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<p>Blended learning is increasingly becoming the new normal in higher education; however, few studies have explored how this pedagogical shift impacts technologically disadvantaged educational institutions. A “technologically disadvantaged university” typically refers to institutions facing challenges such as inadequate infrastructure, limited internet access, insufficient faculty training in technology, or a combination of these factors. This study employed a qualitative phenomenological approach to explore the lived experiences of early adopters of blended learning. The research design utilized semi-structured interviews with 15 MPhil students at Nepal Open University, one of the youngest and most technologically disadvantaged universities in South Asia. These students were early adopters of blended learning and were purposively selected based on specific criteria, including enrollment in graduate studies, prior education in traditional face-to-face systems, and no prior experience with blended learning. The study uses Rogers’ five stages of the Diffusion of Innovations theory (knowledge, persuasion, decision, implementation, and confirmation) as its theoretical framework. The findings reveal that these students progressed through all five stages of the innovation-decision process, confirming that the blended learning format can be effective even in technologically disadvantaged universities. This format enhances understanding of the benefits of technology in learning, fosters active and engaged learning, and motivates students to pursue higher education. The effectiveness of blended learning in this study was assessed based on student engagement, academic performance, and their ability to adapt to the innovation-decision process. Students reported benefits such as active learning, self-monitoring, and increased motivation to pursue higher education, despite challenges like technological limitations and initial unfamiliarity with blended learning. The study highlights the need for educational stakeholders to address digital divides within and across countries.</p>

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Blended learning as innovation: students’ experiences of technologically disadvantaged country

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月2日

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  • Jeevan Khanal,
  • Kapil Dev Regmi

摘要

Blended learning is increasingly becoming the new normal in higher education; however, few studies have explored how this pedagogical shift impacts technologically disadvantaged educational institutions. A “technologically disadvantaged university” typically refers to institutions facing challenges such as inadequate infrastructure, limited internet access, insufficient faculty training in technology, or a combination of these factors. This study employed a qualitative phenomenological approach to explore the lived experiences of early adopters of blended learning. The research design utilized semi-structured interviews with 15 MPhil students at Nepal Open University, one of the youngest and most technologically disadvantaged universities in South Asia. These students were early adopters of blended learning and were purposively selected based on specific criteria, including enrollment in graduate studies, prior education in traditional face-to-face systems, and no prior experience with blended learning. The study uses Rogers’ five stages of the Diffusion of Innovations theory (knowledge, persuasion, decision, implementation, and confirmation) as its theoretical framework. The findings reveal that these students progressed through all five stages of the innovation-decision process, confirming that the blended learning format can be effective even in technologically disadvantaged universities. This format enhances understanding of the benefits of technology in learning, fosters active and engaged learning, and motivates students to pursue higher education. The effectiveness of blended learning in this study was assessed based on student engagement, academic performance, and their ability to adapt to the innovation-decision process. Students reported benefits such as active learning, self-monitoring, and increased motivation to pursue higher education, despite challenges like technological limitations and initial unfamiliarity with blended learning. The study highlights the need for educational stakeholders to address digital divides within and across countries.