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POST COVID-19 EDUCATION CRISIS AND THE NEED TO SUSTAIN 

BLENDED LEARNING FOR BETTER PEDAGOGICAL PRACTICES IN 

PUBLIC UNIVERSITIES IN ENUGU STATE 

 

By 

 

VICTORIA C. CHIBUIKE (FABEN) 
Phone: 07035808229 

E-mail vcchibuike@yahoo.com 

Department of Business Education  

Enugu State University of Science and Technology  

& 

PRECIOUS C. CHIBUIKE ESQ 
Phone: 07034213057 

E-mail: barrpreciouschisom@gmail.com  

Department of Sociology  

Enugu State University of Science and Technology 

& 

FRANCISCA N. UKWUEZE 
Phone: 0803 545 3764 

E-mail: franciscaukwueze@gmail.com 

Enugu State College of Education (Technical), Enugu 

 

Abstract 

The main purpose of this study was to determine the needs to sustain blended learning 

by business educators and law lecturers in post covid-19 era for better pedagogical 

practices in public universities in Enugu State. The study was guided by two research 

questions and two null hypotheses tested at 0.05 level of significance. A descriptive 

survey research design was adopted for the study. The population of the study was made 

up of 48 respondents (21 Business Educators and 27 Law Lecturers) of University of 

Nigeria Nsukka and Enugu State University of Science and Technology in this 

2020/2021 academic session. No sampling was made since the population is manageable. 

Therefore the entire population was used for the study. Data for the study were collected 

through the administration of questionnaire instrument on the respondents. The 

instrument was subjected to a reliability test after validation through a pilot test 

administered to ten (10) Business Educators and ten (10) Law Lecturers in Nnamdi 

Azikiwe University Awka. Data collected from the pilot test were analyzed using 

Cronbach Alpha to ascertain the internal consistency of the instrument. The analysis 

yielded coefficient indices of 0.86 for Cluster A and 0.82 for Cluster B of the 

Questionnaire respectively. The overall Coefficient index obtained for the instrument 

was 0.84 which was a strong indicator that the instrument is reliable. Mean and standard 

mailto:franciscaukwueze@gmail.com


 

 

34 | P a g e  

 

 

deviation were used to analyze the data in respect of the research questions while t-test 

statistic was used to test the null hypotheses. Findings of the study indicate that Blended 

Learning skills strategies were found needed by Business Educators and Law Lecturers 

to sustain better pedagogical practices in public universities in Enugu State. Conclusion 

was drawn and recommendations were made that Blended Learning skills should be re-

emphasized and continually sustained by Business Educators and Law Lecturers to 

sustain better pedagogical practices in public universities in Enugu State. Blended 

Learning strategies in the same vein should be continually sustained by Business 

Educators and Law lecturers to sustain better pedagogical practices in public universities 

in Enugu State. 

Key Words - COVID-19, BLENDED LEARNING & PEDAGOGICAL 

PRACTICES  

 

Introduction 
The COVID-19 pandemic and its ravaging effect on all spheres of human endeavour, 

education inclusive is too alarming. Many countries of the world including Nigeria short 

down every form of business and social activities. Schools, colleges and universities were 

close down. Education was in huge crisis as a result of the close down, even till today. 

Online teaching started on an untested and unprecedented scale. Students’ assessments 

also started online, with a lot of trial and error and uncertainty for everyone.  

 

In Nigeria and Enugu State in particular, the case is not different.  People thought that 

the severe disruption in academic activities is going to be short-lived only to discover 

that the reverse is the case. People were compelled to observe social distancing and high 

degree of personal hygiene, (Okpalaojiego and Onukwuli 2021). This seriously affected 

learning environment adversely. People were unprepared. Measures were introduced to 

checkmate the effect of COVID-19 in so many areas including academics. As a result, 

so many online teaching and learning activities set in including blended or hybrid 

learning.  

 

Blended learning, also known as hybrid learning, is an approach to education that 

combines online educational materials and opportunities for interaction online with 

traditional place-based classroom methods. It requires the physical presence of both 

teacher and student, with some elements of student control over time, place, path, or pace, 

(Graham, Woodfield & Harrison 2013). 

