Accessing Students' Readiness of Online Component in a Blended Learning Environment

Authors

  • Francis Ofori , Beatrice Birago , Rosemond Asianoa , Emmanuel Atuahene

Keywords:

blended Learning; Online Learning; face-to-face interaction; student readiness, sandwich program

Abstract

The inclusion of online instructions in sandwich education has made it necessary to ascertain

whether or not students are prepared for learning online. Several studies have been done to evaluate

this online-ready concept. However, there seems to be no evidence of learners' readiness for online

components in blended Learning. This study aimed to explore factors that influence students’

readiness for the online component of blended Learning. it also seeks to determine the correlations

that exist between students' preferred learning modalities (SPLM) and their preparedness for

engaging effectively with the online segment in a blended learning environment (OSBLE). A

survey method was to assess students' online readiness for blended Learning. 2023/2024 UCC

Sandwich students of Offinso College of Education center were used as a case scenario. The study

found that internet access is not a significant barrier for online components in a blended learning

environment. The study also showed diversity in opinions, which could stem from varying

personal time management skills, different levels of familiarity with online learning environments,

or differing levels of support and guidance available to students. Additionally, the study uncovered

a genuine association between SPLM and OSBLE. This study recommends that institutions

consider students' diverse preferences and comfort levels for the online component of blended

Learning.

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Additional Files

Published

2025-06-18

How to Cite

Francis Ofori , Beatrice Birago , Rosemond Asianoa , Emmanuel Atuahene. (2025). Accessing Students’ Readiness of Online Component in a Blended Learning Environment. Pegem Journal of Education and Instruction, 15(5), 28–38. Retrieved from https://pegegog.net/index.php/pegegog/article/view/4131

Issue

Vol. 15 No. 5 (2025): CURRENT ISSUE

Section

Article

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