1. University of Nottingham, Malaysia.

*             Correspondence: iqbal16du@yahoo.com

Keywords: technology, students, teacher, ICT, education, blended learning, internet

1. INTRODUCTION

Because of new technologies, the way people learn is always changing, making learning more effective and faster, technology needs to be used in higher education [1]. The old way of teaching, which involved teachers speaking with slides on projectors in the middle of the room, is no longer effective. Because our daily routines rely more and more on digital devices, both teachers and students are turning to digital learning, which is more focused on the student. Integrating ICT into education helps both groups build their thinking, strengthen their cognitive skills, and make their ideas visible [2]. However, organizations that didn’t fully and successfully integrate technology into their education processes missed a big chance to improve their education system and meet the hopes and dreams of students and teachers. Because technology isn’t always successful, a lot of learning still depends on the connection between teachers and students in traditional face-to-face classrooms on the other hand, say that digital learning can’t fully replace traditional methods [3]. Says that face-to-face classes are still important for getting students to keep learning so that digital education can be used more to improve their cognitive skills [4]. Again, students may be able to interact better in a traditional lecture setting, take part in a question-and-answer session, share connections with other students, and learn more from their peers. So, a single way of presenting can’t supply options, involvement, education, and performances [5]. The use of many learning modes can deliver the right content in the right way Because of this; teachers find it hard to combine traditional learning methods with digital technology to adapt to different teaching styles. So, blended learning is one way that works well in higher education. Historically, the learning system in Bangladesh has been based on conventional lectures [6]. Still, after deciding to go digital by 2021, the country started to focus on digitizing the education system in order to make learning fun for the students. But as COVID-19 hit, schools and colleges started looking for new ways to make up for lost learning by using online education on a broad scale. Most teachers have access to digital gadgets, but they don’t like to use them in general or in their pupils’ learning [7]. So, many colleges and universities are using blended learning as an alternative to traditional methods because they think it will help students do better and have a better learning experience by giving them more access to information, which meets their needs. In Bangladesh, using blended learning in higher education might be a huge departure from the traditional way of teaching, which often leads to low efficiency rates and makes students less motivated to learn [8]. But it’s not easy to switch to a new method after using the same one for a long time, especially when kids are involved. In other words, kids who will use technology are those who grew up in the ICT era [9]. So, whether teachers like it or not, they need to be good with technology and know a lot about their subject in addition, say that “blended learning is neither cheap nor quick and easy, but requires training, commitment, and resources for the educators and the students to make it work effectively [10]. The researcher has been with this college for ten years, during this time it has been noticed that pupils were less interested in going to class, which made their grades worse. Every college and university in the country, whether in a city or a rural area, has computer labs and access to the internet. Cumilla Victoria Government College is one of the largest and oldest colleges in the country [11]. It has more than 15,000 students and offers education at two levels: intermediate (HSC) and graduate and postgraduate (under National University). My institution has 160 teachers, just like all the other colleges in the country. Some of them are trained in ICT, but not all of them [12]. The institution has all the tools it needs to successfully implement blended learning, but there are certain problems, like the fact that teachers are resistant to using their ICT skills in the classroom. Also, teachers think that the college doesn’t do enough to make sure that technology are used in the teaching and learning process. Teachers also don’t get enough resources, and in most cases, they go to class without being prepared, which makes their teaching less effective [13]. Teachers may be performing blended learning, but they don’t know it in the classroom. All types of schools were closed because to COVID-19, which caused kids to miss out on learning. However, pupils have usually restricted access or no access to the equipment they need to participate show that students who learn digitally are not as good at communicating and don’t understand their ideas as well [14].The study is highly relevant at a time when governments and higher education authorities are rethinking course design and teaching methods. Although many teachers possess digital devices, limited internet connectivity and insufficient technical skills prevent them from using these tools effectively in interactive classrooms [15]. Blended learning offers a promising alternative, allowing technology to enhance student engagement and learning outcomes. It provides students the flexibility to learn at their own pace—advanced learners can explore beyond the syllabus, while slower learners can review and receive targeted feedback from instructors [16]. Blended learning not only integrates various teaching models but also personalizes content delivery, enabling students to demonstrate knowledge more effectively. This approach encourages active participation, self-directed learning, and better alignment of classroom activities with real-world applications [17]. However, there is still a lack of empirical research on implementing blended learning effectively in college settings [18]. The choice of teaching method directly impacts student engagement and performance. While traditional lecture-based instruction remains common, it often fails to accommodate diverse learning needs. Blended learning, in contrast, shifts the focus from teacher-centered to student-centered education, fostering more interaction, critical thinking, and active learning [19]. Ultimately, the study aims to determine the current level of blended learning use in colleges, identify effective implementation strategies, and address barriers faced by both students and teachers. By creating a more flexible and interactive learning environment, blended learning has the potential to significantly improve student satisfaction, learning experiences, and academic achievement [20]. 

