Thannarath Sim
Cambodian Education Forum
Phnom Penh, Cambodia
Sereyrath Em
Cambodian Education Forum
Phnom Penh, Cambodia
Innovations and Challenges in Cambodian Education: Youth’s Perspectives
Edited by Kimkong Heng, Koemhong Sol, Sopheap Kaing, and Sereyrath Em
© Cambodian Education Forum 2023
Summary
Every aspect of society, including the global education system, has been severely impacted by the COVID-19 pandemic. In response, blended learning has emerged as an approach to ensure continuous education throughout the pandemic and is seen as the direction of education going forward. This chapter focuses on blended learning in Cambodian higher education. First, it highlights the definitions of blended learning before discussing its benefits for both instructors and students. The chapter then looks at the challenges facing the implementation of blended learning, particularly in Cambodian higher education. After that, the chapter offers a number of suggestions to enhance the effectiveness of blended learning as an approach in the post-COVID-19 pandemic before ending with a conclusion.
Keywords: Blended learning; higher education; post-COVID-19 pandemic; Cambodia
Introduction
According to the United Nations (2020), the COVID-19 pandemic has affected approximately 1.6 billion students across the globe. Specifically, 94% of the students in the world have been affected by the closure of schools and other educational institutions, with the percentage being higher (99%) for students in low- and lower-middle-income countries.
In Cambodia, the first case of COVID-19 was identified in late January 2020 (WHO, 2020). The Ministry of Education, Youth, and Sport (MoEYS) ordered the closure of schools and universities until further notice after learning of a second COVID-19 case in early March in Siem Reap province (Kham & Nhem, 2022). During the school closure, MoEYS collaborated with the private sector to establish an e-learning platform to offer educational opportunities to Cambodian students (Heng, 2021). Various channels, including the Facebook page, YouTube channel, and website of MoEYS, were employed to provide pre-recorded video lessons for students in Grades 1-12 (Em, 2021a; Heng, 2021).
As the internet and education have been coupled to give students chances to learn new skills, including technical skills and computer literacy, online learning has experienced a sharp rise during the pandemic (Chiu et al., 2021). Due to the pandemic, education has undergone a significant transformation with the rise of e-learning, allowing for remote and digital education (Oraif & Elyas, 2021). The new standard in education is now online or blended learning. Blended learning, also referred to as hybrid learning, is the blending of classroom-based and online teaching methods (Kaing, 2020).
While Cambodia is beginning to make inroads into adopting blended learning, it has a lot of catching up to do to take advantage of such technology (Heng et al., 2023; Khan et al., 2021). During the pandemic, Cambodian students found it difficult to access online and e-learning platforms (Em, 2021b). In particular, the lack of online learning-related knowledge and skills, especially among those in rural areas, has been a major barrier to the adoption of this new learning mode. These challenges have posed difficulties for all stakeholders, such as administrators, teachers, and students (Heng et al., 2023).
This chapter focuses on key issues concerning blended learning in Cambodian higher education. It begins by defining the term ‘blended learning’ before discussing its benefits. The chapter then discusses the challenges of implementing blended learning, particularly in the context of Cambodian higher education. Afterward, suggestions to enhance the effectiveness of blended learning in Cambodian higher education are presented. The chapter concludes with some suggestions for future research.
What is blended learning?
Different researchers and academics have given varied definitions of blended learning. The Oxford Dictionary defines blended learning as an educational approach that combines conventional in-person instruction with electronic and internet-based media. Graham (2006) defined blended learning as the integration of “face-to-face instruction with computer-mediated instruction” (p. 5). Similarly, Hrastinski (2019) described blended learning as the deliberate merging of in-person and online learning experiences within the classroom. According to Bryan and Volchenkova (2016), blended learning combines the realms of education and educational technology. Based on the definitions given above, it can be concluded that blended learning comprises two essential components: face-to-face and online teaching or learning.
