J. Inst. Eng. India Ser.

B (August 2022) 103(4):1373–1382

https://doi.org/10.1007/s40031-022-00766-y

ARTICLE OF PROFESSIONAL INTERESTS

A Study on the Online‑Offline and Blended Learning Methods

Deepti Sharma1 · Ajay K. Sood1 · Preethi S. H. Darius2 ·
Edison Gundabattini3 · S. Darius Gnanaraj3 ·
A. Joseph Jeyapaul4

Received: 13 February 2022 / Accepted: 2 June 2022 / Published online: 4 July 2022
© The Institution of Engineers (India) 2022

Abstract The education sector is witnessing a paradigm Introduction

shift with the rapid and ongoing technological advance-
ments. The online, offline, and blended modes of learning Learning is a dynamic phenomenon and it is evolved
continue to evolve with time. The purpose of this survey is continually over the years. The effectiveness of learning
to collect students’ responses to understand their perspec- depends on the methodology adopted. The methodology
tives on the different modes of learning. The advantages, or the pedagogy depends on the skillsets that are expected
challenges, and requirements for conducting classes through to be acquired by the students. The COVID-19 pandemic
online, offline, and blended learning methods are discussed. has given an opportunity to experience and assess various
A questionnaire was designed, and a survey was conducted online teaching and evaluation tools. In this the stake hold-
among undergraduate engineering students. The questions ers are students, teachers and institutional administrators.
are carefully planned to understand the choice of students Chang et al. [1] had contrasted the physical classroom learn-
while selecting different modes of learning, various activi- ing efficacy and online learning to estimate and enhance the
ties and tools, and the reasons for their preferences. 654 stu- quality of learning. Both the methods of learning were sur-
dents took part in the survey and shared their feedback. The veyed among the students, and results showed that the learn-
advantages and disadvantages of online and offline learning ing efficacy of online class learning was better than that of
are presented. A chi-square test was conducted, and the asso- physical classroom learning. Survey results on the contrary
ciation between the two questions is shown to be significant. indicated that the suitability and fairness of physical class-
Suggestions for enhancing teaching and learning based on room evaluation were better than that of online examination.
the findings of the survey help faculty members to plan the The students across various schools expressed their learning
teaching methodology to suit the requirements of students. experiences during the COVID-19 pandemic period were
to some extent effective and engaging. The study by Singh
Keywords Online learning · Offline learning · Blended et al. emphasized the thrust to build an apt infrastructure and
learning · Chi-square test capacity building to support hybrid and blended learning
methods. The capacity building also included familiarizing
the faculty members with the various online learning meth-
ods and e-Learning tools. The study by Singh et al. sug-
gested that both the learners and the teachers are to make
use of the innovative technology to enable effective teaching
* S. Darius Gnanaraj
and engaged learning [2]. Ghosh [3] presented an intelligent
[email protected] tutoring system (ITS) that behaves like a real teacher by
1
BML Munjal University, Haryana 122413, India
having the dynamic response and dynamic review of the per-
2
formance of students and their level of understanding. In the
CMR Institute of Technology, Bengaluru 560037, India
backdrop of COVID-19 and its multiple variants, the chal-
3
Vellore Institute of Technology, Vellore 532014, India lenge was to design appropriate educational technologies
4
Jimma University, MVJ4+R95, Jimma, Ethiopia to improve learning efficiency [4, 5]. Darius et al. [6] found

