A study on the challenges faced by teachers in the effective implementation of blended teaching methods (flipped, game-based and peer-to-peer teaching) in various colleges of Tumkur city

Volume 2, Issue 1 (Feb-May)

Authors: Guruprasad C.V. and Surendra T.V.

DOI: https://doi.org/10.64848/WMJ.2.1.2026.1-15

Page No: 1-15

Keywords: Flipped learning, Game-based, Peer-to-Peer, Challenges, Effectiveness, India

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Abstract

The rapid shift towards digital education has forced colleges in Tumkur to adopt blended teaching methods; yet, teachers struggle to bridge the gap between traditional lecturing and interactive pedagogies like Flipped, Game-Based and Peer-to-Peer teaching. While these methods aim to improve student engagement, their success is often hampered by a "digital divide" where rural student demographics lack the consistent access to internet required for out-of-class learning components. Consequently, educators face a triad of challenges: insufficient technical training, a rigid academic syllabus that leaves little room for innovation and a lack of institutional infrastructure to support modern classroom dynamics. This study empirically examined the barriers to adopting blended teaching methods among college educators in Tumkur city. A quantitative survey design was employed, involving faculty members from 11 colleges representing Arts, Science and Management disciplines. Data were collected using a structured questionnaire based on a 5-point Likert scale and responses were analysed using descriptive statistical techniques, including percentage-based interpretation. The sample comprised early-career (25–35 years) and senior (>45 years) educators, with teaching experience ranging from 6–10 years to over 15 years. Findings indicated that while all respondents were aware of blended teaching strategies and acknowledged their pedagogical benefits, actual classroom adoption remains limited. Specific challenges associated with each blended teaching method were identified. In the case of the Flipped Classroom, effective implementation was found to rely heavily on students’ prior engagement with pre-class learning materials. Inadequate preparation by students often reduced the effectiveness of in-class activities, thereby limiting opportunities for higher-order cognitive engagement. Additionally, the development of high-quality instructional content required substantial time investment and advanced digital competencies. Game-Based Learning: Teachers highlighted difficulties in identifying or designing instructional games that are pedagogically aligned with curriculum objectives. Such activities were not seriously considered and learners faced financial constraints and limited access. Peer-to-Peer Teaching: Challenges included potential misinformation among students, social issues and distractions and difficulty in ensuring equal participation. These results provide actionable insights for policymakers, institutional administrators and faculty training entities to develop targeted interventions that support teachers in effectively implementing blended methodologies, thereby promoting more inclusive and experiential learning environments.