2. MATERIALS AND METHODS

The study aimed to explore the incorporation of blended learning in higher education, focusing on constructivism philosophy. The study design is based on design phenomena, study questions, sampling, data collection, analysis, and reporting. Three types of designs are categorized: qualitative, quantitative, and mixed. The mixed method, represented as QUAL + QUAN, is used to gain a clearer understanding of the study questions and explore the study aims. The method involves a systematic inclusion of both qualitative and quantitative data in a single examination or multiple investigations, allowing for a thorough and collegial application of information. The qualitative components of the study involve a detailed explanation of blended learning techniques to improve teaching from the viewpoint of teachers and the phenomena that occur during their instructional process. The sequence of qualitative and quantitative components can be determined by choosing a mixed-method and deciding on the levels and kinds of mixing between qualitative and quantitative components.

Figure 01: The Convergent Parallel Design (Adapted from Creswell & Clark, 2017)

The study used direct quotations from interviews to explore the experiences of teachers and students in the Management department at Cumilla Victoria Government College. The study population includes 300 graduate students and 12 teachers who deliver instruction. The sample size is 55, with a focus on diversity in gender, age, and year of study. Convenience sampling was used to select students from different years of study, as it was most accessible and easy to collect data. The study also included five teachers who transitioned from conventional to blended learning, irrespective of age, sex, rank, or educational background. Purposive sampling was used, ensuring that every participant provided unique and rich information relevant to the investigation. The method uses limited study resources efficiently and produces more accurate and essential data. Purposive sampling is more appropriate when the sample size is small and a known feature of the population needs intensive study.

Table 01: Population and Sample

Category	Population	Sample
First-year	80	Excluded
Second year	78	19
Third year	75	18
Fourth year	67	18
Teachers	12	5
Total	312	60

The study focused on the use of blended learning in teaching and learning processes, collecting participant feedback through both qualitative and quantitative methods. Triangulation is used for data gathering to ensure validity and reliability, while questionnaires and interviews are adopted for data collection based on their appropriateness for objectives and the philosophy of constructivism. Questionnaires are used for quantitative data collection, as they facilitate quick sample gathering at a low cost and effort. They enable researchers to adopt either inductive or deductive reasoning or a mixture of both. However, challenges may arise from biased responses, which the researcher addresses by applying triangulation and carefully considering each question. Questionnaires consist of 11 items, four closed, one open, and six questions using a five-point Likert scale. A rating scale is primarily applied in the study, allowing for flexible responses and the ability to identify frequency, correlation, and other quantitative analysis means. The average duration for completing the questionnaires is 10 minutes, and the language used is English, with Bangla being the medium of instruction in college-level higher education in Bangladesh. For qualitative data, semi-structured interviews are used, which allow for deeper understanding of social issues and provide insights into respondents’ opinions. Interviews consist of seven items and are conducted in English with Zoom, lasting 10 to 15 minutes with an average of 12 minutes. The study’s data collection instruments and schedule are summarized in figure 3.3, which highlights the importance of validating knowledge created through these methods and ensuring the validity and reliability of the collected data.

Table 02: Instruments used for data collection and timetable

Collection of Data	Phase 1	Phase 2
Instrument of data collection	Questionnaires	Interviews
Number of respondents (students)	55	–
Number of Teachers	–	5
Schedule	10/10/2021 to 19/10/2021	10/10/2021 to 19/10/2021

