Exploring the challenges of self-directed blended learning

Abstract

COVID-19 pandemic had a marked impact on the educational system all over the world. The pandemic has exposed students to remote learning environments and has accelerated the adoption and prominence of online education among students. During this period, some students recognized the potential benefits of online learning and as the pandemic was over the students started to incorporate online learning into their daily routine after returning back from school and thus participating in a self-directed blended learning approach. But as the popular saying goes that every coin has two sides, similarly every approach has both benefits and challenges. The target group of the study was the students of class IX and class XI. A study was conducted on 224 students from four selected Kendriya Vidyalaya schools through stratified sampling, under Sonitpur district, Assam, India This paper discusses the challenges of self-directed blended learning. Frequency, percentage, and composite mean were calculated for this purpose. Four dimensions were considered to evaluate the challenges of self-directed blended learning i.e., technical, social, physical, and financial dimensions. It was found that physical challenges were the highest ranked of all the four considered dimensions of challenges. Introduction The way we learn and acquire knowledge has been altered as a result of technology. 2020 has been a striking illustration of the shift that has taken place in education. A total of 190 countries have undergone disruption in formal teaching and learning impacting around 320 million students in India and 1.5 billion students worldwide. During the outbreak of the COVID-19 Pandemic, all educational institutions were shut down since March 16, 2020, and students all over the country were compelled to learn virtually from their home environment. The strategy of promoting online education was adopted by the Government of India (Times of India). During that period, the Government of India even launched various free online education platforms including Diksha, SWAYAM, e-Patshala, and many more. When all the educational institutions were again reopened in the post-pandemic situation, it was found that students were more attracted to and comfortable in the blended learning environment (Sharma, 2021) [22]. There are four fundamental models of blended learning which are the rotation model, flex model, enriched virtual model, and self-blend model or self-directed blended learning (US Department of Education, 2009 and Christensen Institute, 2016). This paper will mainly be focusing on self-directed blended learning. Self-directed blended learning is also referred to the as self-blend approach or the A La Carte model. It is defined as that form of blended learning where students supplement their traditional, face-to-face, in-school learning with online courses chosen by them and carried on from their home environment or any other comfortable environment outside the formal classroom setting. In addition to face-to-face classroom learning, students make use of various online apps or social media sites in order to supplement their classroom learning and gain additional insight into the topic. Every student may not use the same online course to supplement their learning. The students have full freedom to choose the course they want to take. The school is not responsible for financing the students' online learning. It is an individualistic decision of the students based on their needs and interests. For this method of blended learning to be successful, students must be highly self-motivated, have good time management and critical thinking skills. While blending conventional learning with technology-based learning it should be taken care offline learning is not overlooked and given due weightage as virtual learning can supplement but never replace offline learning.

Full text

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The Pharma Innovation Journal 2023; SP-12(9): 128-133
ISSN (E): 2277-7695
ISSN (P): 2349-8242
NAAS Rating: 5.23
TPI 2023; SP-12(9): 128-133
© 2023 TPI
www.thepharmajournal.com
Received: 15-06-2023
Accepted: 21-08-2023
Kritika Karmakar
Research Scholar, Department of
Human Development and
Family and Family Studies.
College of Community Science,
Assam Agricultural University,
Jorhat, Assam, India
Dr. Rupjyoti Bhattacharjee
Assistant Professor, Department
of Human Development and
Family and Family Studies,
College of Community Science,
Assam Agricultural University,
Jorhat, Assam, India
Corresponding Author:
Kritika Karmakar
Research Scholar, Department of
Human Development and
Family and Family Studies.
