended learning environment:

impact of computer supported collaborative learning (CSCL) on knowledge construction

potential to promote social-constructivist learning.

university. A questionnaire was designed to measure the students' attitudes towards BL

availability and accessibility.

Akkoyunlu & Soylu (2006) conducted a study on students’ views on Blended

blended learning environment. Students’ achievement levels and their frequency of

time and scale.

Gutteridge (2009) studied the impact of socio-cultural factors on blended

learning in the development of academic literacy in a tertiary vocational context An

perceived to be required) by the user.

efficient when compared to a traditional classroom model (Twigg,2003) with the

communication (Gaddis, Napierkowsk, Guzman, & Muth, 2000).

The study by Yushau (2006) examines the influence of blended e-learning on