Benefits of blended learning
Over the past few years, particularly during the COVID-19 epidemic, blended learning has gained significant traction in educational institutions by combining conventional face-to-face instruction with technology (see Kaing, 2020). Faculty members can communicate with students online and use visuals to engage them in this learning method. With a range of flexible options available in higher education, blended learning has emerged as one of the most popular methods. This approach is crucial for the future of higher education, as it offers students a variety of engagement opportunities (Dhawan, 2020).
Benefits for teachers or faculty members
Implementing change can be a challenging task, especially for teachers or faculty members who have been accustomed to traditional teaching methods for years. Nonetheless, as blended learning becomes increasingly prevalent in educational institutions, its benefits are becoming more apparent. It is beneficial in two important ways (see Alammary et al., 2014).
Blended learning allows for the creation of a clear roadmap for students, outlining the expectations for each student. Through integrated learning, teachers can track and monitor the progress of individual students. Teachers, for instance, can examine data to determine which courses and modules their students are actively engaged with. This knowledge makes it easier to adapt and personalize each student’s learning experience based on their interests. This approach facilitates the identification of students’ academic weaknesses and strengths, enabling appropriate interventions when needed (Digital Marketing Institute, 2018).
Another valuable aspect of blended learning is improved communication. Communication is a crucial component of education that aids teachers in identifying students’ areas of strength and areas that require further development. Technology enables teachers to cater to various learning styles, whether students learn best through lectures, reading, examples, or video. The relationship between instructors and students would be stronger through these channels of communication (Digital Marketing Institute, 2018).
Benefits for students
Blended learning offers numerous advantages, not only for academic staff but also for students. In particular, it provides students with a more thorough education that can increase their retention and engagement (Boyle et al., 2003). The advantages of blended learning for students were also discussed by different authors, as follows:
- Enhanced flexibility: Students may access educational content at any time and from any location, so even if they are unable to attend school physically, they can still receive their education. This has proven to be quite helpful throughout the COVID-19 pandemic and is particularly beneficial for students who might face physical or geographic limitations (Digital Marketing Institute, 2018; Simamora, 2020).
- Improved communication with academics and staff: Blended learning enables students to communicate with their teachers directly through technology and enables students who may feel less comfortable speaking in front of groups to do so. Moreover, if students are having trouble, they have the space and privacy to seek further help and support (Islam et al., 2022).
- Individualized learning pace: Blended learning is more flexible for students, allowing them to take greater control of their education and study at their own pace. The availability of various information delivery methods also promotes deeper understanding and engagement and enriches the learning experience (Azukas, 2019).
- Improved student retention: Blended learning improves student retention by providing them with more freedom and confidence to direct their own learning. The flexibility of time and place and the choice to tailor their workload to fit their lifestyles motivate students to continue their education. This self-directed learning approach equips them with transferable skills that may significantly benefit their future employment (Prifti, 2022).
Challenges of blended learning
Despite the benefits and possibilities provided by the adoption of blended learning, it confronts several key challenges. One of the key challenges is technical issues, which are not limited to getting technology to work on networks but rather ensuring the program’s success by utilizing and supporting appropriate technologies. One of the technical difficulties is ensuring that users can use the technology effectively and refrain from using it solely because it is there (Hofmann, 2011).
Furthermore, the successful integration of blended learning may be hampered by inadequate infrastructure and access to technology. Tshabalala et al. (2014) identified a list of difficulties that contribute to the limitations of implementing blended learning, including a “lack of policy, lack of faculty support, lack of technological and computer skills, large class sizes, and inadequate technological resources” (p. 108).
When learning technologies are introduced, attention is often paid to the technology implementation, while too little time and budget are dedicated to the design of appropriate content to create a successful program. The challenges of instructional design include considering how to teach (rather than just what to teach), matching the best delivery method to the performance objectives, maintaining interaction in online offerings instead of one-way communication, ensuring participant commitment and follow-through with non-live elements, and ensuring that all components of the blended approach are well coordinated (Hofmann, 2011).