College of Community Science,
Assam Agricultural University,
Jorhat, Assam, India
Exploring the challenges of self-directed blended
learning
Kritika Karmakar and Dr. Rupjyoti Bhattacharjee
Abstract
COVID-19 pandemic had a marked impact on the educational system all over the world. The pandemic
has exposed students to remote learning environments and has accelerated the adoption and prominence
of online education among students. During this period, some students recognized the potential benefits
of online learning and as the pandemic was over the students started to incorporate online learning into
their daily routine after returning back from school and thus participating in a self-directed blended
learning approach. But as the popular saying goes that every coin has two sides, similarly every approach
has both benefits and challenges. The target group of the study was the students of class IX and class XI.
A study was conducted on 224 students from four selected Kendriya Vidyalaya schools through stratified
sampling, under Sonitpur district, Assam, India This paper discusses the challenges of self-directed
blended learning. Frequency, percentage, and composite mean were calculated for this purpose. Four
dimensions were considered to evaluate the challenges of self-directed blended learning i.e., technical,
social, physical, and financial dimensions. It was found that physical challenges were the highest ranked
of all the four considered dimensions of challenges.
Keywords: Self-directed blended learning, challenges, technical challenges, social challenges, physical
challenges, and financial challenges
Introduction
The way we learn and acquire knowledge has been altered as a result of technology. 2020 has
been a striking illustration of the shift that has taken place in education. A total of 190
countries have undergone disruption in formal teaching and learning impacting around 320
million students in India and 1.5 billion students worldwide.
During the outbreak of the COVID-19 Pandemic, all educational institutions were shut down
since March 16, 2020, and students all over the country were compelled to learn virtually from
their home environment. The strategy of promoting online education was adopted by the
Government of India (Times of India). During that period, the Government of India even
launched various free online education platforms including Diksha, SWAYAM, e-Patshala,
and many more. When all the educational institutions were again reopened in the post-
pandemic situation, it was found that students were more attracted to and comfortable in the
blended learning environment (Sharma, 2021) [22]. There are four fundamental models of
blended learning which are the rotation model, flex model, enriched virtual model, and self-
blend model or self-directed blended learning (US Department of Education, 2009 and
Christensen Institute, 2016). This paper will mainly be focusing on self-directed blended
learning. Self-directed blended learning is also referred to the as self-blend approach or the A
La Carte model. It is defined as that form of blended learning where students supplement their
traditional, face-to-face, in-school learning with online courses chosen by them and carried on
from their home environment or any other comfortable environment outside the formal
classroom setting. In addition to face-to-face classroom learning, students make use of various
online apps or social media sites in order to supplement their classroom learning and gain
additional insight into the topic. Every student may not use the same online course to
supplement their learning. The students have full freedom to choose the course they want to
take. The school is not responsible for financing the students’ online learning. It is an
individualistic decision of the students based on their needs and interests. For this method of
blended learning to be successful, students must be highly self-motivated, have good time
management and critical thinking skills. While blending conventional learning with
technology-based learning it should be taken care offline learning is not overlooked and given
due weightage as virtual learning can supplement but never replace offline learning.

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The Pharma Innovation Journal https://www.thepharmajournal.com
The blending of technology-based learning with conventional
learning should be in equilibrium. Self-directed blended
learning is a learning approach that intends to supplement
offline learning with online learning and not substitute offline
learning. But as the popular saying goes that every coin has
two sides, similarly every approach has both benefits and
challenges, and so, self-directed blended learning has its own
opportunities and challenges.
Review of literature
Adedoyin and Soykan (2023) [1] conducted a study to know
the challenges and opportunities of online learning. The study
findings revealed that online learning during COVID-19 had
its opportunities as well as many challenges.
Rizvi and Nabi (2021) [20] in their study found insufficient
bandwidth and bad network connectivity were discovered to
be serious hindrances the student comes across while
participating in the online modality. Some of the other
difficulties included an inadequate home setting for attending
online classes, a sense of isolation and demotivation due to
the lack of face-to-face connection, and exposure of the
students to excessive screen timing, which caused weariness
among them. Active online means of learning, such as live
faculty lectures and discussions conducted live by faculty
were most favored, while passive methods of learning, such
as online certification courses through education portals such
as Swayam, Coursera, and Udemy, were least liked. The
study findings highlighted that student-faculty engagement
provided higher satisfaction than student-student interaction.
