Blended Learning: Transforming Pedagogical Approaches In ESL Classroom

Authors

Shabreen Sultana Shaik Bapatla Engineering College

DOI:

https://doi.org/10.55927/ajns.v4i1.25

Keywords:

Blended Learning, Pedagogy, Educational Technology, Learning Styles, Diverse Settings

Abstract

This study explores the integration of traditional and digital pedagogy through blended learning in Indian higher education, especially post-COVID-19. The research aims to examine how blended learning enhances educational experiences by addressing diverse learning styles and promoting authentic engagement. A qualitative approach was employed, involving interviews with 30 faculty members across five universities over a three-month period. Data were collected on pedagogical practices, learner interaction, and technology use. Findings reveal that blended learning increases flexibility, enriches content delivery, and fosters meaningful student-teacher interactions. The study contributes to ongoing debates by demonstrating that blended learning is not a temporary fix but a sustainable, adaptable model for future-ready education in diverse academic contexts.

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