13
Vol.:(0123456789)
1374 J. Inst. Eng. India Ser. B (August 2022) 103(4):1373–1382

that animations, digital collaborations with fellow students, questionnaire as shown in annexe-1 was developed by the
video lectures delivered by the same faculty, online quizzes, authors, and it was used for conducting the survey. Questions
student version software, online interaction with faculty, and 1–8 are used to know the students’ familiarity and inclina-
online materials provided by the faculty promote effective tion to use the different modes of learning. Questions 9–10
online learning. are related to know the various activities and tools, used by
A study conducted by Michalíková and Povinský, Matej the students. Questions 11–14 are for knowing the reasons
Bel University concluded that blended learning was one of as to why students prefer one mode of learning to the other.
the best ways of learning during this pandemic period [7]. The last section of the questionnaire is for the comments
The conclusions of a study conducted by Hysaj in Albania and suggestions by the students for improving the teaching
motivate the researchers to bring out more research on the and learning methods followed at present. The questionnaire
employment of various technological tools to raise young was floated in the form of Google form and a total of 654
learners’ lively involvement in online learning [8]. Online students from various universities pursuing BTech courses
learning tools provided a good learning space for learners participated in this survey. The data analysis was done using
to learn independently. Also, the proposed teaching model Microsoft excel and SPSS software and Chi square method
would enhance the students’ knowledge retention in com- is used for checking the association between different ques-
parison to traditional classroom learning. Hence, the pro- tions. The participants belong to private universities, col-
posed model proved to be feasible and effective although it leges, and institutions (VIT, BML Munjal University, and
requires necessary capacity-building measures in place, as CMR Institute of Technology). 66% of the respondents
shown in Fig. 1 [9–11]. In all the e-learning, hybrid learn- are from Mechanical Engineering, 30% of them are from
ing, and blended learning strategies, interactions between Computer Science Engineering, and the rest from other
students and teachers are vital apart from the appropriate engineering branches. Students of the age group from 16 to
online settings. Nortvig et al. indicated that the designed 30 years took part in the survey. 54% are from the age group
influences between online and offline activities as well as of 16–20, 45% are in the age group of 21–25 and only 1% are
between campus-related and practice-related activities are in the age group of 26–30. 83.9% of respondents are males,
crucial factors for effective learning [12]. and 16.1% of respondents are females.
This paper reports the outcome of a survey carried out
among undergraduate students pursuing an engineering
degree. The responses given by students are presented Results and Discussion
and discussed in the following sections. The comments
and suggestions given in the last section are useful to fac- In an adverse situation, when commuting seems a problem,
ulty members in designing their teaching pedagogy to the majority of the students would still like to go to univer-
suit the requirements of students to improve the quality of sity to attend offline lectures. This shows their preference to
teaching–learning. attend offline lectures, though a lot of students would still
prefer online lectures on such days. Some students could not
give a concrete response. As per Fig. 2, 48% of students pre-
Methodology fer offline lectures in adverse circumstances, 46% of students
would like to attend online lectures and 6% of students seem
The parametric study was carried out to understand the indecisive. Offline classes open multiple avenues to meet
advantages and disadvantages of the different modes and interact with new people. The strong urge to socialize
of learning such as Online, Offline, and Blended. A with their peers to learn and explore things together always

Fig. 1  Employing Blended

learning in the learning environ- Advantages Challenges
ment effective learning, retention of the actively engaging the young learners
knowledge in the online classes

Blended learning

Requirements Infrastructure
integration of technological to build appropriate infrastructure to
advancves in the learning facilitate the learning

13
J. Inst. Eng. India Ser. B (August 2022) 103(4):1373–1382 1375

achieved. As shown in Table 1, the majority of the students-

50% agree that a multidimensional learning environment
facilitates individualized learning by addressing the difficul-
ties faced by learners with mixed ability levels. 26% strongly
agree, 17% students neither agree nor disagree, 5% students
disagree and 2% strongly disagree with the statement. Frei-
tas et al. [16] stated that psychosocial needs of the students
may affect their behaviour and academic performance. Each
learner is different and at the same time unique in his/ her
learning approach. Fixed and rigid pedagogies fail to leave a
fulfilling and nurturing learning impacts. Rahman et al. [17]
stated that learning satisfaction increases when teachers pro-
Fig. 2  Students’ preferred mode of learning in the adverse situation
vide and create a conducive and learner friendly classroom.
Combination of offline and online learning is flexible and to
fascinates the students. Besides they can meet and discuss a large extent addresses the issues and challenges faced by
their academic and non-academic concerns with their teach- different learners at different levels.
ers. Paul and Jefferson [13] stated Face to face classroom Different modes of learning have improvised teaching
discussions address the important issues and provide instan- methodologies and tools which can be used to enhance the
taneous response which helps students to resolve their con- overall learning experience. Table 2 shows that the majority
cerns. Overall, offline sessions stimulate class interactions of the students, 68% prefer classroom learning along with
and encourage students to become active participants in the notes and materials shared through ICT tools. This indi-
learning process—A well-organized classroom accelerates cates that the notes and materials shared through ICT tools
the higher order thinking which can be very useful in pursu- provided by the teacher are of immense help to the students
ing research projects and other class assignments. Kemp and as they may use them to further improve their understand-
Grieve [14] stated, in offline mode the teachers can adapt ing of concepts, whereas 25% of students prefer chalk and
and improvise their teaching style then and there to improve board with ICT tools such as PPTs and Smartboard. Only
students’ performance and participation. 7% of students prefer the chalk and board method. Kirkwood
Since the pandemic, the inclination to integrate technol- and Price [18] stated that technology enhanced education,
ogy in learning has become obvious amongst the students. comprises of digital tools and face to face interactions, raises
As shown in Table 1, 39% agree that technology-driven the level of engagement and learning. Variety of face to face
learning is more user-friendly. 26% of students gave a neu- activities, research projects rightly blended with various ICT
tral response 16% of students strongly agree with the state- tools lead to experiential and competency-based learning.
ment. 13% of students disagree and 6% of students strongly Watson [19] aptly stated that combination of face to face
disagree with the statement. Mayadas, et al. [15] suggested
Digital learning is multifaceted and diverse. It is essential
to clearly understand the meaning of e-Learning to reap Table 2  Various Tools to enable learning
its maximum benefits. Revised and improvised teaching
pedagogies, incorporate technology to enrich the teaching Method of learning Students’
preference
learning experience and help both teachers and learners to (%)
become better equipped to face multiple learning challenges.
Miscellaneous modes of learning provide an opportunity Only chalk and board 7
for a facilitator to reach out to all the learners to identify Chalk and board with ICT tools like ppt/smartboard 25
their learning needs. This can be very useful to improve Class room learning plus notes/videos/material shared 68
using ICT tools for learning beyond the class room
teaching pedagogies so that learning outcomes can be

