This survey collects data regarding the use and preference of blended learning as the mode of delivering instructions. It retrieves data on why the method is preferred over the common and popular teaching practices in classes. It may be used to make informed decisions about the credibility of learning styles to perfect some of the attributes facilitating effective learning. The improvement of information technology has facilitated the delivery of varying and significant learning materials. In this regard, learners can use videos and books when seeking clarifications on various issues.
First, research and development are creating reliable tools to facilitate learning on online courses (Naik and Shivalingaiah 499). Naik and Shivalingaiah informed that the accessibility of social participation is a credible outreach throughout the globe. Secondly, researchers have endorsed this argument by providing the constructivism procedure of the web 3.0 from earlier models (Aghaei, Ali, and Khosravi 1). In this manner, LMS is expected to improve and make education highly efficient. This aspect has been enhanced by progressive internet penetration and software engineering (Rajiv and Lal 335).
The other point is that the advancement of study tools is making virtual classes effective and interactive. The growth of interactive behaviors ordained by learners is making online learning acceptable throughout the world (Rajiv and Lal 335). However, it must be recognized that some learning activities cannot be learned theoretically. There must be strategies to perform experiments and boost physical interactions between students. This aspect implies that the virtual classes must have physical meetings when required. They can be represented by connecting universities across the globe or building institutions to reduce the physical distances between learners and their instructors.
Works Cited
Aghaei, Sareh, Mohammad Ali and Hadi Khosravi. “Evolution of the World Wide Web: From Web 1.0 to Web 4.0.” International Journal of Web & Semantic Technology 3.1 (2012): 1-10. Print.
Naik, Umesha and Dean Shivalingaiah. “Comparative Study of Web 1.0, Web 2.0 and Web 3.0.” International CALIBER 5.4 (2008): 499-508. Print.
Rajiv, Singh and Manohar Lal. “Web 3.0 in Education and Research.” International Journal of Information Technology 3.2 (2011): 335-341. Print.