REVOLUTIONIZING EDUCATION: LECTURERS’ COMPETENCY AND BLENDED LEARNING IN THE NEW NORMAL

Abstract

This study seeks to explore the readiness of college education lecturers for blended learning in the new normal. This study examined colleges of education lecturers’ readiness for blended learning in the new normal. The study adopted the descriptive research design. Two hypotheses were tested at a 0.05 level of significance. All colleges of education lecturers served as respondents through a stratified random sampling technique. A self-designed instrument titled Assessment of College of Education Lecturers Readiness for Blended Learning in the New Normal was used for data collection. Mean scores were used to answer research questions and a t-test was used to test the four research hypotheses. Findings from the study revealed that COE lecturers were not adequately ready for blended learning in the new normal in terms of online teaching tools and skills/competencies needed. Also, there was no significant difference between experienced and less-experienced lecturers in their readiness for blended learning t(1105) = 37.70, p<0.05 and no significant difference was established between the male and female competency level of COE lecturers in blended learning t(1105) = 37.70. p<0.05; No significant difference was established between male and female lecturers in their readiness for blended learning, t (1105) p>0.05. Based on the study's findings, it was recommended, among others, that all COE lecturers should be trained on blended learning usage in case of any pandemic.