Table 1  Technology Driven Learning and Multi-dimensional learning environment

Question Strongly agree Agree Neither agree Disagree Strongly
nor disagree disagree

Is the technology driven learning more user-friendly? 16 39 26 13 06

Multi -dimensional (combination of online/offline) learning environment 26 50 17 05 02
facilitates individualized learning by addressing the difficulties faced by
learners with mixed ability levels

13
1376 J. Inst. Eng. India Ser. B (August 2022) 103(4):1373–1382

learning with e-Learning ameliorates the overall teaching mentioned that interaction is an essential aspect of learning.
learning experience. Most of the complex problems can be discussed and solved
Availability of various tools in different modes of the through face to face interactions. These interactions prove
learning benefits the students. They have the option to very useful for the students. Class interactions increase self-
choose the conducive modes/ tools to complete their assign- esteem, confidence, and engagement. They motivate students
ments and projects. As shown in Fig. 3, the students are to think creatively and work independently. Those who con-
not stuck to one option. They explore the various available sistently participate feel themselves as valuable members
options. Broadly it can be seen that 370 students prefer using of the class.
online collaborating tools. 360 students use collaborative Laboratories perform a crucial role in learning and con-
tools with face-to-face discussions. 306 students prefer cept building. The clear and coherent instructions always
using pen and paper. Collaborating online tools with offline help students to carry out their laboratory activities. As
class activities boost the efficiency and understanding level shown in Fig. 4, 78% of students feel that teacher’s instruc-
of the students. They also help in reducing lecture time as tions and other aids such as videos/ animation/ games help
sometimes long lectures with no activities might become in enhancing the laboratory setup. 13% of students feel that
monotonous. Integrating e-Learning with face to face learn- their teacher’s instructions are sufficient and 9% believe in
ing promotes the critical thinking, collaborative learning, self-learning and can manage their activities on their own.
problem solving and strong interpersonal skills. Laboratories help students to develop the aptitude of experi-
Communication plays a vital role in education. Honing menting and checking things. Wollenberg and Mohan [21]
the soft skills is essential for overall personality develop- stated Laboratories are one of the effective ways to see the
ment. As per Table 3, the students have shown a strong incli- practical utility of the theoretical concepts. Application
nation towards communicating in an offline manner with of the theoretical concepts in the laboratories excites the
their teachers and peers. This states the importance of the students to test their knowledge. Doherty and Moorkens
offline mode of learning in improving communication skills. [22] stated Laboratories stimulate and help in developing
58% of students prefer to meet peers and teachers offline for research temperament among the students. Various experi-
better interaction, 23% prefer online communication with ments and practical activities enable students to enhance
their teachers and peers. 19% expressed that they did not technical proficiency.
experience a rich interaction with their teachers and peers Peer learning is highly valuable if applied rightly. Peer
during online classes. Face to face meetings and interac- learning strengthens theoretical and interpersonal skills.
tions lead to engaging and captivating discussions and pro- There are different scenarios when the students would like
vide opportunities to expand the thinking arena. Kee [20]

Fig. 3  Benefits of choosing various learning tools Fig. 4  Conducive set up of laboratories activities

Table 3  Teacher-student-peer Online/offline mode Students’

communication preferences
(%)

Off-line classes provide better interaction with peers and teachers 58

Online classes provide rich interaction with peers and teachers 23
Online classes do not provide interaction with peers and teachers 19

