Post COVID-19 and the Potential of Blended Learning in Higher Institutions: Exploring Students and Lecturers Perspectives on Learning Outcomes in Blended Learning

This study explored students and teachers of Higher Educational Institutions perspectives on the potential Blended Learning post-Covid-19. Using Shea’s 2007 Four-Model framework Complex Adaptive (BL) Systems, this paper investigated correlation between learning outcomes in constructivists learning. The findings provided convincing support that Online offers some for teaching higher institutions more than stand-alone traditional face-to-face classroom. is especially case when intends to enhance reciprocal learning, students’ inquiry-based learners posing questions seeking answers their own, as well promoting cooperative/collaborative among students. Even though, did not entirely dismiss teaching, nevertheless, results strongly suggest blending with online tremendous constructivist classroom alone. Additionally, BL creates both cohesive effective environment overcoming geographical physical barriers promote self-paced critical students,