ABSTRACT
The present research addresses the challenges faced while adopting blended learning (BL), describes the experiences obtained so far, and discusses how to surmount the barriers to tap its potential, i.e., during COVID-19 and beyond. Particularly in this century, there has been a substantial amount of research in blended and online learning. The modest arrangement of BL is a well-thought-out mix of regular classroom events and online classes delivered through using information and communications technologies (ICT). Combined instructions are an alternative teaching practice that should be embraced by teachers to assist students in improving their performance (Vernadakis, 2012). It has been extremely useful during the COVID-19 crisis, which accelerated its adoption by many educators and institutions. Many universities and institutions rushed to BL in order to maintain their instructional pace and continue their academic sessions without jeopardizing academic calendar. Professional teaching and online education are bound to benefit much from extensive collaboration between students and teachers, by way of improving their expertise and content 14learned. However, there are many challenges faced by students and educators. According to Maulana (2012), the use of BL is a viable alternative to many academic courses. However, there could be limitations for teachers, since it is believed that it may not prove useful for their professional development in the long term, and at the same time, it is feared that it may be challenging, which ultimately may threaten or undermine the integrity of the traditional pedagogy.
