ABSTRACT
The COVID-19 pandemic has raised unprecedented challenges for the progressive education community universally. One crucial challenge is the engagement of advanced learners in pandemic times. Their academic interest is retained, their performance does not decline, and they get access to appropriate resources in time. This article will elaborate on the identification mechanism and the categorization of the students grounded on their comforts and performance. The pedagogical framework is developed for advanced learners by focused interventions such as providing exposure to industry-oriented problems, international virtual events, online courses and software, career counseling by industry leaders, and preparation for higher education. In this article, we are discussing obligatory interventions and their outcomes. Adopting blended learning is becoming a boon to learners by effectively using online resources. Working with these advanced learners, the teacher can directly converse the precise space where the scholar needs the support. In this research, student-centric methods are used. A pedagogical framework is proposed for aerospace engineering students. Advanced learners are categorized into specializations based on real-time data analysis such as aerodynamics, propulsion, space technology, and avionics. Analysis suggests that the categorization and targeted pedagogical intervention yields better student performance outcomes. Based on this study, we started offering specialization-based courses at the undergraduate level in coming batches.
ABSTRACT
Blended learning incorporates online learning experiences and helps students for meaningful learning through flexible online information and communication technologies, reduced overcrowded classroom presence, and planned teaching and learning experience. This study has conducted surveys of various tools, techniques, frameworks, and models useful for blended learning. This article has prepared a comprehensive survey of student, teacher, and management experiences in blended learning courses during COVID-19 and pre-COVID-19 times. The survey will be useful to faculty members, students, and management to adopt new tools and mindsets for positive outcomes. This work reports on implementing and assessing blended learning at two different universities (University of Petroleum and Energy Studies, India, and Jaypee Institute of Information Technology, Noida, India). The assessments prepare the benefits and challenges of learning (by students) and teaching (by faculty) blended learning courses with different online learning tools. Additionally, student performance in the traditional and blended learning courses was compared to list the concerns about effectively shifting the face-to-face courses to a blended learning model in emergencies like COVID-19. As a result, it has been observed that blended learning is helpful for school, university, and professional training. A large set of online and e-learning platforms are developed in recent times that can be used in blended learning to improve the learner's abilities. The use of similar tools (Blackboard, CodeTantra, and g suite) has fulfilled the requirements of the two universities, and timely conducted and completed all academic activities during pandemic times.