THE INTEGRATION OF BLENDED LEARNING AS A MEASURE FOR FACILITATING INSTRUCTION IN THE TERTIARY BUSINESS EDUCATION PROGRAMME IN THE NEW NORMAL IN RIVER STATE

THE INTEGRATION OF BLENDED LEARNING AS A MEASURE FOR FACILITATING INSTRUCTION IN THE TERTIARY BUSINESS EDUCATION PROGRAMME IN THE NEW NORMAL IN RIVER STATE

ABSTRACT

This research project explores the integration of blended learning as a measure for facilitating instruction in the tertiary business education programme in the new normal in Rivers State. The study aims to examine the effectiveness of blended learning in enhancing instructional delivery and student learning outcomes in the business education programme amidst the challenges posed by the COVID-19 pandemic.

A mixed-methods research design will be employed, combining quantitative surveys and qualitative interviews. The research objectives include evaluating the current state of instructional delivery in the business education programme, assessing the effectiveness of blended learning approaches, identifying the challenges and barriers to the integration of blended learning, and proposing strategies for successful implementation of blended learning in the new normal.

The findings of this research project will contribute to the existing body of knowledge by providing insights into the integration of blended learning in the business education programme in Rivers State. The research will evaluate the current state of instructional delivery in the business education programme, considering factors such as teaching methods, technology utilization, and student engagement. Additionally, the research will assess the effectiveness of blended learning approaches, which combine online and face-to-face instruction, in enhancing student learning outcomes and engagement. Furthermore, the research will identify the challenges and barriers faced by educators and students in integrating blended learning, including technological constraints, digital literacy, and pedagogical concerns. The research will propose strategies and recommendations for successful implementation of blended learning, including the provision of training and support for educators, improving access to technology and internet connectivity, and creating interactive and engaging online learning environments.

The implications of this research extend to business education instructors, students, educational institutions, and policymakers. The findings will inform business education instructors about the benefits and challenges of integrating blended learning in the new normal, enabling them to adapt their instructional practices and enhance student learning experiences. Students can benefit from the research findings by understanding the advantages of blended learning and actively participating in the online components of their education. Educational institutions can utilize the research findings to develop policies and initiatives that support the effective integration of blended learning in the business education programme. Policymakers can consider the implications of the research when formulating guidelines and providing resources to promote the adoption of blended learning in tertiary education, ensuring a resilient and adaptable educational system.

In conclusion, this research project explores the integration of blended learning as a measure for facilitating instruction in the tertiary business education programme in the new normal in Rivers State. By embracing blended learning approaches, stakeholders can enhance instructional delivery and student learning outcomes in the face of the challenges posed by the COVID-19 pandemic

THE INTEGRATION OF BLENDED LEARNING AS A MEASURE FOR FACILITATING INSTRUCTION IN THE TERTIARY BUSINESS EDUCATION PROGRAMME IN THE NEW NORMAL IN RIVER STATE, GET MORE  PHD DISSERTATION BUSINESS EDUCATION MATERIALS HERE.

Sharing is caring!