 

The term "blended learning" was initially vague, encompassing a wide variety of 

technologies and pedagogical methods in varying combinations (some making no use of 

technology whatsoever). In 2006, the term became more concrete with the publication of 

the first Handbook of Blended Learning by Bonk and Graham. Graham challenged the 

breadth and ambiguity of the term's definition, and defined "blended learning systems" 



 

 

35 | P a g e  

 

 

as learning systems that "combine face-to-face instruction with computer mediated 

instruction” (Bonk & Graham 2006). 

In a report titled "Defining Blended Learning", Norm (2012) suggests that, in its current 

form, blended learning "designates the range of possibilities presented by combining 

Internet and digital media with established classroom forms that require the physical co‐

presence of teacher and students". 

 

Blended Learning is learning which combines online and face-to-face approaches. By 

means of online discussion forms, educators can monitor the class discussions. These 

discussions help teachers or educators identify topics that need clarification or that have 

captured the interest of students, and they can use the insights gained by them to structure 

class time. 

 

The emphasis is on digital education where educators and lecturers are pushed to re-

conceptualize what it really means to be an educator or lecturer in the post COVID -19 

Education crisis.  

 

Technology has become an essential force shaping much of our teaching and pedagogical 

practices. Pedagogy is a term that refers to the method of how teachers teach, in theory 

and in practice. Pedagogy is formed by an educator’s teaching beliefs and concerns the 

interplay between culture and different ways to learn. In order to help students to build 

on prior learning, meaningful classroom relationships must exist. 

 

Pedagogy refers to the study of teaching approaches and how they affect learners. A 

carefully considered pedagogy is essential in enabling students to learn more effectively 

and can help them develop high-order thinking skills.  

 

 Technology has also placed a number of demands and exigencies on us and to meet these 

exigencies we need to develop a set of key digital skills. Digital skills are defined as the 

ability to find, evaluate, use, share, and create content using digital devices, such as 

computers and smart phones. 

 

With the demands of an increasingly digitized environment occasioned by COVID-19, 

there is a growing awareness among educators that teaching and learning need to evolve 

and be sustained in order to prepare educators and students in this post COVID-19 

education crisis period. 

 

Therefore, the main purpose of this study is to determine the needs to sustain blended 

learning by business educators and law lecturers in post covid-19 era for better 

pedagogical practices in public universities in Enugu State. Specifically the study sought 

to determine the: 



 

 

36 | P a g e  

 

 

1. Blended Learning strategies needed by business educators and law lecturers to 

sustain better pedagogical practices in public universities in Enugu State. 

2. Blended Learning skills needed by business educators and law lecturers to sustain 

better pedagogical practices in public universities in Enugu State. 

  

Research Questions 
1. What are blended Learning skills needed by Business Educators and Law 

lecturers to sustain better pedagogical practices in public universities in Enugu 

State. 

2. What are blended Learning strategies needed by business educators and Law 

lecturers to sustain better pedagogical practices in public universities in Enugu 

State. 

 

Hypotheses 
The following null hypotheses were formulated to guide the study. 

 

Ho1. There is no significant difference between the mean ratings of Business Educators 

and Law Lecturers on the blended Learning skills needed by business educators and law 

Lecturers to  sustain better pedagogical practices in public universities in Enugu State. 

 

Ho2. There is no significant difference between the mean ratings of Business Educators 

and Law Lecturers on the blended Learning strategies needed by Business Educators and 

Law Lecturers to sustain better pedagogical practices in public universities in Enugu 

State. 

 

Methods 
Survey research design was adopted in the study. This is because the researchers sought 

the opinions of the respondents on the issues of concern. The study was conducted in the 

Department of Business Education and Faculty of Law, University of Nigeria Nsukka 

and Enugu State University of Science and Technology. The population of the study was 

determined from the survey conducted by the researchers and it is made up of 46 

respondents (21 Business Educators and 27 Law Lecturers) from both University of 

Nigeria Nsukka and Enugu State University of Science and Technology. The whole 48 

respondents were used for the study. No sampling was made. 

 

The instrument for data collection was a structured Questionnaire titled “Questionnaire 

on postcovid-19 education crisis and the need to sustain blended learning for better 

pedagogical practices in public universities in Enugu State (QPCECNSBLBPPPUES)”. 

The Questionnaire contains 30 item questions and was structured on a four point rating 

scale of Very Highly Needed (VHN), Highly Needed (HN), Moderately Needed (MN) 

and Not Needed (NN) with corresponding value of 4, 3, 2 and 1. The respondents were 



 

 

37 | P a g e  

 

 

requested to indicate the extent of their agreement or disagreement with each of the items 

considered as the need to sustain blended learning for better pedagogical practices in 

public universities in Enugu State. Their suggestions and corrections were used to 

produce the final instrument used for the study.   