13
J. Inst. Eng. India Ser. B (August 2022) 103(4):1373–1382 1377

to interact and learn from their peers. Figure 5 shows that Table 4  Online/off-line mode for brain storming
436 students feel that they would like to share their thoughts Online/Off-line mode for brain storming Students’
during the class, especially when the teacher asks questions. preferences
415 students feel that they would like to share their thoughts (%)
when a peer asks any question during class discussion. 182
Both online and off-line meetings 49
students feel that they use blog posts online to enhance their
Off-line meetings 37
learning. The responses largely show the efficacy of peer
Online meetings 14
interactions and their role in the learning process. Each
learner is a giver and receiver of knowledge at some or the
other point of time. Peer learning has multiple advantages. It
helps a lot in planning, organizing, delegating, and executing various sources. As shown in Fig. 6, the majority of the stu-
the tasks within the group. Boud et al. [23] stated Peer learn- dents, 71% explore online material, books, journals, friends’
ing inculcates good managerial skills and helps students to notes to gather information. This points out that students
identify their interpersonal gaps so that they start working do not just stick to one source of information for searching
on them. Topping et al. [24] also specified Peer learning the material. Gathering information from multiple sources
promotes team building exercises and prepares students to helps in finding and collecting unbiased and reasonable
appreciate and critically evaluate their peers’ work. information which can improve the quality and credibility
Multiple activities are planned and organized to make of the content. Different channels of information offer dif-
the classes lively, engaged, and interactive. These activi- ferent types of information which can be adapted as per the
ties promote experiential and collaborative learning. Some academic requirements. Availability of various online and
of the activities are brainstorming, gathering information, library resources significantly assist students to complete
coordination among the team. Table 4 shows that 49% of their assignments, preparing notes, research projects, etc.
students use both online and offline meetings for brainstorm- Learning comprises: receiving and creating. It is impera-
ing. 37% of students prefer the offline mode for brainstorm- tive to know students’ opinions on different modes of learn-
ing, whereas 14% of people feel that online meetings can ing. Each learner is different and unique from the other
also be effective for brainstorming. The results indicate that which also determines his interests and learning require-
brainstorming is an interesting component of discussion and ments. Figure 7 shows the various reasons expressed by
can certainly be used to yield ideas. Through brainstorming the students on why they like online classes. 498 students
the students can discuss and solve complex problems in an feel that it is comfortable to attend online classes as they do
informal manner. They do not have any anxiety or fear of not have to commute. 386 students feel that online learning
being judged for their responses and ideas. Students prefer provides more space, and the students may learn things at
brainstorming as it supports collaborative learning and con- their pace. 156 students feel that online classes enable them
ducted in a relaxed environment. More than one solutions to learn more effectively. 139 students feel that they like
and ideas can be suggested and discussed during the brain- online classes because they are interactive. The responses
storming sessions. indicate that the students like some of the other things in
To complete projects, assignments, prepare presenta- online classes and out rightly do not reject them. Online
tions, and miscellaneous academic activities, students classes give an access to multiple sources of information
rely on secondary research. They gather information from which students can avail to prepare their notes and complete

Fig. 5  Peer learning Fig. 6  Sources for gathering Information

13
1378 J. Inst. Eng. India Ser. B (August 2022) 103(4):1373–1382

improvise their assignments and class notes and they learn

to correct and curtail the errors. Mathera and Sarkan [27]
stated that immediate feedback enhances students’ academic
performance. Socializing with peers is essential to develop
positive rapports and bondings so that constructive discus-
sions can take place in a conducive and comfortable class
environment. Students find classrooms a suitable place to
build their academic communities where learning happens
freely. Roval and Jordan [28] mentioned that pre and post
class discussions add a lot of information value in face to
face learning. Courses offered and completed in offline mode
hold more pragmatic value and hence receive with more
Fig. 7  Reasons for liking online classes acceptance.
Each mode has its pros and cons; still its utility in the
teaching–learning process cannot be denied. During online
their assignments and projects. Wladis et al. [25] stated classes, the students and teachers explore multiple online
online classes are highly flexible as the students can choose tools which if incorporated correctly, can enhance the learn-
and study multiple courses of their preferences across the ing experience. Figure 9 shows that 397 students feel that
globe. They can attend classes as per their convenience. laboratory simulations can make their learning experience
The students also find online classes more affordable and better. Paul and Jefferson [13] stated that laboratory techni-
less expensive as they do not have to buy books and other cians can help students by providing updated study resources
stationery. Travel expenses are also nullified. Bandara and and facilitate them during various experiments. 362 students
Wijekularathna [26] stated that one of the objectives of feel animated graphics can be interesting in offline classes.
online learning is to promote flexible interactions between 379 students feel that pre-recorded videos can also be used
teachers and students. to improve offline learning. Others feel AI (Artificial Intel-
Offline classes provide a physical platform where face- ligence) powered tools and flipped classrooms can also be
to-face learning may enable the students to hone their inter- used to make offline classes interesting. Mathera and Sarkan
personal skills. Figure 8 shows that students prefer offline [27] mentioned that learners in today’s digital age feel more
learning because they can interact with their peers and comfortable in applying and integrating technology in the
teachers. 401 students feel that they find classroom ambi- learning as they got technology access at an early age.
ance better than home. 375 students feel that they learn bet-
ter when they take down class notes. 339 students feel that Chi‑Square Statistic
in offline classes they do not face many distractions. All
the responses very strongly point out students’ inclination Questions 3 and 7 both focus on the various tools/modes
and preference toward offline classes. There are many rea- available to enhance the learning environment. Question 3
sons of liking offline classes. One of the major advatages of offers three options that may enable the students to learn
offline classes in open and natural interactions which make better. Question 7 offers different options that may make the
the classes lively. Immediate feedback helps students to classroom and laboratories more interesting and motivate