Barrot et al. (2021) [5] conducted a study to know the
challenges encountered by learners in the online mode of
learning during the COVID-19 pandemic. The study findings
revealed that the students’ greatest obstacle was related to
their learning environment at home, whereas the least
challenge faced by them were technical knowledge and
competency. The evidence also suggested that the COVID-19
pandemic had the biggest impact on the quality of the learning
experience and the mental health of students.
Singhal (2021) [24] in the study findings divulged some of the
obstacles of blended learning, which were a rising digital
divide among students, a negative influence on social and
emotional health, generational differences in technology use,
and the use of suitable pedagogy.
Jaradat and Ajlouni (2021) [15] conducted a study on
undergraduate students, and the study findings elicited that
some of the challenges faced by students on online platforms
were anxiety and stress, inconsistent internet connections,
inadequate service of the e-learning platforms, a lack of
information and communication technology skills among both
learners and teachers, poor time management abilities of the
students, and distractions
Hussain and Barzani (2021) [14] conducted a study to know the
students’ perception of online learning during the COVID-19
pandemic. The study findings revealed that some of the
hurdles students face in the online learning platform included
inconsistent internet connections, frequent power cuts, issues
with time management, concentration difficulties, and
opening cameras due to social issues.
Conducted a study that examines the measures taken by
provincial ministries and publicly funded school boards to
establish online learning platforms in order to prevent
disruptions to student learning. However, it is important to
consider the potential negative consequences of online
learning for marginalized students, particularly those who
were already disadvantaged in traditional public school
settings. The issue of the digital divide may further isolate
these students, exacerbating their marginalization. This
commentary underscores the need for educators at all levels to
be adequately prepared for the potentially detrimental effects
on indigenous students' learning and academic achievement in
post-pandemic public schools and classrooms. Given the
complex nature of these circumstances, which have resulted
in intertwined layers of marginalization for indigenous
students, it is crucial that preparation for these realities is both
current and retrospective.
Rasheed et al. (2020) [19] conducted a study to know the
challenges of the online mode of blended learning and the
findings stated that the main challenges on the part of students
included self-regulation issues and difficulties in learning
with technologies.
Ferri et al. (2020) [12] in their study findings revealed that the
technological issues of blended learning were primarily
connected to the unpredictability of internet connectivity and
the lack of requisite electronic gadgets for many students. The
pedagogical challenges were primarily associated with
teachers' and learners' lack of digital skills, the lack of
structured content versus the abundance of online resources,
learners' lack of interactivity and motivation, and teachers'
lack of social and cognitive presence (the ability to construct
meaning through sustained communication within a
community of inquiry). The social issues were mostly due to a
loss of human engagement between teachers and students, as
well as among the students themselves, a lack of physical
spaces at home to receive lessons, and a lack of support from
parents who commonly work remotely in the same spaces.
Belay (2020) [6] conducted a study to know the educational
inequalities of distance learning faced by rural inhabitants.
The findings highlight that there are numerous disparities that
rural pupils face in comparison to metropolitan students.
Students are homogenized by the accessible remote learning
programs, which might lead to educational inequity.
Horo et al. (2020) [13] through their study revealed that the
biggest problem for online learning is the constraint of
internet connection in families, as the number of children in
the family may exceed the number of internet connections.
Another issue that has emerged is that students at private
schools can afford the pricey internet connection, while
students in public schools may not.
Adnan and Anwar (2020) [2] conducted research to savvy the
perception of students towards online learning after the
COVID-19 pandemic and the research findings revealed that
online learning cannot generate the intended effects in
underdeveloped nations such as Pakistan, where the great
majority of students were unable to use the internet due to
technical and financial constraints.
