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