Transition to Blended Learning in a Limited Resource Setting: Administrators' and Teachers' Perceptions

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Author(s): Goutam Roy (University of Rajshahi, Bangladesh)and Md. Minhazul Abdin (University of Rajshahi, Bangladesh)
Copyright: 2023
Pages: 22
Source title: Handbook of Research on Revisioning and Reconstructing Higher Education After Global Crises
Source Author(s)/Editor(s): Shalin Hai-Jew (Hutchinson Community College, USA)
DOI: 10.4018/978-1-6684-5934-8.ch006

Keywords: Government & Law / Higher Education / Information Science Reference / Policy & Reform

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Abstract

From the online learning experiences during the COVID-19 pandemic, the higher educational institutions of Bangladesh are considering integrating online education into traditional face-to-face learning. Research showed several challenges in implementing blended learning strategies, including having limited resources. This chapter explores how the administrators and teachers at the higher education institutes of Bangladesh could start blended learning with limited resources. The administrators and teachers of two universities in Bangladesh, who were directly involved in the decision-making process, were interviewed. The findings showed that while the administrators and teachers were willing to start blended learning, there were several challenges due to the limited resources aligned with the problems of online education. Administrators and teachers considered blended education as a way to respond to an education disruption caused by emergencies such as natural disasters, political unrest, and pandemics. This chapter provides some recommendations.

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Transition to Blended Learning in a Limited Resource Setting: Administrators' and Teachers' Perceptions

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