Alam and Agarwal (2020) [3] conducted a study to know the
opportunities and challenges of blended learning, and the
study findings discovered that combing both online and
offline platforms of learning has its own challenges and
opportunities.
Opeyemi et al. (2017) [18] conducted a study to know the
perception of students towards blended learning and the
study's findings discerned that the blended learning method
benefits students a lot, but that inadequate power supply,
internet connection problems, and a lack of computer
operating skill were some of the barriers to the effective use
of blended learning in distance education.
Kearns (2012) [16] in the study findings has brought to light

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that assessment of student learning is a critical component of
instruction and assessing student learning in online
environments presents unique problems and opportunities.
Challenges of online learning arouses as a result of the impact
of physical distance between the instructor and the students,
adaptations to the necessity of using technology to
communicate with students, workload and time management
issues of the students, and the ongoing need to collect and
provide feedback on a variety of assessment data.
Alebaikan and Troudi (2010) [4] have conducted research to
know the challenges of blended learning, and the study
findings disseminated that difficulties in adequately managing
time is one of the crucial challenges of the blended learning
approach.
Research design
An exploratory research design is a research procedure that
allows researchers to investigate unfamiliar topics. With the
help of this research design, one can avail a better
understanding of a particular problem or phenomenon even if
it may not always produce conclusive results. The study's
design is exploratory as it explores the challenges of self-
directed blended learning
Materials and Methods
The study was carried out in four selected Kendriya
Vidyalaya schools under the Balipara block of Sonitpur
District, Assam, India. Sonitpur district was chosen at the
convenience of the researcher. The purpose behind choosing
balipara block was that this block has the highest number of
schools, as the target group of the study was the students of
class IX and class XI because the student of these standards
was approaching and thus exposes themselves to different
learning platform in order to gain additional insight on a
desired content or topic. Since most of the commonly used
online learning apps prefer English and Hindi as their primary
language of instruction and so does the C.B.S.E curriculum,
whereas in contrast most of the government schools of the
state board use regional language as the medium of
instruction and communication, so the researcher desired to
opt for C.B.S.E schools. To make the heterogeneous school
population into a homogeneous sample by adopting a
stratified sampling method Kendriya Vidyalaya schools were
selected for making strata, as it predominately uses English
and Hindi as their primary language of instruction and also
contains students from diverse economic backgrounds. A
sample size of two-hundred and twenty-four was calculated
using Cochran’s formula for finite population (sample size
determination formula). A self-constructed questionnaire was
distributed among the students in order to explore the
challenges of self-directed blended learning.
Results and Discussion
Table 6.1: Distribution of the technical challenges faced by the respondents while practicing self-directed blended learning
Challenges
Technical Challenges
Strong Agree
Agree
Neutral
Disagree
Strongly Disagree
F
%
F
P
F
%
F
%
F
%
Having poor internet connectivity in the locality
90
40.2
74
33
3
1.34
32
14.29
25
11.16
Having limited technical knowledge to operate online apps efficiently
80
35.7
76
33.9
8
3.57
38
16.96
22
9.82
Not having sufficient device for online learning
16
7.14
34
15.2
6
2.68
68
30.34
100
44.64
Facing difficulties in managing online courses
102
45.5
68
30.4
4
1.79
35
15.63
15
6.7
F= Frequency, % = Percentage
Table 6.1 illustrated the respondents’ information based on
the technical challenges faced by them while practicing self-
directed blended learning. It is evident from the results that
most of the respondents (40.2%) strongly agreed that they had
poor internet connectivity in their locality. This is owing to
the fact that our personal internet connection may have lower
bandwidth and a patchy connection than the institutional
internet connection, which disturbs the learning experience
due to video, audio, and connection issues. According to
Rizvi and Nabi (2021) [20], insufficient bandwidth and bad
network connectivity were serious hindrances to virtual
learning.
The results witnessed that most of the students (35.7%) have
insufficient technical skills to use online apps effectively.
