F2F versus online learning at public campuses in Nepal in crisis
This qualitative study reports the implementation, perception and effectiveness of face-to-face (F2F) and online teaching modalities at two public higher education institutions in Pokhara, Nepal, during a period of crisis. The study implied the semi-structured interviews with 15 students and teacher...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2549510 |
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| Summary: | This qualitative study reports the implementation, perception and effectiveness of face-to-face (F2F) and online teaching modalities at two public higher education institutions in Pokhara, Nepal, during a period of crisis. The study implied the semi-structured interviews with 15 students and teachers (5 students and 2 teachers from Management and 5 and 3 teachers from Education faculties) as well as classroom observation at two urban campuses to extract the perception and experience on both modalities, and to gather the data through the observation. The research investigates the pedagogical strengths and limitations of both modalities. Though the participants highlight the effectiveness of F2F teaching modality because of its real engagement, the study also depicts the contextual advantages of online learning modality when appropriately enhanced. It highlights the need for supportive policy and attracts the attention of policy documents to foster blended learning strategies, enhanced teacher training, and improved technological infrastructure. The study critically challenges the application of applying online teaching modality in higher education institutions to create an appropriate educational environment. The study emphasizes the importance of contextualizing teaching practices to address institutional and students’ needs effectively as per the context. |
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| ISSN: | 2331-186X |