Impact Of Hybrid Learning On Revised Bloom's Taxonomy Among Teacher Trainees

Abstract

Hybrid learning approach has become a demanding mode to connect with the emerging learners and to be more specific, prospective teachers to be trained in handling classes through hybrid mode is the need of the hour. Revised Bloom’s Taxonomy being an important content to be learnt in a teacher training course, the investigator has made an attempt to collaborate hybrid learning on Revised Bloom’s Taxonomy among the prospective teachers. Investigator has meticulously prepared a module in Revised Bloom’s Taxonomy and planned diligently in implementing the content through hybrid mode. The investigator adopted an experimental method to check the effectiveness of the approach on the module prepared. With the prior permission from the heads of the institution, the study was undertaken. Two groups were randomly selected and one was an experimental group and the other was a control group. Pre- test was conducted for both the groups on the content. The study went on for about two weeks both online and offline mode for the experimental group and the control group was subjected to normal classroom teaching. Post - test was conducted for both the groups. Data was analysed and the findings revealed that the treatment provided through hybrid mode was very effective when compared to the normal classroom teaching.