This could be because some learners aren't up to date on the
latest technology, which can be quite annoying for them and,
at worst, completely deplete their training experience,
supported by the findings of Rasheed et al. (2020) [19] who
concluded that one of the main challenges of online learning
in part of students include difficulties with learning
technologies. The target group of the study was the students
of Class IX and Class XI, which fall under Gen Z (Zoomers).
Though according to the research of this generation is very
sound in technical skills but in the current study it was found
that the majority of the respondents strongly agreed that they
have insufficient technical skills to use online apps
effectively.
The results denoted that for a major proportion of students not
having sufficient devices for online learning is not a
challenge. This may pertain to the growing income status of
the working-class population of the country.
The results showed that most of the students (45.5%) strongly
agreed that they face problems in the technical management
of online courses. This could be due to the time-consuming
and difficult registration, sign-in, and log-in procedures
required for enrolment in online courses. Many online courses
also require students to submit work by uploading a document
and the learners are also required to compress the size of the
documents, thus those who lack appropriate digital literacy
may struggle to manage the online learning process smoothly.

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Table 6.2: Distribution of the social challenges faced by the respondents while practicing self-directed blended learning
Challenges
Social Challenges
Strong Agree
Agree
Neutral
Disagree
Strongly Disagree
F
%
F
%
F
%
F
%
F
%
Sometimes willing to skipping online classes
79
35.3
110
49.1
11
4.91
18
8.04
6
2.68
Having less accountability in online learning
167
74.6
48
21.4
2
0.89
2
0.89
5
2.23
Getting feedback is difficult in online learning
149
66.5
70
31.2
1
0.45
2
0.89
2
0.89
Coming across online bullying in self-blend mode
2
0.89
3
1.34
1
0.45
50
22.6
168
75
Feeling hesitant to interact with teachers in both offline and online
classroom
83 38.8 92 41 14 6.25 25 11.2 10 4.46
F= Frequency, %= Percentage
The results of Table 6.2 implied that most of the students
(49.1%) agreed that they sometimes feel like skipping online
classes. This may be due to the fact that while participating in
online learning students have to seat in one place for long
hours which makes them tired, leads to a monotonous
lifestyle, and makes them lethargic further more making them
skip online classes sometimes. According to the study of
Yudkko et al., students perceive that hybrid courses have a
detrimental impact on attendance.
The results revealed that the majority of students (74.6%)
strongly agreed that have reduced accountability in online
classes. This is considered as a challenge may be due to the
reason that if the student is not motivated enough or does not
have self-discipline, they cannot successfully complete the
online course because in online learning there is no one to
keep track on students’ behavior or performance in their study
found that students show reduced accountability and
increased academic dishonesty in online learning. Snapp and
Simon (2005) found in their study that there was reduced
interpersonal accountability between teachers and students in
the online component of blended learning.
The results stipulated that the majority of respondents
(66.5%) strongly agreed that getting feedback is difficult in
online classes. Reduced accountability is a challenge in the
online component of self-directed blended learning because
students undertake the self-blend approach to bridge up the
limitations of face-to-face learning, so successful
establishment of rapport with the online teachers and getting
feedback from them is very important, but getting feedback
may be difficult in the online component of Self-Directed
Blended Learning, similar findings were reported by Baum
and McPherson (2019) that the main problem online learning
is the lack of interpersonal interaction between the students
and the teachers. This may be because a large number of
students are enrolled in virtual classes so one-to-one
conversation with every student is not possible.
The results signified that the majority of students (75%) do
not face cyberbullying while participating in the online
component of self-directed blended learning. This might be
due to the fact that while participating in online learning
teachers play the role of lecturer and students play the role of
note-taker from a remote/distant location there is not much
chance of student-student conversation.
The results divulged that most of the students (41%) agreed
that they hesitate to interact with their teachers in traditional
and virtual classrooms. This might be due to the shy
personality of the individual or because of an inefficient
rapport between the teacher and student, aided by the findings
of Ferri et al. (2020) [12] and Barzani (2021) [14] that the
inability of the teachers to create social and cognitive
presence and reluctant to open cameras are some of the major
social issues for students in online learning.