According to Su (2019), universities are also confronted with issues such as a shortage of staff members capable of participating in blended learning, resistance to innovation and change, a lack of models based on research that can assist institutional adoption, and a lack of institutional definition. Additionally, Su (2019) suggested that extra training for the staff should be undertaken before the introduction of blended education. This might be accomplished through effective institutional governance and strategic leadership.
Blended learning in Cambodian higher education
The idea of blended learning, which combines in-person instruction with online learning, was adopted at some higher education institutions (HEIs) in Cambodia before the COVID-19 pandemic, such as the Institute of Technology of Cambodia, but it was not a popular teaching approach (see Kaing, 2020). The arrival and impact of COVID-19 have significantly altered the educational landscape. Traditional physical courses were transformed into online learning environments when schools and colleges were forced to close temporarily to curb the spread of the coronavirus (Em et al., 2022).
Despite the significant disruptions, the COVID-19 pandemic has provided Cambodia with a good opportunity to increase the use and integration of information and communication technology (ICT) in education and support the digital transformation of its educational system. To promote digital learning and teaching in the Kingdom, MoEYS has established the Centre for Digital and Distance Learning. The development of this center serves as a studio for creating instructional videos and a location for digital forums, aiming to advance virtual education in Cambodia. The creation of hundreds of video courses on social media platforms, such as Facebook and Telegram, as well as on television, has been a part of this effort (see Som, 2020). As a result, the pandemic has sped up the adoption of ICT in Cambodia’s higher education sector (see Heng, 2021), aligning with the trend toward blended learning.
Technology-enhanced classrooms are the future of education in the context of Industry 4.0, where technology plays a major role in fostering socioeconomic innovation and development. COVID-19 has provided Cambodia with an opportunity to reassess and enhance its education system as the country aims to increase its relevance and competitiveness (see Heng, 2021). Therefore, as online learning continues to become more popular, more online or blended learning will be adopted in higher education. This will facilitate the digital transformation of higher education, especially in a developing nation like Cambodia, where there had been little ICT integration in the classroom before the pandemic (see Heng & Doeur, 2022).
Challenges in implementing blended learning in Cambodian higher education
The COVID-19 pandemic has caused significant disruptions to educational systems worldwide, and Cambodia is no exception. In response to the pandemic, schools and HEIs in Cambodia were required to close intermittently during the last two years (Soeung & Chim, 2022). On March 16, 2020, the government of Cambodia ordered the closure of all schools nationwide for some time, which was repeated in December 2020. However, most schools, both public and private, were largely unprepared for the closures (UNDP Cambodia, 2021). Heng and Sol (2021a) noted that the unexpected closure presented serious challenges for Cambodian HEIs since they had to continue providing education through online learning. The adoption of online learning requires the requisite digital infrastructure, learning materials, access to a stable internet connection, and digital devices, as well as the pedagogical knowledge and skills needed for navigating effective online teaching.
There are many barriers to online education in Cambodia. According to a government survey published in September 2020, more than 80% of children reported having no television at home, no smartphone or tablet, and a poor internet network. The fact that nearly three-quarters of students and nearly as many teachers had inadequate levels of digital literacy made this situation worse. Most people acknowledged that the high cost of internet connectivity was a significant deterrent (Beresford & Theara, 2021). Heng and Sol (2021a) argued that having access to sufficient digital tools and a trustworthy internet connection, both necessary for online teaching and learning, has become a significant challenge, particularly for students from low socioeconomic backgrounds. Additionally, Heng and Sol (2021b) pointed out that students from poor socioeconomic households could not afford a broadband connection or necessary devices like laptops or tablets to assist their online learning. As a result, many relied on their cell phones to access courses and study materials, tests, homework, and examinations. Leng et al. (2020) reported that many students did not own a laptop and completed their online coursework and tests using a smartphone. According to a survey of students at the University of Puthisastra, 35.5% of them used smartphones, 40.9% used laptops or computers, and 7% used tablets (Leng et al., 2020). As indicated by the same survey, only 16% of the students owned or utilized multiple devices.
