THE IMPLICATION OF THE LIMITED FACE TO FACE CLASS, BLENDED INSTRUCTIONS AND ONLINE

TEACHING MODALITY IN THE TEACHING PHILOSOPHY OF TEACHERS

Purpose – This study aims to compare the traditional and online education have concluded that online
learning can be as successful and effective as traditional learning.
Design/methodology/approach – Qualitative Research Study
Introduction – Certain learning and communication theories suggest that a third alternative – blended learning,
a combination of distance and face-to-face learning – has the potential to produce even better results than
either alone. The advantage of blending is that it may combine the strengths of face-to-face (more intimate
interactions, potential for immediate feedback) and online learning (asynchronous setting, technology, and
interactive features). Blended learning, however, is not a single recipe, there are many ways of combining online
and face-to-face learning, falling anywhere along a spectrum between entirely face-to-face and entirely online
education. The optimum balance can vary depending on the subject matter and the learning situation. Although
many case studies and guidelines have been published about blended learning, there are only a limited number
of studies that compare blended instruction with both traditional and online learning. Most of these comparative
studies examine only one course and focus on the relationships between no more than a couple of variables. In
order to gain a better understanding of what makes blended learning successful and what are the optimal blends
of the synchronous and asynchronous learning events that support learning in various disciplines, large scale
studies of courses of different subject matter are needed.

Initial Problem Statement – Why should a blended class produce different (and possibly better) results in terms
of learning outcomes and student satisfaction than traditional face-to-face or entirely online classes? Certain
learning and communication theories indicate that interaction is one of the key variables in the learning process
and that it should be the focus of investigation when comparing the various forms of education. In blended
learning, the combination of synchronous and asynchronous learning events and the opportunities for
collaborative and problem-based learning are likely to increase the quantity and quality of interactions. The goal
of this study was to examine how interactions vary across face-to-face, blended, and entirely online classes, and
how the quantity of these interactions might impact the effectiveness of these courses in terms of students’
perceptions of the course success and their satisfaction with the overall learning experience. Importance of the
Problem Blended learning has been gaining popularity both in academia and the corporate environment. Each has
its own motives in the business world, the most important reasons for developing blended solutions include the
ability to match learning styles; to create individually tailored solutions; to reduce class time; to improve the
learning rate; and to exploit the investments already made in re-usable training resources. Blended learning is
sometimes preferable because it provides pedagogical richness and access to knowledge, social interaction, and
personal agency. It also can be cost effective and facilitate revision.

Another explanation for the increasing popularity of blended learning is that there has been a somewhat natural
movement to add limited components of each extreme to the other – of adding some online elements to
traditional face-to-face classes and including limited classroom time to online courses. The undeniable strengths
of e-learning have also begun to affect traditional campus-based education. Although there is still some resistance
towards entirely virtual learning environments, students as well as faculty have started to recognize the
advantages of e-learning. While the traditional lecture method is often preferred as the more efficient approach,
easily controlled by the teacher and conducive to predictable and manageable student learning, it is often criticized
for stifling creative thinking, occasioning little student involvement in decision making, and lacking intrinsic sources
for student motivation. The traditional pedagogical model is primarily teacher-centered, and knowledge tends to
be abstract and out of context. Especially in large enrollment classes, students do not have a chance to benefit
from collaborative learning. Traditional classroom discussions, where vocal students tend to dominate, can
frustrate learners with a more introverted personality.
THE EFFECT OF ONLINE LEARNING ON COMMUNICATION BETWEEN TEACHERS AND STUDENTS DURING COVID-
19 PANDEMIC

Purpose – This study aims to explore whether online learning has an effect on communication between teachers
and students in a negative way, whether online learning affects students’ productivity levels and to evaluate and
suggest ways of improving effective online communication between teachers and students.

Design/methodology/approach – Quantitative Research Study

Introduction – Communication especially in the education sector needs to be studied as communication between
teachers and students has the ability to improve the learning experience and to create a positive setup.
Communication is simply the transfer of information from one person to another, or group to another. Effective
communication is a process of exchanging ideas, thoughts, knowledge and information in such a way as to fulfill
the purpose or intent in the best possible way. In other terms, it is nothing more than the sender’s expression of
views in a way that the recipient understands best. The aim of online communication is the same as that of face-
to-face communications: bonding; exchanging information; being heard and being understood. Fostering a sense
of community in online classes will make the students’ learning experience more meaningful and it can help them
stay connected during the course life. When teachers communicate with students, whether in a face-to-face class
or an online class, they communicate for the purpose of offering knowledge or having information to gain
understanding and develop relationships. Communicating with students in an online environment requires a little
more thought and planning than communicating with students in the traditional environment because the online
environment lacks body language. Teachers have the advantage of using body language and facial expression in a
face-to-face class to help them connect and get their message across to their students. When interacting in an
online class, teachers do not have the advantage of using body language to help their students communicate.
Knowledge of communication weaknesses within online environments can help them decide how to establish
timely and appropriate communications, and how to interact effectively with their online students.

Initial Problem Statement – This study aims to explore whether online learning has an effect on communication
between teachers and students in a negative way, if online learning during Covid-19 pandemic affects students’
productivity levels. As well as, to evaluate and suggest ways of improving effective communication between
teachers and students in online classes. Since this shift to online learning is very new to most students and teachers
too, there is a great interest in this topic along the way of experiencing this change especially for students.

Questions of the study This study aims to answer the following research questions:

(1) Does online learning have a negative impact on communication between teachers and students?

(2) How communication between teachers and students in educational Institutions can be improved?

(3) What are the problems that students face in online learning and does online learning have a negative effect on
students’ participation and their productivity level as a whole?