Table 6.3: Distribution of the physical challenges faced by respondents while practicing self-directed blended learning
Challenges
Physical Challenges
Strong Agree
Agree
Neutral
Disagree
Strongly Disagree
F
%
F
%
F
%
F
%
F
%
Facing difficulties in managing time for both offline classes
146
65.2
66
29.5
2
0.89
9
4.02
1
0.45
Getting distracted during online learning
127
56.7
79
35.3
6
2.68
11
4.91
1
0.45
Getting fatigue, headache and eye strain due to Self-Directed Blended Learning
170
75.9
50
22.3
1
0.45
2
0.89
1
0.45
Developing bad sitting postures due to increased online learning time
120
53.6
93
41.5
2
0.89
3
1.34
6
2.68
Getting distracted due to noise in the home and neighborhood during online classes
96
42.9
89
39.7
7
3.13
25
11.2
7
3.13
Having less contact with printed materials due to too much digital learning
148
66.1
69
30.8
5
2.23
1
0.45
1
0.45
Depending too much on the online platform
172
76.8
46
20.5
2
0.89
3
1.34
1
0.45
F= Frequency, %= Percentage
The results of Table 6.3 delineated that the majority of
students (65.2%) faced difficulties in managing time for both
offline and online learning. This may be because the self-
blend approach of learning supplements the students-to-do list
with additional and time-consuming activities and courses in
addition to daily conventional classes. Similar findings were
also marked in the study of Kearns (2012) [16], excessive
workload and time management issues are the major
challenges of online learning.
The results outlined that the majority of students (56.7%)
strongly agreed that they were distracted while participating
in the online component of self-directed blended learning.
This could be because regular notifications from blogs,
videos, and other social media platforms can divert students'
attention away from their lessons and tasks. And once they
are engrossed by the notifications, it is very tempting for them
to begin aimlessly browsing through these platforms. This
finding may be seen in line with the study of Jaradat and
Ajlouni (2021) [15] that distraction is one of the major
drawbacks of the online learning platform
The results manifested that the majority of students (75.9%)
strongly agreed that increased screen timing is deteriorating
their physical health. This may be due to the reason that
because, both online and offline class schedules are almost the
same, i.e., around six to seven hours per day, and continuous
screen timing for such a long time takes a toll on students’

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health and leads to frequent fatigue, headache, and eye strain
in them, underpinned by the findings of according to which
increase in online learning among students is negatively
impacting their eyesight and leading to backache and many
more.
The results implied that the majority of the students (53%)
have developed bad sitting postures due to increased online
learning time. This may be because while learning online
students tend to sit in one place for hours, few may also not
follow the traditional desk-table study posture and may read
while lying down on the bed all these promote bad study
postures among learners. The findings are in line with the
study of that increased online among students during and after
the COVID-19 pandemic is resulting in bad study posture by
them due to increased screen timing.
The results arrayed that most of the students (42.9%) are
distracted by noise in their homes and neighborhoods during
online lectures. This could be because the respondents were
city dwellers and might be constantly exposed to noise. The
findings can be backed by the study of Rizvi and Nabi (2021)
[20] that an inadequate home setting is a challenge for online
learning. Ferri et al. (2020) [12], in their study, stated that a
lack of physical space at home to receive lessons and a lack of
support from parents who commonly work remotely in the
same spaces is a major challenge for the online learning
platform.
The results depict that the majority of students (66.1%)
strongly agreed that they have less contact with printed
materials as a result of too much digital learning. This may be
due to the fact that students prefer to learn digitally rather
than on paper. One of today's major issues is that, as a result
of their excessive use of technology, individuals have lost
touch with books and printed materials, becoming nearly
exclusively reliant on search engines. For example, rather of
consulting a dictionary or an encyclopedia to determine the
meaning of a word, they prefer to Google it. However, total
comprehension had been higher for print reading than for
digital reading. It can be supported in accordance with the
study of that reading printed materials rather than reading
digitally improves comprehension.
