Paper Details

Name: N.VASUDEVAN
Country: India

Year: 2021
Volume: Volume-8, Issue-1 (January-June)
Page Number: 53-60

ABSTRACT
Higher education institutions now prioritize blended learning because this educational model
effectively combines classroom instruction with online learning programs following
digitalization trends in education. The research investigates student perceptions about
blended learning effectiveness through analysis of the relationship between individual
characteristics of students and instructional design elements and resulting educational
outcomes. The research examines the relationship between students' self-regulation abilities
along with their learning styles and digital literacy skills concerning their satisfaction within
blended learning environments. The study investigates instructional design elements related
to interactive content, clear objectives and flexibility together with technological support
which affects students' perceived learning quality and academic achievements. Undergraduate
and postgraduate students enrolled in various disciplines that have participated in blended
learning programs took part in this survey-based research. Students who demonstrate strong
self-regulation abilities together with digital competence show positive learning outcomes
along with improved perceptions. Actual learning outcomes depend heavily on design
features that integrate multimedia interaction coupled with prompt feedback structures
together with support channels. The research demonstrates the need for designing instruction
to match individual student characteristics in order to maximize learning potential. Through
empirical research this study adds evidence about the elements which boost blended learning
effectiveness to the discussion on digital pedagogy. The findings provide valuable
recommendations for educational institutions and teaching staff who aim to enhance their
blended learning practices for better student satisfaction and outcome success.
Keywords: Blended learning, student characteristics, learning outcomes, instructional
design, digital literacy, self-regulation, learner engagement and higher education.