From Traditional School to Virtual Classroom: Students’ Lived Experiences on Blended Learning Implementation
DOI:
https://doi.org/10.63236/Keywords:
Blended learning, traditional learning, learning gap, digital inequalityAbstract
Blended learning has gained popularity as a teaching model because of recent changes in education. However, the experiences of students in this study's local context have not been thoroughly examined, creating a gap in the research. This study aims to fill that gap by reviewing students' lived experiences, with a focus on the issues and challenges they encountered during blended learning. Using a qualitative approach, the research involved ten college students from a rural higher education institution. Data were gathered through in-depth interviews and a focus group discussion, offering detailed insights into the topic. Thematic analysis followed Braun and Clarke’s (2006) six-phase framework. The findings showed a strong preference among students for traditional face-to-face learning. They felt it provided better understanding, retention, and direct interaction with instructors. A key theme that emerged was the stress students experienced during independent learning. Without clear instructions, timely feedback, or regular teacher support, students felt overwhelmed and solely responsible for their learning. Additionally, participants faced serious socioeconomic challenges, including unreliable Internet access, high data costs, frequent power outages, and interruptions from weather conditions. They also struggled to find learning support owing to a lack of quiet study areas, household chores, and childcare responsibilities. This created learning gaps and decreased student engagement. These findings underline the many obstacles that rural students encounter in blended learning environments, highlighting the need for immediate support measures. The study emphasizes the necessity for improvements in infrastructure, teacher training, and responsive policies to ensure fair and effective blended learning. It also contributes to the global conversation on UN SDG 4, pushing for inclusive, quality education in areas with limited resources.
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