Insufficient digital or technological literacy and a lack of experience with online teaching and learning are also significant issues faced by both instructors and students. From the onset of the pandemic, instructors and students were compelled to participate in online teaching and learning without adequate guidance, training, and resources (United Nations, 2020). As a result of the adoption of online or blended learning, faculty members have experienced an unexpected workload because they have had to learn how to teach online, adapt to new teaching platforms, modify teaching materials and resources, and reorganize assessment processes to fit the new context of online learning (Heng & Sol, 2021b).
In the Cambodian context, online teaching and learning is a relatively new phenomenon that emerged suddenly and without prior preparation during the COVID-19 pandemic, causing psychological effects for all parties involved, particularly faculty members and students (Leng et al., 2020). Students have also gone through certain psychological challenges, including, among others, increased tension, worry, dread, and dissatisfaction. Factors contributing to these challenges included the lack of online learning opportunities, the feeling of isolation due to reduced peer contacts and support networks, increased reliance on individual study, and technological problems (see Heng & Sol, 2021a).
Suggestions to enhance the effectiveness of blended learning
To enhance the effectiveness of blended learning in Cambodian higher education, the following suggestions should be considered:
Invest in digital education: Policymakers and other relevant stakeholders should prioritize integrating ICT and blended learning into regular classrooms. To ensure that students develop the technological and digital knowledge and skills required in the digital economy, the government must invest in digitalizing the educational system (Heng, 2021).
Improve ICT infrastructure: The Cambodian government should ensure fair and sustainable distribution of ICT infrastructure within the educational system. This also includes providing nationwide support staff, enhancing inter-institutional communication and collaboration, and offering ongoing professional development for educators, administrators, and technology coordinators.
Improve ICT skills: MoEYS should continue to provide relevant ICT training to higher education staff. Additionally, university curricula should be developed or revised to align with blended learning practices and improve students’ ability to access and utilize online or blended learning effectively.
Strengthen public-private partnerships: Diverse stakeholders, including MoEYS, the private sector, and development partners, should collaborate to increase ICT use in Cambodian education. Active engagement and partnerships are essential to secure financial assistance and the resources necessary for implementing blended learning.
Encourage independent learning: With the rise of online or blended learning, fostering independent learning skills becomes crucial for students. Students should be encouraged to develop the ability to study independently by leveraging online resources such as video lectures and other learning tools. It is essential to foster autonomous or independent learning in the Cambodian context, where students rely heavily on their instructors.
Develop a clear blended learning policy: One of the key steps to improving blended learning in Cambodia is to develop a clear policy that outlines the objectives, principles, and strategies for implementing blended learning. The policy should be developed through a consultative process that involves all concerned stakeholders, including students, faculty members, administrators, and IT staff. The policy should also be flexible enough to accommodate the diverse needs of different institutions and programs.
Provide training and support for faculty members and students: Implementing blended learning requires a variety of skills and competencies. Therefore, it is essential to provide training and support for faculty members and students to ensure that they can effectively use technology and implement the pedagogical strategies required for blended learning. This can be done through professional development workshops, online tutorials, and mentoring programs.
Use a variety of instructional strategies: Blended learning provides an opportunity to use a variety of instructional strategies that cater to the diverse needs of students. For example, faculty members can use online discussion forums, interactive simulations, and multimedia presentations to supplement their face-to-face teaching. Additionally, faculty members can use student-centered strategies, such as project-based learning and problem-based learning, to promote active learning engagement.
Ensure access to technology and infrastructure: Blended learning requires reliable and high-quality technology and infrastructure, including computers, internet access, and learning management systems. Therefore, it is essential to ensure that all students have access to the necessary technology and infrastructure to participate in blended learning. If possible, educational institutions should provide laptops or tablets to students who do not have access to them at home and offer free or subsidized internet access.
