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From the table (1) it is observed that, Response to the above research
the learning experience provided to question reveals that learning
the students by regular classroom is experience acquired by special
comparatively high when compared to education student teachers through
online classroom and both classroom. regular classrooms in terms of flexibility,
82 percent of the respondents recorded support from teachers, student support
that regular classrooms provide a high- services, sharing of knowledge among
quality transaction and exposure to students and exposure to theoretical
theoretical and practical aspects and and practical knowledge is relatively
72 percent of the respondents felt high when compared to online and
that regular classrooms provide for both modes of classrooms. In the study
interactive learning experience through conducted by (Hasan, N., & Khan,

discussion and quiz and 71 percent of N.H. 2020) it is established that online
recorded that support from teachers learning may be used as a supplement
is high when compared to online and to offline/face-to-face learning as in the
both (regular and online) classrooms. case of blended learning and flipped
Respondents further recorded that learning. The complete and only use of
online classroom provides least flexible online mode of teaching and learning is
learning experience (3 percent) and perceived to be distracting and lacking
exposure to theory and practical aspects support and interaction with teachers
(3 percent) and sharing of knowledge and fellow peers that makes it less
among the students (4 percent) when effective and more burdensome.
compared to regular classroom and Research Question 2: Which of the two
both (regular and both) classroom. classrooms (regular and online) develop
Regular classroom learning (49 percent) in-depth knowledge about a content?
and both online and regular classroom
learning (40 percent) share the majority
of skill promotion activities related to
teacher education.
Table-2: ANOVA for significance difference among the programme in
developing depth knowledge

Sum of
Depth Knowledge df Mean Square F Sig.
Squares
Between Groups 8.360 3 2.787
Within Groups 77.805 93 .837 3.331 0.023
Total 86.165 96
From table (2) it is found that the developing depth knowledge about a
calculated value of f is significant at content among the special education
5% (P<0.05) level [F(3, 93) = 3.331, students studying I & II year B.Ed Special
p = 0.023]. Hence, it is inferred that Education and I & II year M.Ed Special
there is significant difference among Education.
regular, online and both classrooms in

Indian Journal of Educational Technology 199
Volume 3, Issue 2, July 2021