Blended learning in English language classrooms in Busoga: A case study of holy cross lake view secondary school.
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Date
2024
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Busitema University
Abstract
This research report examines the effectiveness of blended learning approaches in English language classrooms. The study employs a mixed–methods approach of qualitative analysis of student performance with qualitative insights from instructor and student interviews. The qualitative component delves into the experiences and perceptions of instructors and students regarding blended learning as a mode of instruction in the contemporary English Language classroom. Findings suggest that blended learning offers flexibility catering to diverse learning styles and preferences. Moreover, both instructors and students express a preference for a blended approach that integrates synchronous sessions with asynchronous components for optimal learning outcomes. The conditions brought by covid-19 pandemic changed habits of the world including the education sector in Uganda. There are many obstacles of implementing blended learning in schools with low economic abilities for both learners and educators and yet, the method of instruction and learning has proven to be of much importance to all stakeholders in the education sector. This study aims to see the benefits and problems that arise in applying asynchronous learning in English language classrooms.
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Baluka, M. V. (2024). Blended learning in English language classrooms in Busoga: A case study of Holy Cross Lake View Secondary School. [Undergraduate, Research report]. Busitema University.