 

The validity of the instrument was established by giving copies of the drafted instrument 

to three experts, one from the Department of Business Education and one from the 

Faculty of Law while one is from Measurement and Evaluation Unit of the Department 

of Mathematics and Computer Education, Enugu State University of Science and 

Technology.  

 

The instrument was subjected to a reliability test after validation through a pilot test 

administered to ten (10) Business Educators  and ten (10) Law Lecturers in Nnamdi 

Azikiwe University Awka. Data collected from the pilot test were analyzed using 

Cronbach Alpha to ascertain the internal consistency of the instrument. The analysis 

yielded coefficient indices of 0.86 for Cluster A and 0.82 for Cluster B of the 

Questionnaire respectively. The overall Coefficient index obtained for the instrument 

was 0.84 which was a strong indicator that the instrument is reliable. Nworgu 2015 

asserts that if a reliability coefficient index of an instrument was 0.60 and above, then 

the instrument is deemed reliable.  

 

Three research assistants were used in the administration of the instrument and out of 48 

copies distributed, 46 copies were returned giving 94.73percent return rate. Weighted 

means with standard deviation were used to answer the research questions. Decisions on 

the research questions were made using the lower limit and upper limits of the mean 

based on the four point scale. The standard deviation was used to determine the 

homogeneity or otherwise of the opinions of the respondents. The t-test statistics was 

used to test the null hypothesis at 0.05 level of significance. The statistical package for 

social sciences (SPSS) computer programme was used for data analysis. The null 

hypothesis was not rejected where the significant value was less than 0.05 level of 

significance at appropriate degree of freedom, otherwise the hypothesis was rejected. 

 

Results 
The results of the study were presented in Tables based on the Research Questions and 

Hypotheses that guided the study (see table 1-4). 

 

Research Question 1 
1. What are blended Learning skills needed by Business Educators and Law 

Lecturers to sustain better pedagogical practices in public universities in Enugu 

State? 

 



 

 

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Table 1 

Mean ratings and standard deviation on the Blended Learning skills needed by 

business educators and law lecturers to sustain better pedagogical practices in 

public universities in Enugu State 

S/N Blended 

Learning 

skills needed 

by business 

educators 

and law 

lecturers to 

sustain 

better 

pedagogical 

practices in 

public 

universities  

Business 

Educators 

Law 

Lecturers 

      Overall               

_ 

X                 SD 

Decision 

 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

 

  

Using 

Internet for 

Research 

 Interacting 

with 

computers 

Using Web 

Browsers  

Cloud 

Computing / 

AWS Digital 

Library 

PowerPoint 

Presentation 

Ability to 

manipulate 

Keyboard 

_ 

X            SD1 
3.48        0.62 

3.25        0.75 

3.17        0.84 

3.43        0.76 

3.29        0.85 

3.09        0.90 

3.38        0.58 

3.48        0.62 

3.31        0.73 

3.02        0.66 

3.42        0.50 

3.05        0.96 

3.48        0.50 

 

3.29       0.71 

_ 

X         SD2 
3.43       0.76 

3.35       0.62 

3.15       0.87 

3.31       0.76 

3.35       0.78 

3.27       0.71 

3.25       0.85 

3.38       0.72 

3.21       0.80 

3.05       0.66 

3.49       0.71 

3.18       0.81 

3.49       0.71 

 

3.30      0.75 

          N = 46 

 

3.43            0.67 

3.30            0.69 

3.16            0.86 

3.27            0.76 

3.32            0.82 

3.18            0.81 

3.32            0.67 

3.43            0.67 

3.26            0.77 

3.10            0.66 

3.49            0.61 

3.12            0.87 

3.49            0.61 

 

3.29           0.72 

 

Needed 

Needed 

Needed 

Needed 

Needed 

Needed 

Needed 

Needed 

Needed 

Needed 

Needed 

Needed 

Needed 

 

Needed 



 

 

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Ability to use 

Search 

Engines 

Ability to 

Scan 

Documents 

 Documenting 

and recording 

information 

 Collecting 

data and 

information 

Send 

messages 

through e-

mails 

Creating 

project 

templates  

 

Cluster 

Mean/SD 

  

Results in Table 1 above showed the overall mean ratings range from 3.10 – 3.49 

indicating the agreement of the respondents (Business Educators) and (Law Lecturers) 

in public universities in Enugu State that the 13 items were Blended Learning skills 

needed by Business Educators and Law Lecturers to sustain better pedagogical practices 

in public universities in Enugu State.The Cluster Mean of 3.29 also indicates agreement. 