Fig. 8  Reasons for liking offline classes Fig. 9  Online methods to enhance offline classes

13
J. Inst. Eng. India Ser. B (August 2022) 103(4):1373–1382 1379

the students to complete their projects and experiments. Another advantage of online learning is the multitude of
Both questions include offline, online, and miscellaneous tools available and the comparative ease with which it can be
options. So, by ‘a priori’ expectation, it can conclude that a used in online mode. Most classrooms are designed for chalk
significant correlation may exist between responses to ques- and board or PPT and smart classrooms are scarce in today’s
tions 3 and 7. An association between questions 3 and 7 is colleges and Universities. Students attending offline classes
tested using chi-square test. Table 5 provides the observed also come with pen and paper. Collaborative online tools,
frequency, expected frequency, the chi-square statistic, playing videos, showing animation, and game-based learn-
p-value, and level of significance. There is a significant asso- ing can be realized in online learning because of the ready
ciation between responses to questions 3 and 7. If respond- availability of electronic gadgets used for online classes such
ents choose the preferred mode (online/offline/blended) for as mobile phones or laptops with earphones and speakers.
one question, they also choose the same for another. The Videos and PPTs used correctly also enhance learning as
reason is that both these options involve the presence of the suggested by one respondent. “(Faculty) teaches us via PPTs
teacher and classroom along with additional study material as well as videos, which is pretty interesting. The videos pro-
in the form of videos, animations, and presentation slides. vided to us are lively and encourage me to learn more about
Q3 and Q7 are taken as examples to demonstrate the use of that certain topic”. These tools need to be used in offline
the chi-square test. classes also with the same ease. One respondent writes that
“Offline classes using modern technologies like projectors,
videos, graphics, and charts would enhance learning”.
One of the core disadvantages of online learning as
Comments and suggestions given by the students expressed by many is the lack of interest. One respondent
states, “I would like the teachers to be a bit more energetic
The students were also asked to give their overall com- and use multiple tools to make the class more interesting
ments and suggestions for improving the teaching and learn- and not only use slides or pdf to teach the students”. More
ing methods followed at present. As mentioned above 654 than half of the respondents agree that technology-driven
students across the universities filled the survey. A lot of learning is more user-friendly. Many respondents stated
comments were received and suggestions from the students. that the use of animated videos and simulations would help
The majority of them expressed their very strong opinion to them understand theoretical concepts better. “More graphi-
attend offline classes. The students have also mentioned the cal simulations can help improve the quality of understand-
advantages of attending online classes. The broad comments ing the topic” is a sentiment expressed by a student. The
and suggestions are as follows: incorporation of open-source software tools in the course
would enhance the learning experience as suggested by
• The students want to attend offline classes as they feel another respondent. The use of online tools requires both
saturated and demotivated staying at home and attending the teacher and student to be tech-savvy. In some cases,
online classes. when not used properly, it is a cause of distress for both
• Peer learning is affected in online mode. the teachers and students. “Faculty training is required to
• Pre-recorded videos are helpful. tackle the new field of online education for both professors
• There are many distractions at home such as interrupted and students” is a sentiment shared by a respondent along
power supply, especially in remote areas, and limited with many others. Students also struggle with the plethora
internet access. of online tools. “Tools (online) are hard to use. It is hard to
• More interactive activities can be helpful to motivate stu- keep track of quizzes, assignments…” is the experience of
dents during online classes. a frustrated learner.
• Teaching material should be always made available, Human beings are social by nature. Another downside of
including videos, ppts, and books. online learning is the lack of interaction among peers and