The results highlight that the majority of students (76.8%)
strongly agreed that they depend too much on the online
platform. This can be considered as a challenge of the online
component of self-directed blended learning because
excessive reliance on online platforms might be detrimental
and it is quite easy for students in an online learning
environment to rely on the internet or any artificial
intelligence program. Students may opt to replicate work from
other sources and submit it as their own. This encourages kids
to take shortcuts, making them less innovative. Therefore, in
order to make the self-blend approach to be successful for
students’ self-regulation is very important, which can be
reinforced in accordance with the findings of Rasheed et al.
2020 [19] that one of the main challenges in part of students
include self-regulation issues in online component of self-
directed blended learning student responsible for regulating
their own behavior so that the new approach of learning does
not degrade their overall development.
Table 6.4: Distribution of the financial challenges faced by respondents while practicing self-directed blended learning
Challenges
Financial Challenges
Strong Agree
Agree
Neutral
Disagree
Strongly Disagree
F
%
F
%
F
%
F
%
F
%
Online courses are costly
168
75
46
20.54
1
0.45
1
0.45
8
3.57
Parents face difficulties in managing both offline and online course fees
26
11.6
33
14.73
10
4.46
98
43.8
57
25.45
Facing some financial problems due to large family size
34
15.2
44
19.64
6
2.68
72
32.1
68
30.36
Not have access to low-cost online learning apps
17
7.59
44
19.64
4
1.79
67
27.5
92
41.1
F= Frequency, %= Percentage
The results of Table 6.4 marked that the majority of students
(75%) of the students strongly agreed that online courses were
costly. This may be because as in self-directed blended
learning the school authority is not responsible for financing
the online courses undertaken by the students, it is the
responsibility of the students’ parents and family to pay for
their online learning component. According to some of the
most popular online educational apps like Byzus, Unacademy,
etc., but these learning apps are quite costly.
Table 6.5: Ranking of the different dimensions of challenges in self-
directed blended learning as per their composite mean
Dimensions
Composite Mean
Rank
Technical
4.012
3
Social
5.194
2
Physical
5.505
1
Financial
2.057
4
The results reveal that the majority of the students’ parents
had no difficulty paying both offline and online course fees.
This could be because the sample was drawn from Kendriya
Vidyalaya, which charges students very little, and there are
many government-sponsored free online learning apps, which
the students can make use of in order to facilitate their studies.
The results indicated that the majority of the students do not
face financial problems due to their large family size. This
may be due to the reason that because of urbanization many
joint families are dissolving and embracing the nuclear family
structure.
The results of Table 6.5 illustrated that among all four
dimensions of challenges, physical challenges are the highest
ranked (with a composite mean of 5.505). This may be
because in self-directed blended learning, the major constraint
for students is to efficiently manage time for both offline and
online modes of learning. This approach also calls for
continuously sitting near the online device for long hours
which may lead to eye strain, headache, and fatigue.
According to the findings of Alebaikan and Troudi (2010) [4],
one of the major challenges of blended learning is adequate
time management by the students. According to the findings
of the same study used above, the increase in online learning
among students is negatively impacting their eyesight and
leading to backache and many more.
Conclusion
It can be concluded from the study that out of all the four
concerned dimensions of challenges, the physical dimension
is the highest ranked. It was observed that the majority of

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students had a strong agreement (76.8%) that they depend too
much on online learning platforms which may be attributed to
the reason that too much dependence on online learning
platforms may eventually make the students less innovative
and create a detrimental impact on them. It was also found
that the majority of students (75.9%) strongly agreed that the
self-blend approach is having a negative on their health which
might be related to the reason that increased screen timing
may lead to fatigue, eye strain, and headache.
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