The low cluster standard deviation of 0.72 showed that the respondents had similar views 

on the blended Learning skills needed by business educators and law lecturers to 

sustain better pedagogical practices in public universities in Enugu State 
 

Hypothesis Ho1 
There is no significant difference between the mean ratings of Business Educators and 

Law lecturers on the blended Learning skills needed by business educators and law 

lecturers to sustain better pedagogical practices in public universities in Enugu State. 

 

 

 

 

 



 

 

40 | P a g e  

 

 

Table 2 

Summary Table of t-test analysis of mean ratings of Business Educators and Law 

lecturers on the blended Learning skills needed by business educators and law 

lecturers to sustain better pedagogical practices in public universities in Enugu 

State 

Variables 

Business Educators  
 

Law Lecturers 

N 

21 
 

25 

  _ 

  X    

3.29 
 

3.30 

SD 

0.71 
 

0.75 

Df 
 

249 

  t-cal 
 

0.4 

t-crit 

       

1.96 

Decision 
 

Do not reject H0 

 

Table 2 showed that the calculated t-tables at 0.05 level of significance and 249 degree 

of freedom was 0.04; while the critical t-value under the same conditions was 1.96. Since 

the calculated t-value was less than the table value, the null hypothesis was therefore not 

rejected. This means that there is no significant difference between the mean ratings of 

Business Educators and Law lecturers in Enugu State on the blended Learning skills 

needed by business educators and law lecturers to  sustain better pedagogical practices 

in public universities in Enugu State 

 

Research Questions 2 
 

1. What are blended Learning strategies needed by business educators and law 

lecturers to sustain better pedagogical practices in public universities in Enugu 

State? 

 

Table 3 

Mean ratings and standard deviation on the blended Learning strategies needed by 

business educators and law lecturers to sustain better pedagogical practices in 

public universities in Enugu State 

S/N blended 

Learning 

strategies needed 

by business 

educators and 

law lecturers to 

sustain better 

pedagogical 

practices  

Business 

Educators 

_ 

X        SD1 
 

Law 

Lecturers 

_ 

X         SD2 

     N-46 

      Overall               

_ 

X        SD 

Decision 

14 

15 

16 

Create annotated, 

interactive and 

3.50   0.69 

3.44   0.66 

3.23   0.79 

3.51    0.71 

2.75    0.77 

3.21    0.75  

3.50   0.70 

3.10   0.72 

3.32   0.77 

Needed 

Needed 

Needed 



 

 

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17 

18 

19 

20 

21 

22 

23 

24 

25 

26 

27 

28 

29 

30 

engaging  video 

content 

Create visually 

engaging 

contentUse Social 

bookmarking 

websites curate 

and  share 

resources with 

your class 

Create digital 

portfolios  

1. Create Engaging 

presentations 

2.  Use Right 

Technology 

Tools. 

Choose a Blended 

Learning Model 

Start with a 

description of the 

Curriculum  

Outline Your 

Goals  

3. Redefine 

Your Role In The 

Classroom. 

4. Determine 

Learning 

Objectives.  

Define Learning 

Outcomes. 

 Use Self-Blend 

Model 

Use the Online 

Driver Model 

Use the Flex 

Model 

The Face-To-Face 

Driver Model 

 Online Lab 

School Model. 

3.28   0.72 

3.30   0.73 

3.20   0.79 

2.86   0.97 

3.15   1.03 

3.18   0.81 

3.02   0.66 

3.60   0.66 

3.14   0.86 

3.20  0.73 

3.08  0.91 

3.20   0.79 

3.23   0.79 

3.17   0.84 

3.52    0.54 

3.19    0.75 

3.12    0.82 

2.92    0.96 

3.49    0.71  

3.05    0.96  

3.05    0.66 

3.52    0.77  

3.15    0.86 

3.19    0.72 

3.29    0.74 

3.12    0.82 

3.21    0.75  

3.15    0.87 

3.40   0.63 

3.29   0.74 

3.16   0.81 

2.89   0.97 

3.32   0.89 

3.12   0.87 

3.10   0.66          

3.56   0.72 

3.16   0.86 

3.19   0.73 

3.19   0.83 

3.16   0.81 

3.32   0.77 

3.16   0.86 

Needed 

Needed 

Needed 

Needed 

Needed 

Needed 

Needed 

Needed 

Needed 

Needed 

Needed 

Needed 

Needed 

Needed 



 

