Exploring the Interrelationship between Student Readiness and Attitude toward Blended Learning: Evidence from Universities in Southern Punjab, Pakistan
DOI:
https://doi.org/10.55737/Keywords:
Blended Learning, Student Readiness, Attitude, Technology Acceptance Model, Self-Determination Theory, Higher Education, PakistanAbstract
Blended learning is increasing in higher education but the students in Southern Punjab are not enjoying the same exposure to technology and support. These have been noted to result in a gap in the knowledge of their preparedness to blended learning and how preparedness influences their attitudes. The research has been set to respond to the issue and investigate the key aspects of preparedness that affect the perceptions of learners. The primary goals were to evaluate technological, psychological, and infrastructural preparedness of students, investigate their attitudes, and identify the way these factors are interconnected. A survey was conducted in a cross-sectional form. The sample consisted of university students who were enrolled in blended courses at five institutions which were publics. Various types of readiness and attitudes were measured using a structured questionnaire. Data analysis was done using descriptive and inferential statistics. The findings have shown that students indicated a fairly good preparedness to blended learning and expressed a positive attitude towards it. The strongest effect was on their attitudes by their psychological preparedness. Also, essential roles were to be played by technological and infrastructural preparedness. These trends appeared in the sample, but there are slight gender differences. The Sciences and Technology students were found to be more prepared as compared to the Humanities students. These results indicate that motivation, digital skills, and stable institutional support play a significant role in influencing the acceptance of blended learning among students.
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