The Digital Shift in Education: Students’ Voices on the Blended Learning Experience at Khulna University
Obaidul Haque
Khulna University, Bangladesh.
Sadia Sultana
*
Khulna University, Bangladesh.
Tanami Haider
Khulna University, Bangladesh.
*Author to whom correspondence should be addressed.
Abstract
Introduction: Blended learning is a modern approach of teaching and learning that combines face-to-face learning with a virtual learning environment through digital learning activities.
Aims: This phenomenological study explores students’ perceptions about blended learning at Khulna University with a focus on their experiences of teaching and learning activities as well as assessment processes. The study aims to explore students’ perceptions of the effectiveness of blended learning, the challenges they face, and the strategies they propose for further improvement. The study area for the study is Khulna University which was selected conveniently.
Methodology: The study followed a qualitative research design where data were collected through in-depth interviews with 12 students by using purposive sampling. The data from the interviews are categorized, coded, and analyzed thematically.
Results: The findings reveal that while students generally perceive blended learning as a modern and flexible approach, several challenges were identified which include the lack of structure in online sessions, limited opportunities for interaction, and difficulties in balancing online and offline classes. Students also raised concerns about the fairness of online assessments, citing issues such as inadequate monitoring and technological barriers, and expressed a preference for offline assessments due to their perceived reliability. To enhance the blended learning experience, participants suggested strategies such as establishing a more structured framework, increasing interactivity in online sessions, improving monitoring during assessments, and enhancing technological infrastructure.
Conclusion: As blended learning evolves, fostering a supportive and equitable academic environment is crucial for enhancing students’ satisfaction and academic success. The findings of this study provide valuable insights for policymakers, educators, and administrators of Khulna University as well as other university, helping to refine and optimize blended learning practices to improve student engagement, learning outcomes, and assessment fairness.
Keywords: Phenomenological study, blended learning, student perceptions, assessment