 

42 | P a g e  

 

 

 

 Cluster 

Mean/SD 

3.22   0.79 3.20    0.77 3.23   0.78 Needed 

 

The result in Table 3 above showed the items mean ratings ranging from 2.89 -3.56 

depicting agreement. This means that Business Educators and Law lecturers in Enugu 

State were in agreement that the above blended Learning skills are needed by business 

educators and law lecturers to sustain better pedagogical practices in public universities 

in Enugu State. The low Standard Deviation (0.78) shows similarity views of the 

respondents. 

 

Hypothesis Ho2 
There is no significant difference between the mean ratings of Business Educators and 

Law 

Lecturers on the blended Learning strategies needed by business educators and law 

lecturers 

to sustain better pedagogical practices in public universities in Enugu State 

 

Table 4 

Summary Table of t-test analysis of mean ratings of Business Educators and Law 

Lecturers on the blended Learning strategies needed by business educators and law  

lecturers to sustain better pedagogical practices in public universities in Enugu 

State 
 

Variables 

Business Education  

Students 
 

Law Students 

N 

21 
 

25 

  _ 

  X    

3.22 
 

3.20 

SD 
 

0.79 
 

0.77 

Df 
 

249 

  t-cal 
 

   1.11 

t-crit 

       

    1.96 

Decision 
 

Do not reject H0 

 

The result of the t-test analysis in Table 4 shows that the calculated t-value at 0.05 level 

of significance and 249 degree of freedom was 1.11; while the critical t-value under the 

same conditions was 1.96. Since the t-calculated was less than the t-value, the null 

hypothesis was therefore not rejected.  

 

This means that Business Educators and Law lecturers in Enugu State did not differ 

significantly in their mean ratings on the blended Learning strategies needed by business 

educators and law lecturers to sustain better pedagogical practices in public universities 

in Enugu State 

 

 



 

 

43 | P a g e  

 

 

Discussion of Findings 
The findings of this study are discussed in line with the research questions and the 

hypotheses that guided the study. 

 

Blended Learning skills needed by business educators and law lecturers to sustain 

better pedagogical practices in public universities in Enugu State 
The findings of this study according to research question one indicated that the 

13BlendedLearning skills in Table one are neededby business educators and law lecturers 

to sustain better pedagogical practices in public universities in Enugu State Some of those 

blended learning skills include; ability to use Search Engines, Using Internet for 

Research, Interacting with computers, Using Web Browsers,Cloud Computing / AWS, 

etc. 

 

The findings of this study agreed with (Chibuike, 2015) who noted that blended learning 

has become an important tool and indispensable aid for running today’s education. It is 

one of the most potent forces that have come to prominence as a result of rapid changes 

in technological innovations occasioned by COVID 19 pandemic.  

 

Blended learning, which mixes traditional face-to-face education with technology, has 

become increasingly popular in educational institutions today. This style of learning 

provides a way for educators to engage students through visuals and online interaction. 

Quite unlike the traditional school, today’s school is characterized with computers, word 

processors, printers, photocopying machines, telephones, fax machines, internet 

activities etc, that the Business Educator and the Law lecturer preparing for a world of 

work should be effectively prepared and professionally trained to handle these electronic 

devices to meet the demands of the present day pedagogical practices. 

 

By using a combination of digital instruction and one-on-one face time, students can 

work on their own with new concepts which frees teachers up to circulate and support 

individual students who may need individualized attention. Teachers can now streamline 

their instruction to help all students reach their full potential,"Saritepeci, Mustafa; et al. 

(2015). 

  

The null hypothesis tested on the blended learning skills needed by business educators 

and law lecturers to sustain better pedagogical practices in public universities in Enugu 

State indicated that there was no significant difference between the mean ratings of 

Business Educators and Law lecturers in Enugu State. The findings of no significance 

difference indicated that Business Educators and Law lecturers in Enugu State had no 

significant difference in their opinion on blended learning skills.  