The researcher approached the college principal over the phone to discuss the research’s aim and obtained permission to conduct a mixed study design. Data was collected through two stages: purposively contacting targeted students via phone and messenger, and using questionnaires sent via email or messenger to examine the incorporation of blended learning strategies in improving teaching-learning processes. The data were collected from 10-10-2021 to 19-10-2021.The researcher selected five teachers to participate in semi-structured interviews, who provided their consent to participate. They were required to maintain confidentiality and build rapport with the respondents, ensuring no personal and sensitive information would be asked. The collected data were presented in quantitative forms, with responses analyzed using descriptive statistical tools like charts, graphs, frequency, and percentage. Audio records from interviews were also analyzed, but transcription was not done due to potential loss of data from the actual interview. Quantitative data collected via interviews were analyzed using descriptive illustrations under pertinent themes. Both quantitative and qualitative data were converged to provide a comprehensive evaluation of the integration of blended learning to improve teaching-learning. Discussions on the findings were explained for theme and pattern in line with the study questions, and quotations were used to clarify and correlate with the study questions. To ensure the validity and reliability of the study results, a reliability test was conducted on a pilot sample of 10 students from Cumilla Victoria Government College via email/message. Specific instructions were provided to students, and questionnaires were phrased analytically. However, the results of the pilot test were not administered for data analysis purposes, and only eight students filled the questionnaires. Part two of data collection through interviews allowed for in-depth data collection and further examination of the matters. Informed consent was an important ethical issue, and participants had the right to participate or stop participation without any rewards or compensation. The respondents were assured of anonymity and confidentiality of the information. The study received ethical approval from the University Of Nottingham, Malaysia.

3. RESULTS AND DISCUSSION

The study aimed to evaluate the integration of blended learning in higher education from both teacher and student perspectives. It presents and interprets quantitative and qualitative data separately, followed by analysis, comparison, and contrast. Demographic characteristics of the study population include age, gender, and year of study. The findings are illustrated in Table 03.

Table 03: Demographic analysis of the participants

Demographic characteristics	Frequency	Percentages
Gender
Male	26	50.98
Female	25	49.02
Age
7)	20	39.22
(23-28)	26	50.98
(	5	09.80
Participant category (Profession)
Second-year	13	25.50
Third-year	16	31.37
Fourth-year	17	33.33
Teachers	5	9.80

 

The study involved 26 males and 25 females, with 50.98% and 49.02% respectively. Age was a significant factor, with students aged 23-28 having the highest frequency (50.98%). Students aged 29 and above were the minor group (09.80%). The fourth semester had the highest frequency (33.33%), followed by the third year (31.37%), second year (25.50%), and teachers (9.80%). The questionnaire asked respondents about the availability of ICTs facilities, with the results presented in Table 04.

Table 04: Availability of ICTs facilities

ICT Device	Status	Frequency	Percentage
Computer/PC in the classroom	Strongly Disagree	25	54.35
	Disagree	15	32.61
	Neutral	0	0
	Agree	5	10.87
	Strongly Agree	1	2.17
Total		46	100%
Internet & E-mail	Strongly Disagree	23	50
	Disagree	13	28.26
	Neutral	0	0
	Agree	6	13.04
	Strongly Agree	4	8.70
Total		46	100%
Multimedia Projector	Strongly Disagree	3	6.52
	Disagree	1	2.17
	Neutral	0	0
	Agree	9	19.57
	Strongly Agree	33	71.74
Total		46	100%
Television	Strongly Disagree	17	36.96
	Disagree	26	56.52
	Neutral	2	4.35
	Agree	0	0
	Strongly Agree	1	2.17
Total		46	100%
Video conferencing	Strongly Disagree	14	30.44
	Disagree	28	60.87
	Neutral	3	6.52
	Agree	1	2.17
	Strongly Agree	0	0
Total		46	100%

Table 04 shows that computers are a significant component in blended learning integration, with over half of respondents disagreeing with the adequacy of computer facilities. A total of 15 respondents (32.61%) disagreed with the adequacy of computer facilities, while 10.87% agreed that PCs are sufficient for their use. Only 2.17%) strongly agreed about availability. The indicates that computers and PCs in classes are insufficient for blended learning, making it challenging for both teachers and students to integrate it effectively. Fifty percent of respondents strongly disagreed about the department’s availability of internet and email facilities, with 28.26% arguing that these opportunities are not sufficient for students to prepare for effective learning. Only a small number (8.70%) strongly agreed and 13.04% agreed about the adequacy. Students have positive ideas about the sufficiency of projectors in classes, with most (71.74%) agreeing and 19.57% agreeing. However, a small percentage (6.52%) disagreed and 2.17% disagreed. Television for learning purposes is seen as insufficient by the majority (56.52%), with 36.96% disagreeing and 2.17% agreeing. Video conferencing tools are also seen as insufficient, with most participants disagreeing about their use in classrooms. The suggests that video conferencing equipment is rarely used for enhancing learning outcomes, indicating that distance learning has not been adequately addressed.

