Effect of Blended Learning on Goalorientation Task Value and Satisfaction of Students

Abstract

newlineThe Information and communication technologies have led many social, political, and economic changes throughout the world. Developments in information technologies have also assisted in moulding people s views towards themselves and their environment, as a result of which a parallel change and development at the same pace has become necessary in the field of education. There is an increasing need and demand to respond to varying needs of students and provide engaging and meaningful learning experiences in higher education, compounded with new technologies beyond and within the academy, which inevitably draws information and communication technology into traditional learning environment. Therefore, a combination of online learning and traditional learning environments could be much more useful in realizing educational problems and meeting educational needs, which led to the notion of blended learning. In the present study also, the researcher developed a blended learning program on the lines of Khan s Octagonal Blended Learning Model to study the effect of Blended Learning on Goal-orientation, Task Value and Satisfaction of students. The sample of the study consisted of total 400 undergraduate students, consisting 200 formal mode (100 male and 100 female) and 200 blended learning mode (100 male and 100 female) students. 2x2 factorial pre and post test design has been employed in the research. The findings of the study revealed that there is significant effect of blended learning on task value and satisfaction of the students. However, no effect was observed on the overall goal-orientation of students but results indicated that blended learning helped the students in shifting their goal-orientation towards mastery approach. Findings also showed that there is no significant effect of Gender Differences on goal-orientation and satisfaction of students, while the significant effect of Gender Differences was found on the task value of students. Furthermore, interactional effect of Blended learning and Gender Differences was found to be insignificant on the variables goal-orientation, task value and student satisfaction. Thus, on the basis of results of the present study it can be inferred that the blended learning has a great potential to bolster and upgrade our present education system and we must be prepared to embrace it wholeheartedly.