Monitor and evaluate the effectiveness of blended learning: Regular monitoring and evaluation are crucial to assess the effectiveness of blended learning and identify areas for improvement. This is to make sure that the desired outcomes are achieved. This process may involve conducting regular surveys of both students and instructors, analyzing learning outcomes, and evaluating teaching methods. The findings of these assessments should be utilized to modify the blended learning policy and guide future training and assistance provided to teachers and students.
Create a supportive environment: Blended learning requires a supportive environment that promotes collaboration, communication, and engagement. Educational institutions should create online communities of practice for faculty members, allowing them to share ideas and strategies for effectively implementing blended learning. Additionally, they should also create online student communities to facilitate collaboration between students and faculty members outside of the classroom.
Promote equitable access to blended learning: Finally, it is essential to promote equitable access to blended learning to ensure that all students have an equal opportunity to succeed. This includes providing support for students with disabilities, ensuring that all instructional materials are accessible, and offering language support for students who may not be proficient in the language of instruction.
Conclusion
Because of the COVID-19 pandemic, blended learning has emerged as the new norm in many educational settings throughout the world. This learning approach combines the finest aspects of both traditional face-to-face and online learning. The COVID-19 pandemic has provided an opportunity for education stakeholders in developing countries like Cambodia to explore the benefits and challenges of implementing blended learning and find ways to accelerate this learning approach.
For faculty members, blended learning offers several advantages, including increased engagement, improved communication, and the possible adoption of various teaching methods. Moreover, students also benefit from blended learning through enriching educational experiences that can increase their retention and engagement, flexible self-paced learning, and efficient online and offline collaboration and communication with faculty members.
However, many developing countries, including Cambodia, lack digital infrastructure and resources for implementing blended learning. The lack of experience, knowledge, and skills in online teaching and learning, especially among faculty members and students, has impeded the transition toward blended learning. Moreover, students from low socioeconomic families cannot afford a broadband connection or the necessary tools they need, such as laptops or tablets, to support their online learning (Heng & Sol, 2021b). As previously stated, the issues have been linked to a lack of policy, faculty support, technology and computer skills, large class sizes, and digital resources (see Tshabalala et al., 2014). Some institutions struggle with a lack of institutional definition, resistance to innovation and change, limited research-informed models to aid institutional adoption, and a shortage of employees capable of participating in blended learning (see Su, 2019). The psychological effects also cause additional problems for all parties, particularly faculty members and students, leading to stress, fear, dread, reluctance, and discontent (Heng & Sol, 2021a; Leng et al., 2020).
Despite that, the COVID-19 pandemic has presented Cambodia with an opportunity to enhance the usage and integration of ICT in education and promote the digital transformation of its educational system. MoEYS has worked with various partners to ensure continuous education for students in Cambodia. However, to foster the widespread adoption of blended learning in post-pandemic developing nations like Cambodia, more government assistance and financing are needed. Several suggestions have been put forward to enhance the effectiveness of blended learning, including, among others, boosting public-private partnerships, investing in digital education, enhancing ICT infrastructure, elevating ICT skills, and promoting autonomous learning.
Finally, additional research should be conducted to investigate how blended learning is experienced and perceived by both educators and learners. Such an understanding will be crucial for policymakers and government officials to ensure that blended learning will be effectively implemented and can be an effective way of learning, especially for Cambodian higher education in the future.