Figure 02:  Comfortability in technology use

From Chart 4.1, the close-ended question’s findings reveal that most respondents (78.27%) feel very comfortable in using technology followed by 19.56% and 2.17% as fairly comfortable and not at all respectively. The indicates that with the increasingly growing popularity of technology, respondents are ready to include technology in their learning process.

                                         

Figure 03: Time spent with technology every day

 

Chart 4.2 shows that a small number (6.52%) of respondents spend from one to two hours daily with technology while 10.87% of respondents opine, they engage in technology for two to three hours a day. A majority (65.22%) of respondents acknowledge that they are busy with ICTs for three to four hours every day for searching information, communicating, chatting and learning.   Results from chart 4.2 further reveal that very few participants (6.52%) spend five to six hours per day, whereas 10.87% of respondents spend four to five hours. The findings suggest that students are willing to adopt ICT, a crucial element of blended learning, to improve their learning performance.

Figure 04:  Respondents’ opinion in blended course participation

Respondents are asked to give their thoughts on whether they have enrolled in a blended learning course. The results from the question show that 93.48% of them have already participated in blended learning lessons while only 6.52% of respondents said they are not experienced with blended learning. The respondents are asked whether they have taken part in a blended learning assignment and the results are presented in table.

Table 05: Participation in blended learning assignment

Opinion	Frequency	Percentage
Yes	39	84.78
No	7	15.22

The findings from table 05 show that 39 (84.78%) of the respondents comment that they have submitted assignments that included blended learning. Only 7 (15.22%) of respondents comment that they did not participate. It indicates that most students are familiar with blended learning and ready to include blended learning into their learning process.

Table 06: Effective Method for Learning

Opinion	Frequency	Percentage
Strongly agree	2	4.35
Agree	43	93.48
Neutral	1	2.17
Total	46	100

Results from table 06 show that a majority of the respondents (43, 93.48%) support that blended learning is effective. In the same way, 2 (4.35%) respondents emphasize that it is suitable whereas only 2.17% are neutral.

Figure 05: Blended learning is less stressful than the lecture method

Questionnaire results reveal that most respondents (84.79%) agreed that blended learning is less stressful than the conventional lecture method while 8.70% strongly agreed. Students’ surveys also indicate that 4.34% of respondents are neutral and 2.17% disagree that blended learning is less stressful.

Table 07: Convenient method of learning than traditional

Opinion	Frequency	Percentage
Strongly agree	1	2.17
Agree	42	91.31
Strongly disagree	3	6.52

A very high percentage of respondents (42, 91.31%) agreed that the blend of online and face-to-face classes is more convenient than the traditional lecture method. About 2.17% of students who filled questionnaires strongly agreed that it is more comfortable when they attend the lecture virtually rather than in the classroom. 6.52% of students surveyed strongly disagreed that blending is more suitable for them than the traditional method. The result is significant as it reveals that students feel comfortable when they are in the blended education which allows them more flexibility and to make more effective utilization of time. The respondents were requested to identify the barriers that they face or affecting their application of blended education and their answers are tabulated in Table 08.

Table 08: Challenges of Blended Learning Integration

Learning	Status	Frequency	Percentage
Lack of proper knowledge about blended learning	Strongly disagree	2	4.35
	Disagree	15	32.62
	Neutral	1	2.17
	Agree	27	58.60
	Strongly agree	1	2.17
Total		46	100%
Limited ICT facilities (Infrastructure)	Strongly disagree	1	2.17
	Disagree	2	4.35
	Neutral	1	2,17
	Agree	38	82.61
	Strongly Agree	4	8.70
Total		46	100%
Slow internet/poor network of internet	Strongly disagree	2	4.35
	Agree	38	82.61
	Strongly agree	6	13.04
Total		46	100
Lack of technical assistance	Disagree	3	6.52
	Agree	38	82.61
	Strongly Agree	5	10.87
Total		46	100

More than half of students either agreed (58.60%) or strongly agreed (2.17%) that they do not have adequate knowledge on how to access virtual classes. 32.62% of respondents disagreed that they do not have proper knowledge about the method while 4.35% strongly disagreed. About 90% of students (agree 82.61% and strongly agree 8.70%) emphasize that inadequate ICT facilities in the department are the prime factor influencing students’ access to digital devices whereas 4.35% of students disagreed with the statement and 2.15% strongly disagreed. The majority of students (82.61%) agreed that slow internet connection is a problem they face adopting blended learning while 13.04% strongly agreed and 4.35% strongly disagreed. About 82.61% of students agreed that they had technical problems when they joined the classes while 10.87% strongly agreed and 6.52% disagreed.