Table 5  The observed Q7 Q3

frequency and expected
frequency a b c Row total

a 22 (6.82) 29 (24.62) 46 (65.56) 97

b 19 (35.17) 125 (126.91) [0.03] 356 (337.92) 500
c 5 (4.01) 12 (14.47) [0.42] 40 (38.52) 57
Column Total 46 166 442 654

The chi-square statistic is 49.5277. The p-value is < 0.00001. The result is significant since p < 0.05

13
1380 J. Inst. Eng. India Ser. B (August 2022) 103(4):1373–1382

the teacher. A comparatively small number of students do • Online classes are preferred when off-line classes can-
find that online classes allow for rich interaction with peers not be conducted; especially during situations like the
and students. “It feels like they (Teachers) are just in front pandemic online class is the best alternative to off-line
of me and are guiding me… I feel free to ask questions to classes since they help students to follow safety proto-
them as the interaction goes on on my screen”. However, cols.
more than 75% of the students did not get this interaction
online. A common sentiment is that “Offline methods of
learning would improve the quality of interaction with my Acknowledgements The authors thank the administration and man-
agement of BML Munjal University, CMR Institute of Technology,
professors and peers.” Group discussions among peers and Vellore Institute of Technology India and Jimma University Ethiopia
doubt clearing sessions are suggested to enhance online for providing research infrastructure, encouragement and motivation
learning. “Learning would be much improved if used for carrying out this research work.
for both recorded classes for understanding topics and a
live class for discussing problems.” Another student writes, Funding The authors declare that no funding was received for car-
rying out this work or for publishing this work.
“I would suggest incorporating more group discussion
online through the usage of breakout rooms to encourage Declarations
peer to peer interactions”. A short duration class for discus-
sion with a reduced number of students would be better. Conflict of interest The authors declare that there is no conflict of
Some suggest to introduce study groups in each course. interest in carrying out this work and in the publication of this work.
Online discussion forums are also suggested, “Every sub-
ject can have a blog; advanced learners may be asked to
reply queries from students studying the same subject”. Appendix
For project-based learning, both online and offline modes
are preferred by respondents. Since the face-to-face inter-
actions are void in a fully online mode, collaborating and
working as a team becomes counterproductive. The Questionnaire Used

Students were assured of their confidentiality and were

Conclusions promised that their names would not appear in the docu-
ment. A list of the questions asked as part of the survey is
Learning in any mode is dependent on the learner’s thirst
given as follows:
for knowledge and the skill of the instructor to impart that
1. Given circumstances are adverse that make commute
knowledge and the competency of both the learner and
arduous, what would you prefer?
the instructor. During this pandemic, several online tools
enhanced the teaching–learning process. The value the stu-
A. Go to university/college anyway and attend the offline
dent–teacher-peer interactions during offline classes was
lecture.
felt by everyone. In the light of the present circumstances,
B. Online lecture only for that day.
the following conclusions are found to improve the current
C. Neither
teaching–learning process based on the survey results and
comments from the respondents.
2. Is technology-driven learning more user-friendly?
• Off-line classes are preferred over online classes since
Strongly Agree.
student–teacher-peer interactions are better
Agree.
• Class room learning plus reading materials, PPTs, videos
Neither agree nor disagree.
shared by the subject teachers to students help students
Disagree.
to learn beyond the class room
Strongly Disagree.
• Collaborative online tools in addition to face-to-face dis-
cussions for solving problems are preferred.
3. Which of the following enables you to learn better?
• Most of the students prefer to learn from the video lec-
tures delivered by the same teachers who handle the
A. Only Chalk and board.
subjects for theory as well as for conducting laboratory
B. Chalk and board with ICT tools like ppt/smartboard
experiments.
C. Classroom learning plus notes/videos/material shared
• Many students prefer to share their thoughts during the
using ICT tools for learning beyond the classroom.
interactive sessions conducted in the class rooms or in
group discussions.

13
J. Inst. Eng. India Ser. B (August 2022) 103(4):1373–1382 1381

4. Multi-dimensional (combination of online/ offline) 9. For the following activities mention the most effective
learning environment facilitates individualized learning by method that you would use:
addressing the difficulties faced by learners with mixed abil-
ity levels. Brainstorming
Strongly Agree.
Agree. Online Meeting.
Neither agree nor disagree. Offline over a cup of coffee.
Disagree. Both.
Strongly Disagree.
Gathering information
5. Which mode motivates you to do projects/assignments?
(you can choose more than one option) Online material.
Through books and journals in the library.
A. Pen and paper. from the friend’s notes.
B. Using collaborative online tools to coordinate and dis- All of the above.
cuss solutions.
C. Collaborative online tools with regular face-to-face dis- Coordination among team
cussions.
Collaborative tools online.
6. Which of the following teacher-student-peer commu- Weekly offline meetings.
nication do you relate with the most? Both.

