Heedful Inquisition On Hybrid Learning

Abstract

Hybrid learning strengthens learning by mixing of live e-learning, face-to-face learning, self-paced learning, computer-mediated learning and mobile learning. It provides a unique learning experience in space and time. It is pupil-centric that mix classroom teaching methods, learning styles, resource formats, range of technologies, range of expertise to enhance learning. Hybrid learning is the strategically planned integration of numerous pedagogical approaches, varied delivery modalities, online learning, and face-to-face learning. Teachers can now readily connect in online learning settings as a result of the expanding usage of technology and the growth of learning platforms.
If secondary school teachers have proper cognizance on hybrid learning at school level will help students to develop their critical thinking, creative thinking, meta-cognition, collaboration, effective communication and scientific inquiry. After making meta-analysis of related review of literature, no research has been found on hybrid learning in Arunachal Pradesh. There is research gap about the cognizance of secondary teachers towards hybrid learning in Arunachal Pradesh.  Papumpare District of Arunachal Pradesh is well-connected educational hub in terms of communication and technology. Hence, the researcher has thought to do research on this and stated the problem as secondary teachers’ cognizance, of hybrid learning in Papumpare District of Arunachal Pradesh.
The core objective of the study is to find out the cognizance of secondary teachers towards hybrid learning in Papumpare District of Arunachal Pradesh. The null hypotheses are formulated based on objectives. The investigators adopted Descriptive–cum–Normative survey method. The sample of the study will consist of 40% of secondary school teachers by applying stratified random sampling technique. Cognizance test was constructed and developed. The collected data was analyzed and interpreted quantitatively. The study reveals that individual accountability and personal responsibility can be aliened among teachers and students through effective participation in hybrid learning. Social skills, critical thinking, meta-cognition and technological skills can be cultivated towards changing world. Self-evaluating techniques, self-analysis and self-development can be promoted through hybrid learning