V3I5P142

Prospects and Challenges of Blended Learning in Higher Education: Perceptions of Undergraduate Students in Odisha 

Dr. Tanushree Mohanty^1*, Manas Gochhait²

Abstract

This study examined the prospects and challenges of blended learning in higher education among undergraduate students in Mayurbhanj district, Odisha. Blended learning has emerged as an important instructional approach that combines traditional face-to-face teaching with online learning to enhance flexibility, accessibility, and student engagement. The study aimed to investigate students’ perceptions towards blended learning and identify its major benefits and challenges in higher education.

A descriptive survey method was employed for the study. Data were collected from 80 undergraduate students selected through purposive sampling from higher education institutions in Mayurbhanj district. A structured perception scale consisting of 35 items on a five-point Likert scale and a semi-structured interview schedule were used as tools for data collection. Quantitative data were analysed using mean, standard deviation, percentage, and rank order, while qualitative responses were analysed through thematic analysis.

The findings revealed that students held a positive perception towards blended learning. Technology integration received the highest mean score (M = 4.21, SD = 0.62), followed by learning experience (M = 4.05, SD = 0.71) and self-directed learning (M = 3.98, SD = 0.69). The study further showed that 78% of students expressed favourable perceptions towards blended learning. Students reported that blended learning enhanced flexibility, accessibility of learning resources, digital literacy, and independent learning. However, challenges such as internet connectivity issues, technical difficulties, reduced motivation during online sessions, and time management problems were also identified.

The study concludes that blended learning is widely accepted by students and has significant potential to improve teaching-learning processes in higher education. The findings highlight the need for improved technological infrastructure, effective instructional planning, and continuous institutional support for successful implementation of blended learning practices.

Keywords:

Blended Learning, Higher Education, Student Perception, ICT, Hybrid Learning