Abstract:

The COVID-19 pandemic has had a profound impact on education, accelerating the adoption of online learning and hybrid teaching models to maintain educational continuity. As higher education institutions transitioned to these new modalities, the need to address engagement and ensure the depth of learning in core lectures became increasingly apparent. This study explores how blended learning approaches, which integrate online and offline teaching methods, can enhance the effectiveness and accessibility of core lectures in higher education.

Blended learning combines the flexibility of online education with the interactivity of face-to-face instruction, creating a balanced framework that addresses the limitations of traditional lecture-based learning. This approach leverages online platforms for content delivery and preparation, allowing in-person sessions to focus on deeper engagement through discussions, collaborative activities, and application of concepts. By redistributing the roles of online and in-person learning, blended learning fosters active participation and enables instructors to create more interactive and impactful lectures.

The study analyzed the role of blended learning in improving student engagement, knowledge retention, and overall satisfaction. Data were collected through surveys and reflective journals, capturing student perspectives on the learning process. Results indicate that blended learning significantly enhances the learning experience by offering students the flexibility to engage with lecture content independently before class, enabling them to participate more effectively during in-person sessions. Students reported higher satisfaction levels when structured pre-class materials, active classroom discussions, and timely feedback were provided.

Furthermore, the integration of digital tools such as online collaboration platforms, video conferencing software, and learning management systems played a vital role in facilitating communication and fostering engagement. These tools supported active learning, improved access to course materials, and allowed for diverse instructional strategies that accommodated different learning preferences.

However, the study also highlights challenges associated with implementing blended learning in core lectures. These include disparities in access to reliable technology, varying levels of student readiness for self-directed learning, and the need for faculty to adapt traditional teaching methods to hybrid formats. Addressing these challenges requires robust technological infrastructure, clear instructional design, and faculty development programs to support the effective integration of blended learning into higher education.

This research demonstrates that blended learning offers significant advantages for core lectures, including increased engagement, improved accessibility, and enhanced learning outcomes. By leveraging the strengths of both online and face-to-face modalities, blended learning provides a transformative approach to higher education. As institutions adapt to the post-pandemic landscape, this study underscores the importance of designing inclusive and flexible learning environments that meet the diverse needs of students while maintaining academic rigor.

Keywords:

Blended Learning, Core Lectures, Higher Education, Hybrid Teaching, Student Engagement, Active Learning.