References
Alammary, A., Sheard, J., & Carbone, A. (2014). Blended learning in higher education: Three different design approaches. Australasian Journal of Educational Technology, 30(4), 440-454. https://doi.org/10.14742/ajet.693
Azukas, M. E. (2019). Cultivating blended communities of practice to promote personalized learning. Journal of Online Learning Research, 5(3), 251-274. https://www.learntechlib.org/primary/p/210640/
Beresford, N., & Theara, K. (2021, January 25). Building back better: Cambodia’s post-Covid-19 education system. UNDP Cambodia. https://www.undp.org/cambodia/news/building-back-better-cambodia’s-post-covid-19-education-system
Boyle, T., Bradley, C., Chalk, P., Jones, R., & Pickard, P. (2003). Using blended learning to improve student success rates in learning to program. Journal of Educational Media, 28(2-3), 165-178. https://doi.org/10.1080/1358165032000153160
Bryan, A., & Volchenkova, K. N. (2016). Blended learning: Definition, models, implications for higher education. Bulletin of the South Ural State University. Ser. Education. Education Sciences, 8(2), 24-30. https://cyberleninka.ru/article/n/blended-learning-definition-models-implications-for-higher-education
Chiu, T. K., Lin, T. J., & Lonka, K. (2021). Motivating online learning: The challenges of COVID-19 and beyond. The Asia-Pacific Education Researcher, 30(3), 187-190. https://link.springer.com/article/10.1007/s40299-021-00566-w
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22. https://doi.org/10.1177/0047239520934018
Digital Marketing Institute. (2018, May 17). What are the benefits of blended learning? https://digitalmarketinginstitute.com/blog/what-are-the-benefits-of-blended-learning
Em, S. (2021a). Challenges of online learning during the COVID-19 pandemic: A survey of Cambodian high school students. Cambodian Journal of Educational Research, 1(2), 96-108. https://cefcambodia.com/2021/07/07/challenges-of-online-learning-during-the-covid-19-pandemic-a-survey-of-cambodian-high-school-students/
Em, S. (2021b, July 17). Cambodian students’ online learning challenges during the COVID-19 pandemic. Cambodianess. https://cambodianess.com/article/cambodian-students-online-learning-challenges-during-the-covid-19-pandemic
Em, S., Phann, S., & Khan, S. (2022). Cambodian EFL university students’ perceptions of online learning effectiveness during the COVID-19 pandemic: A survey study. Cambodian Journal of Educational Research, 2(2), 15-34. https://cefcambodia.com/2023/01/21/cambodian-efl-university-students-perceptions-of-online-learning-effectiveness-during-the-covid-19-pandemic-a-survey-study/
Graham, C. R. (2006). Blended learning systems: Definition, current trends and future directions. In C. J. Bonk & C. R. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs (pp. 3-21). Pfeiffer Publishing. https://doi.org/10.14507/er.v0.818
Heng, K. (2021). COVID-19: A catalyst for the digital transformation of Cambodian education. ISEAS Perspective No. 87. https://www.iseas.edu.sg/wp-content/uploads/2021/06/ISEAS_Perspective_2021_87.pdf
Heng, K., & Sol, K. (2021a). COVID-19 and Cambodian higher education: Challenges and opportunities. In K. Heng, S. Kaing, D. Kao, M. Muong, B. Doeur, & T. Lor (Eds.), Online learning during COVID-19 and key issues in education (pp. 31-48). Cambodian Education Forum. https://cefcambodia.com/2021/12/15/covid-19-and-cambodian-higher-education-challenges-and-opportunities/
Heng, K., & Sol, K. (2021b). Online learning during COVID-19: Key challenges and suggestions to enhance effectiveness. Cambodian Journal of Educational Research, 1(1), 3-16. https://cefcambodia.com/cjer-volume-1-issue-1/
Heng, K., & Doeur, B. (2022). Digital transformation in higher education: Key to enhancing Cambodia’s higher education sector. Cambodian Education Forum. https://cefcambodia.com/2022/06/03/digital-transformation-in-higher-education-key-to-enhancing-cambodias-higher-education-sector/
