Pedagogical and Technical Implication of Conversion from Face- to-Face to Blended Learning

Technology is changing our world. The advancement in science and technology has propelled a drastic change in nature and structure of the modern world. Events that look weird or impossible years back are part of ‘normal’ things in our contemporary world. Education has had its share of the paradigm shift in the anal of technological revolution. The paper discusses the adoption of open and distance education along the traditional face-to-face mode of educational delivery. The implication of this change in respect to curriculum development models, design and pedagogy and the role of instructors in open and distance education were analysed. The authors propose that blended learning should be viewed from transformational perspective of improving teaching and learning through designing of relevant curriculum and implementation of constructive based pedagogy. Learning itself is blended – a blended of many theories, activities and method, either in traditional face-to-face institutional or technological driven e-learning. Learning is a product of concerted efforts of the government, curriculum planners, school administrators, teachers and student alikes. The blended learning is not limited to human personnel alone, but also communities based resources, learning objects, school environment ar