A Comparative Analysis of Traditional, and Blended Learning Approaches: Impact on Student Engagement in Teacher Training Programs

Abstract

The effect of blended, and traditional learning strategies on student participation in teacher preparation programs is examined in this study. Given the growing use of technology in educational institutions, it is essential to comprehend how various teaching philosophies impact student engagement, motivation, and academic results. A comparative study of two groups of teacher candidates, one enrolled in a blended learning environment, which blends online, and in-person training, and the other in traditional face-to-face learning, is used in this study. Student’s evaluations of their learning experiences were investigated through qualitative interviews, which were supplemented by quantitative questionnaires measuring engagement levels. The results imply that blended learning increases student involvement, especially when it comes to self-regulation, teamwork, and interaction. In order to improve teacher preparation programs, the study addresses the benefits, and drawbacks of both systems, and makes suggestions for incorporating blended learning techniques. The creation of more efficient, and captivating learning environments in higher education may be impacted by these revelations.