A. I get along with my peers when we had online classes 10. For online classes answer the following questions:
and I get to interact with my teacher during online Which of the following do you use? (you can choose more
classes. than one option)
B. I did not have a rich interaction with my peers or my Personal Computer/Laptop.
teachers during online classes. Mobile.
C. I would prefer to meet my peers and teachers offline for iPad.
better interaction. Tablets.
Do you have and use a webcam?
7. Which of the following would help in enhancing Yes.
the current lab/classroom setup where you’re required to No.
experiment? Do you use earphones?
Yes.
A. My teacher’s instruction is sufficient. No.
B. My teacher’s instructions and helpful videos/animation/ Do you use speakers?
game-based learning to guide me once I start the experi- Yes.
ment. No.
C. Self learns without any guidance from the instructor via Do you have a broadband wi-fi connection?
videos online. Yes.
No.
8. In which situation do you share your thoughts and ideas Do you have an uninterrupted power supply (UPS)?
and learn from your peers? (you can choose more than one Yes.
option) No.

A. During class when the teacher asks me a question or put 11. I like online classes as they (you can choose more
us in a group discussion. than one option)
B. When a peer asks me a doubt during or after a lecture or are interactive.
vice versa. are comfortable to attend from home.
C. I use blog posts online to enhance my learning and also allow me to learn at my own pace.
contribute to replying to questions posed by others. enable me to learn more effectively.

