Investigating the Perception and Effectiveness of Blended Learning Among the Management Fraternity in Haryana

This paper investigated perceptions and effectiveness of blended learning approaches within management education contexts in Haryana, India. Exploratory sequential quantitative methods design first surveyed students and faculty regarding acceptance levels, perceived applicability, value and effectiveness. Comparative analyses then evaluated blended versus traditional formats on academic, engagement and skill outcomes. Key findings showed faculty expressed greater blended learning acceptance and perceived applicability than students, while both viewed as valuable and effective. More exposure enhanced positive perceptions. Comparative results clearly demonstrated advantages of blended environments enabling superior achievement, participation and acquisition. The paper made significant contributions highlighting perceptual differences and blended learning benefits guiding regional adoption. It recommended awareness programs showcasing applicability, increasing exposure across courses to recognize value, promoting technology integration readiness, and progressively implementing blended designs given multiple evidenced outcomes.