Readiness of In-service Teachers Toward a Blended Learning Approach as a Learning Pedagogy in the Post-COVID-19 Era

Abstract

The impact of the coronavirus disease 2019 (COVID-19) pandemic has traumatized the entire world. COVID-19 has prompted experts to rethink the suitable pedagogies of teaching–learning that will prove to be sustainable with the global health crises going on. Blended learning is one of the models proposed by various educationalists and research scholars that appears to be a viable and best-fit solution for educational institutes for at least a period of a few months postpandemic. This study investigates the readiness of in-service teachers considering them as learners toward blended learning and its six dimensions. The results indicated that there existed a correlation among the six dimensions of blended learning while considering the readiness of in-service teachers toward blended learning. In addition, the results indicated that both male and female teachers and teachers who have and have not attended/conducted webinars/lectures/Faculty Development Programs online have had no difference in their readiness toward blended learning.