Skill Development through Blended Learning: Students’ Perceptions

Abstract

Objectives: This study was aimed to find the students perceptions on skill development through blended learning for their specializations, the challenges faced by students and approaches towards successful collaborative learning.

Methods/Statistical analysis: Descriptive design was used for this study. Self Designed Questionnaire was administered to 100 Female students of our College enrolled in Undergraduate Programs for two Specializations namely- Hospitality and Tourism Management; Interior Design and Resource Management. The sampling was purposive sampling. Data collected was analyzed statistically between and within the two specializations.

Findings:   This study has explored the students’ perceptions on skill development by blended learning in the Field of Home Science. The data was categorized on the following aspects of blended learning:  comfort and user friendliness for online learning, delivery and teaching during online, skill development and practical training, interaction with peer and faculty and evaluation. There was statistical significance observed for statements in the category of interaction with faculty and peer.  The students wanted practical training in classroom for a better interaction with faculty and peers. There was statistical significant difference between both groups in the preference for traditional examinations and feedback of assignments. Limitations and benefits of blended learning were also assessed.  The benefits of blended learning opined by students was flexibility in the teaching methodology, self -paced learning for students, high productivity in students time and a blend of both synchronous and asynchronous method of skill development.

Applications: The results will help curriculum developers to design the structure for a blended learning pedagogy based on the AMB model.  Practicum component is the key focus of this paper in Resource Management specialization in Home Science.