 

Table 09: Pedagogical benefits of blended education

Learning	Status	Frequency	Percentage
Improves my interaction and communication between students and teachers	Disagree	2	4.35
	Agree	44	95.65
Total		46	100%
Helps to a better understanding of the subject being taught	Disagree	2	4.35
	Agree	42	91.30
	Strongly Agree	2	4.35
Total		46	100%
Deepens my interest in the subject	Neutral	2	4.35
	Agree	43	93.48
	Strongly Agree	1	2.17
Total		46	100%
Total		46	100%
Allows to make more efficient use of the time	Neutral	1	2.17
	Agree	44	95.66
	Strongly Agree	1	2.17
Total		46	100%
Allows more flexibility	Neutral	2	4.35
	Agree	42	91.30
	Strongly Agree	2	4.35
Total		46	100

 

The findings of the study reveal a clear positive perception among students and teachers toward blended learning. A vast majority of students (95.65%) agreed that it improves interaction and communication with instructors, while 91.30% said it enhances lesson comprehension and 93.48% noted increased interest in class activities. About 95.66% believed it helps them use their time more efficiently, highlighting flexibility as a key advantage [21]. These results suggest that combining traditional and digital instruction supports active engagement and deeper learning. Teachers also expressed favorable attitudes toward technology in classrooms. Most preferred tools like projectors, video conferencing platforms (Zoom and Google Classroom), and the internet. Many used online materials such as tutorials and recorded lectures to enhance participation. Four out of five teachers reported assigning technology-based tasks, and all expressed satisfaction with using technology, describing it as convenient, efficient, and effective for accessing updated information and maintaining communication. However, technology access remains a major challenge [22]. Several teachers highlighted limited student access to ICT resources, unreliable internet, and inadequate infrastructure. The inequality restricts the full benefits of blended learning. Still, all teachers agreed that integrating online and face-to-face methods is effective, emphasizing that students are increasingly inclined toward technology for learning and information gathering [23]. Barriers identified include poor internet connectivity, limited infrastructure, lack of training, low digital literacy, and minimal technical support. Teachers also noted student distractions during online classes and financial limitations affecting rural students’ access to reliable devices and internet [24]. Despite these issues, they were optimistic that proper training, infrastructure upgrades, and administrative support could make blended learning a viable, long-term solution. Students echoed similar sentiments, describing blended learning as less stressful, more flexible, and time-saving [25]. They valued the ability to revisit lectures, learn at their own pace, and reduce travel costs. Many reported feeling more confident asking questions online than in traditional classrooms.

4. CONCLUSION

The study critically examined how blended learning can improve college-level education, using a mixed-methods approach to analyze student experiences. Findings from 46 students show that blended learning offers greater access to learning resources and allows learners to review content multiple times, making it a highly effective study method. Most students reported that blended learning is more convenient, less stressful, and more engaging than traditional online or face-to-face formats. They view technological competence as crucial for their future careers, which further increases their willingness to adopt blended approaches. However, students also face challenges, including slow internet connections, inadequate infrastructure, lack of digital devices, and limited technical support. Despite these obstacles, students value the flexibility, convenience, improved communication, and enhanced understanding that blended learning provides. Teachers similarly believe that integrating technology improves their teaching methods and access to resources. For successful implementation, the study emphasizes the importance of strong ICT infrastructure, stable internet, affordable access to digital tools, and professional development for teachers. Administrative support, technical staff assistance, and government collaborations to reduce internet costs can also strengthen blended learning environments. While the study is based on a small sample, it highlights key factors for effective integration of blended learning in higher education. Larger and more diverse studies could provide broader insights. The findings offer valuable guidance for educators, institutions, and policymakers in designing effective blended learning strategies that combine the strengths of both online and traditional instruction.

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