• Preeti Dash

Despite studies and anecdotal evidence suggesting otherwise, there has not been a broad dissemination of technological advancements for teaching and learning, nor has IT been substantially incorporated into the curriculum. Many educators still need to gain the self-assurance and openness necessary to fully embrace technology for their teaching responsibilities, despite the increasing percentage of teachers excited about embracing technology because of the promise of modern tools for their students. Given the extent of the investment in pedagogical technology in higher education, the anticipated need for remote education, and the established efficacy with specific educational outcomes, it seems sensible to examine why some faculty find technology integration for teaching and learning so attractive. To a large extent, the technologies that came to characterize each new generation of remote education delivery are responsible for the field's development. However, the modern Learning Management System (LMS) has altered the face of online instruction in the twenty-first century. Traditional distance education models that rely on in-person interactions between teachers and students are also beginning to embrace LMSs to mediate teaching and learning. While significant obstacles remain to the widespread use of LMS technology in blended learning, various factors have been cited in the literature as accelerators toward this objective. This study investigates the relationship between student characteristics, background, design elements, and learning outcomes in a blended learning environment. This research intends to determine the most crucial factors of blended learning success by examining student characteristics and prior experience. This article aims to assess how management faculty members see the advantages and disadvantages of using various forms of instructional technology in the classroom. The research also looks to see whether teachers' demographics, such as age, experience, availability of preparation time, and educational background, influence the degree to which they use technology in the classroom.

Blended learning, Pedagogy, LMS technology, Tertiary education, ICT, NEP

"Contemporary Pedagogical Transactions in India: A Comprehensive Analysis of Recent Trends", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.10, Issue 5, page no.i145-i154, May-2023, Available :http://www.jetir.org/papers/JETIR2305850.pdf

"Contemporary Pedagogical Transactions in India: A Comprehensive Analysis of Recent Trends", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.10, Issue 5, page no. ppi145-i154, May-2023, Available at : http://www.jetir.org/papers/JETIR2305850.pdf