Attitude of Prospective Teachers towards Blended Learning Technology: A Normative Approach

The rapid advancements in the field of information and technology have made remarkable changes in the traditional educational systems. It adopts modern technology and pedagogical techniques in teaching-learning process and creates innovative learning environments that motivate the students for better learning. Such a system of learning is mainly based on Internet services which facilitate active learning. It disseminates different types of information needed for the holistic development of an individual. Blended learning has emerged as an effective method of leanring ton meet the needs of students’ learning styles. The growth of blended learning environments in education has emphasized the need for better ways of describing and recognizing good teaching that promotes student learning in these environments. Blended learning combines online components with the conventional face-to-face components that optimize best practices in teaching and learning through synchronous and asynchronous leanring environments. Blended learning increases the options for greater quality and quantity of human interaction in a learning environment. Blended learning offers learners the opportunity “to be together and apart”. Blended learning provides a ‘good’ mix of technologies and interactions, resulting in a socially supported, constructive, learning experience. In the present paper, the author studied the attitude of two hundred prospective teachers towards blended learning. The findings of the study revealed that the female prospective teachers and prospective teachers who were from science streams were having high favourable attitude towards blended learning methods as compared to the male prospective teachers and those who were from arts stream