Heng, K., Sol, K., & Em, S. (2023). COVID-19 and digital transformation of Cambodian higher education: Opportunities, challenges, and the way forward. In P. Ordóñez de Pablos, X. Zhang, & M. Almunawar (Eds.), Handbook of research on education institutions, skills, and jobs in the digital era (pp. 307-327). IGI Global. https://doi.org/10.4018/978-1-6684-5914-0.ch018
Hofmann, J. (2011). Top 10 challenges of blended learning. Training, 48(2), 12-13. http://www.cedma-europe.org/newsletter%20articles/Training%20Magazine/Top%2010%20Challenges%20of%20Blended%20Learning%20(Apr%2011).pdf
Hrastinski, S. (2019). What do we mean by blended learning? TechTrends, 63(5), 564-569. https://link.springer.com/article/10.1007/s11528-019-00375-5
Islam, M. K., Sarker, M. F. H., & Islam, M. S. (2022). Promoting student-centered blended learning in higher education: A model. E-Learning and Digital Media, 19(1), 36-54. https://doi.org/10.1177/20427530211027721
Kaing, S. (2020, July 15). COVID-19 forces Cambodian higher education to adopt hybrid teaching and learning. Cambodian Education Forum. https://cambodianeducationforum.wordpress.com/2020/07/15/covid-19-forces-cambodian-higher-education-to-adopt-hybrid-teaching-and-learning/
Kham, S., & Nhem, S. (2022). Impacts and adaptive strategies of the hotel sector amid the COVID-19 pandemic: A case study of the hotel sector in the Siem Reap province. In M. E. Korstanje, H. Seraphin, & S. W. Maingi (Eds.), Tourism through troubled times (pp. 231-249). Emerald Publishing. https://doi.org/10.1108/978-1-80382-311-920221012
Khan, B., Chenda, S., Heng, S., & Coniam, D. (2021). “Doing a quiz in pyjamas”: Successes and challenges of blended learning in Cambodian higher English language education. In C. P. Lim & C. R. Graham (Eds.), Blended learning for inclusive and quality Higher Education in Asia (pp. 125-150). Springer. https://doi.org/10.1007/978-981-33-4106-7_7
Leng, P., Khieng, S., & Water, T. (2020, June 27). Going digital: The second phase of HE transformation. University World News. https://www.universityworldnews.com/post.php?story=20200623154410596
Oraif, I., & Elyas, T. (2021). The impact of COVID-19 on learning: Investigating EFL learners’ engagement in online courses in Saudi Arabia. Education Sciences, 11(3), 1-19. https://doi.org/10.3390/educsci11030099
Prifti, R. (2022). Self–efficacy and student satisfaction in the context of blended learning courses. Open Learning: The Journal of Open, Distance and e-Learning, 37(2), 111-125. https://doi.org/10.1080/02680513.2020.1755642
Simamora, R. M. (2020). The challenges of online learning during the COVID-19 pandemic: An essay analysis of performing arts education students. Studies in Learning and Teaching, 1(2), 86-103. https://doi.org/10.46627/silet.v1i2.38
Soeung, S., & Chim, V. (2022). Cambodian teachers’ perceptions of online teaching: During and beyond the COVID-19 pandemic. Forum for International Research in Education 7(3), 38-53. https://doi.org/10.32865/fire202273291
Som, K. (2020, June 23). New center to boost digital learning in the Kingdom. Khmer Times. https://www.khmertimeskh.com/736895/new-centre-to-boost-digital-learning-in-the-kingdom/
Su, F. (2019). Blended learning pedagogy in higher education. In M. A. Peters & R. Heraud (Eds.), The encyclopedia of educational innovation (pp. 1-6). https://doi.org/10.1007/978-981-13-2262-4_19-1
Tshabalala, M., Ndeya-Ndereya, C., & van der Merwe, T. (2014). Implementing blended learning at developing university: Obstacles in the way. Electronic Journal of e-Learning, 12(1), 101-110. https://www.learntechlib.org/p/153387/
UNDP Cambodia. (2021, January 25). Building back better: Cambodia’s post-COVID-19 education system. https://www.undp.org/cambodia/news/building-back-better-cambodia%E2%80%99s-post-covid-19-education-system
United Nations. (2020). Policy brief education during COVID-19 and beyond. https://unsdg.un.org/sites/default/files/2020-08/sg_policy_brief_covid-19_and_education_august_2020.pdf
World Health Organization. (2020). Ministry of Health responds to first positive case of new coronavirus. https://www.who.int/cambodia/news/detail/28-01-2020-ministry-of-health-responds-to-first-positive-case-of-new-coronavirus
Cambodian Education Forum 