PERCEPTION OF PRE-SERVICE TEACHERS ON THE USE OF BLENDED LEARNING TECHNIQUES IN NWAFOR ORIZU COLLEGE OF EDUCATION, NSUGBE, ANAMBRA STATE
Abstract:
Blended learning, which combines traditional face-to-face instruction with online learning activities, has gained significant attention in the field of education due to its potential to enhance student engagement, interaction, and learning outcomes. This study aims to explore the perception of pre-service teachers on the use of blended learning techniques in Nwafor Orizu College of Education, Nsugbe, Anambra State.
The study employed a qualitative research design, utilizing interviews and questionnaires as data collection instruments. A total of 50 pre-service teachers enrolled in the college were selected as participants through purposive sampling. The collected data were analyzed using thematic analysis to identify recurring themes and patterns related to pre-service teachers’ perceptions of blended learning.
The findings of the study revealed that pre-service teachers generally held positive perceptions of blended learning techniques. They recognized the benefits of incorporating online platforms, such as learning management systems and virtual classrooms, to supplement traditional classroom instruction. The participants highlighted the flexibility and accessibility of blended learning, allowing them to engage with course materials at their own pace and convenience. Additionally, they emphasized the value of interactive multimedia resources and collaborative online activities in promoting active learning and student engagement.
However, the study also identified some challenges associated with the use of blended learning techniques. Pre-service teachers expressed concerns about the availability and reliability of internet connectivity, the need for technical skills to navigate online platforms, and the potential for reduced social interaction compared to traditional face-to-face classrooms. These concerns indicate the importance of providing adequate support and training for pre-service teachers to effectively utilize blended learning tools and address potential barriers.
The findings of this study have implications for teacher education programs and institutions aiming to integrate blended learning into their pedagogical practices. By understanding the perceptions and concerns of pre-service teachers, educators can design effective training programs, develop suitable online resources, and create supportive environments that promote the successful implementation of blended learning techniques.
Keywords: blended learning, pre-service teachers, perception, online learning, teacher education, Nwafor Orizu College of Education, Nsugbe, Anambra State.