13
1382 J. Inst. Eng. India Ser. B (August 2022) 103(4):1373–1382

12. I like offline classes because (you can choose more 11. W. Rueangsirarak, P. Temdee, Mixed Learning Strategies on
than one option) Combining Horizontal Blended Learning with Flipped Class-
room. In 2021 Joint International Conference on Digital Arts,
I interact better with my peers and teachers. Media and Technology with ECTI Northern Section Conference
I am not distracted by people around and multimedia. on Electrical, Electronics, Computer, and Telecommunication
I learn better by taking class notes. Engineering, pp. 398–401
better classroom environment compared to my home. 12. A.M. Nortvig, A.K. Petersen, S.H. Balle, A literature review of the
factors influencing e-learning and blended learning about learn-
ing outcome, student satisfaction, and engagement. Electron. J.
13. Which online methods when incorporated in your E-learn. 16(1), 46–55 (2018)
offline classes would help you learn better? (you can choose 13. J. Paul, F. Jefferson, A comparative analysis of student perfor-
more than one option) mance in an online vs. Face-to-face environmental science course
from 2009 to 2016. Front. Comput. Sci. (2019). https://d​ oi.o​ rg/1​ 0.​
lab simulations. 3389/​fcomp.​2019.​00007
Flipped classroom. 14. N. Kemp, R. Grieve, Face-to-Face or face-to-screen? Undergradu-
Making use of pre-recorded videos. ates’ opinions and test performance in classroom vs. online learn-
AI-powered tools. ing. Front. Psychol. 5, 1278 (2014). https://d​ oi.o​ rg/1​ 0.3​ 389/f​ psyg.​
2014.​01278
Animated Graphics. 15. F. Mayadas, G. Miller, J. Sener, Definitions of E-learning courses
and programs version 2.0 April 4, 2015. Retrieved from Online
14. Give your comments and suggestions for improving Learning Consortium - OLC Insights: OLC’s blog (2015) https://​
the teaching and learning methods followed at present (100 onlin​elear​ningc​onsor​tium.​org/​updat​ed-e-​learn​ing-​defin​itions-2
16. F.A. Freitas, L.J. Leonard, Maslow’s hierarchy of needs and stu-
words maximum) dent academic success. Teach. Learn. Nurs. 6, 9–1 (2011)
17. N.A. Rahman, N. Hussein, A.H. Aluwi, Satisfaction on blended
learning in a public higher education institution: What factors
References matter? Proc. Soc. Beh. Sci. 211, 768–775 (2015)
18. A. Kirkwood, L. Price, Technology-enhanced learning and teach-
1. J.Y.F. Chang, L.H. Wang, T.C. Lin, F.C. Cheng, C.P. Chiang, ing in higher education: What is enhanced and how do we know?
Comparison of learning effectiveness between physical classroom A critical literature review. Learn. Media Tech. 39(1), 6–39 (2014)
and online learning for dental education during the COVID-19 19. J.F. Watson, Blended Learning: The Convergence of Online and
pandemic. J. Dent. Sci. 16(4), 1281–1289 (2021) Face-to-Face Education. Promising Practices in Online Learning
2. J. Singh, K. Steele, L. Singh, Combining the best of online and (2008) https://​eric.​ed.​gov/?​id=​ED509​636
face-to-face learning: hybrid and blended learning approach for 20. C.L. Kee, Face to face tutorial, learning management system and
COVID-19, post vaccine, and post-pandemic world. J. Edu. Tech. whatsapp group: how digital immigrants interact and engage in
Syst. 50(2), 140–171 (2021) e-learning. Malays. Online J. Edu. Tech. 8(1), 18–35 (2020)
3. S. Ghosh, An approach to building a learning management sys- 21. B. Wollenberg, N. Mohan, The importance of modern teaching
tem that emphasizes on incorporating individualized dissemina- labs. IEEE Power Energy Mag. 8(4), 44–52 (2010). https://​doi.​
tion with intelligent tutoring. J. Inst. Eng. India Ser. B 98(1), 1–8 org/​10.​1109/​MPE.​2010.​937133
(2016). https://​doi.​org/​10.​1007/​s40031-​016-​0221-0 22. S. Doherty, J. Moorkens, Investigating the experience of transla-
4. M. Liz-Domínguez, F. Mikic-Fonte, M. Llamas-Nistal, M., tion technology labs: pedagogical implications. J. Spec. Trans. 19,
Caeiro-Rodríguez, M. Castro, Analyzing Student Interactions 122–136 (2013)
with Online Learning Contents in a Flipped Classroom Setting. 23. D. Boud, R. Cohen, J. Sampson, Peer learning in higher edu-
In 2019 IEEE Frontiers in Education Conference (FIE) pp. 1–4 cation: learning from and with each other, 1st edn. (Routledge,
5. X. Bai, M.B. Smith, Promoting hybrid learning through a shar- 2001). https://​doi.​org/​10.​4324/​97813​15042​565
able elearning approach. J. Asynchronous Learn. Networks 14(3), 24. K. Topping, C. Buchs, D. Duran, H. Van Keer, Effective peer
13–24 (2010) learning: from principles to practical implementation, 1st edn.
6. P.S.H. Darius, E. Gundabattini, D.G. Solomon, A survey on the (Routledge, 2017). https://​doi.​org/​10.​4324/​97813​15695​471
effectiveness of online teaching-learning methods for university 25. C. Wladis, K.M. Conway, A.C. Hachey, The online STEM class-
and college students. J. Inst. Eng. India Ser. B 102(6), 1325–1334 room who succeeds? An exploration of the impact of ethnicity,
(2021). https://​doi.​org/​10.​1007/​s40031-​021-​00581-x gender, and nontraditional student characteristics in the commu-
7. A. Michalíková, M. Povinský, Blended learning is a way of teach- nity college context. Commun. Coll. Rev. 43, 142–164 (2015).
ing in the pandemic period. In 2020 18th International Confer- https://​doi.​org/​10.​1177/​00915​52115​571729
ence on Emerging eLearning Technologies and Applications 26. D. Bandara, D.K. Wijekularathna, Comparison of student perfor-
(ICETA) pp. 464–469 mance under two teaching methods: face to face and online. Int.
8. A. Hysaj, COVID-19 pandemic and Online Teaching from the J. Edu. Res. 12(1), 69–79 (2017)
Lenses of K-12 STEM Teachers in Albania. In 2021 IEEE Inter- 27. M. Mathera, A. Sarkan, Student perceptions of online and face-
national Conference on Engineering, Technology & Education to-face; learning. Int. J. Curric. Instr. 10(2), 61–76 (2018)
(TALE) pp. 1–7 28. A.P. Roval, H.M. Jordan, Blended learning and sense of com-
9. Y. Lanjuan, W. Jinshuang, C. Ping, P. Lin, Z. Min, Design and munity: a comparative analysis with traditional and fully online
Practice of Flipping Classroom under Blended Learning. In 2020 graduate courses. Int. Rev. Res. Open Dist. Learn. (2004). https://​
IEEE 3rd International Conference on Information Systems and doi.​org/​10.​19173/​irrodl.​v5i2.​192
Computer-Aided Education (ICISCAE) pp. 179–182
10. Q. Li, Z. Li, J. Han, A hybrid learning pedagogy for surmounting Publisher’s Note Springer Nature remains neutral with regard to
the challenges of the COVID-19 pandemic in the performing arts jurisdictional claims in published maps and institutional affiliations.
education. Educ. Inf. Technol. 26(6), 7635–7655 (2020)

13