Özet:

Advancements in technology has brought both opportunities and challenges to education and training. With technological innovations over the year’s reliance on the traditional face-to-face learning is being shifted on to other various means to support knowledge delivery and fostering an innovative learning environment. Instructional approaches such as Blended learning, which can combine face-to-face instruction with computer mediated instruction, has substituted a large portion of the traditional face-to-face instructional time. This paper aims to examine, and review of previous studies carried out based on the perceptions of students in blended learning environments and its effectiveness in enhancing the learning process. Desk Research technique was conducted for this study which basically involving collecting data from the existing online library.  The main purpose of using desk research is to generate new insights from the previous studies.  Reanalysing the previous literature may lead to unexpected new discoveries.  Several case studies have been explored here which suggests blended learning has had positive impacts on improving student’s exam marks, attendance rate among others but, there is a need to consider that being fully dependent on it may result in reverse effects. As in contrast to this, studies also reveal that not everyone might be able to cope with the blended learning and might prefer a more traditional learning environment. And thus, it is necessary for higher educational institutions to pay obvious attention to the students’ individual learning needs and their views on blended learning. Higher Educational Institution may consider offering students a choice of whether to enrol in blended or fully face-to-face course sections where suitable.  Educators should carefully design courses in ways with multiple means of expression and engagement, representation, to scaffold and support students in the creation of their own individualised blend.  High degree of motivation, utility and satisfaction perceived from blended learning, which results in students to have a positive attitude towards learning.  

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