 



 

 

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Blended Learning strategies needed by business educators and law lecturers to 

sustain better pedagogical practices in public universities in Enugu State 
The study further found out that all the identified blended learning strategies are needed 

by business educators and law lecturers to sustain better pedagogical practices in public 

universities in Enugu State. Some of those blended learning strategies include; Create 

annotated, interactive and engaging video content, Create visually engaging content, Use 

Social bookmarking websites, create and share resources with your class, Create digital 

portfolios Create Engaging presentations, Use Right Technology Tools etc. 

. 

The findings of the study also indicated that a significant difference does not exist 

between the mean ratings of Business Educators and Law lectures on Blended Learning 

skills needed by business educators and law lecturers to sustain better pedagogical 

practices in public universities in Enugu State. The result of the study showed that 

Business Educators and Law lecturers had the same view on the identified Blended 

Learning skills needed by business educators and law lecturers to sustain better 

pedagogical practices in public universities in Enugu State. The result of this study is in 

agreement with that of Graham, Woodfield & Harrison, (2013)who noted that 

Technology has placed a number of demands and exigencies on us and to meet these 

exigencies we need to develop a set of key digital skills and strategies. 

 

The findings of the study also indicated that a significant difference does not exist 

between the mean ratings of Business Educators and Law lectures on Blended Learning 

strategies needed by Business Educators and Law lecturers to sustain better pedagogical 

practices in public universities in Enugu State. The result of the study showed that 

Business Educators and Law lecturers had the same view on the identified Blended 

Learning strategies needed by business educators and law lecturers to sustain better 

pedagogical practices in public universities in Enugu State. 

 

Conclusion 
The study investigated thepost covid-19 education crisis and the need to sustain blended 

learning for better pedagogical practices in public universities in Enugu State. The study 

identified Blended Learning skills and BL strategies needed by Business Educators and 

Law lecturers to sustain better pedagogical practices in public universities in Enugu State. 

The identified BL skills and strategies were found needed by Business Educators and 

Law lecturers to sustain better pedagogical practices in public universities in Enugu 

State.  

 

Recommendations 
Based on the findings and conclusion, the following recommendations are made: 



 

 

45 | P a g e  

 

 

1. Blended Learning skills should be re-emphasized and continually sustained by 

Business Educators and Law lecturers to sustain better pedagogical practices in 

public universities in Enugu State. 

2. Blended Learning strategies in the same vein should be continually sustained by 

Business Educators and Law lecturers to sustain better pedagogical practices in 

public universities in Enugu State. 

3. Business Educators and Law lecturers in Enugu State that are updated should get 

themselves acquainted and updated with blended skills and strategies skills to 

effectively perform and be relevant in their duty post. 

 

 

 

 

REFERENCES 
Bonk, C.J. & Graham, C.R. (2006). The handbook of blended learning environments: 

Global perspectives, local designs. San Francisco: Jossey‐Bass/Pfeiffer. p. 5. 

 

Chibuike, V.C. (2015). Relevance and extent of use of blended learning in Business  

Education classroom delivery in Enugu State. Journal of Research in Science and 

Technology Education (JORSTED). 5(1) 87-96 

 

Okpalaojiego, E. C. & Onukwuli, A. G. (2021). Surviving strategies of business firms 

in COVID-19 Pandemic era. Research as a Panacea to Management and Socio-

Economic sustainability in COVID-19 era. : 60-172. Association of Management 

and Social Sciences Researchers of Nigeria 

 

Siemens, G., Gašević, D., & Dawson, S. (2015). Preparing for the Digital University: a 

review of the history and current state of distance, blended, and online learning. 

Pg. 62.  

Athabasca University. Retrieved from  

http://linkresearchlab.org/PreparingDigitalUniversity.pdf 

 

Graham, C. R., Woodfield, W &Harrison, J. B. (2013-07-01). "A framework for 

institutional adoption and implementation of blended learning in higher 

education". The Internet and Higher Education. Blended Learning in Higher 

Education: Policy and Implementation Issues. 18: 4–

14. doi:10.1016/j.iheduc.2012.09.003. ISSN 1096-7516. 

 

Nworgu, B. G. (2015). Educational Research: Basic issues and methodology (3rd 

edition). Nsukka: University Trust Publishers. 

 

https://en.wikipedia.org/wiki/Doi_(identifier)
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Friesen, Norm (2012). "Report: Defining Blended Learning" A jump to a b c 

 

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