Research Paper E-ISSN NO : 2455-295X | VOLUME : 6 | ISSUE : 10 | OCTOBER 2020 INTERNATIONAL EDUCATIONAL SCIENTIFIC RESEARCH JOURNAL 30 CHALLENGES IN IMPLEMENTING BLENDED LEARNING IN THE POST-GRADUATION CLASSROOM IN NEPAL: UNIVERSITY TEACHERS’ EXPERIENCES DR. RAJENDRA KUMAR SHAH 1 1 ASSOCIATE PROFESSOR, SANOTHIMI CAMPUS, TRIBHUVAN UNIVERSITY, SANOTHIMI, BHAKTAPUR, PROVINCE NO. 3, NEPAL. ABSTRACT: Context of the study: With the advent of the digital age, traditional didactic teaching and online learning have been modified and gradually replaced by BL. One of the most effective patterns of modern University Education is blended learning (BL) that combine traditional classroom activities with elements of e-learning, and makes a wide use of modern information and communication technology. Thus, it calls for further detailed study of issues and challenges of BL. Objective of the study: The major objective of this article is to find out the issues and challenges in the implementation of BL in the Post-graduation classroom. Research Design: This study is based on qualitative research tradition. Narrative inquiry methods have been utilized in the present study. For in-depth interview, three university teachers of ED. 511 were selected on the basis of purposive sampling. The data have been analyzed by transcribing, coding, categorizing and thematizing and conclusion was drawn. Results: Results of the present study indicated that issues and challenges related to BL can be divided into four categories such as universities, teachers, students and technical aspects. Among these issues, institutional culture is one of the most prominent challenge. Similarly, the teachers have to deal with several other issues like increased workload, increased time devotion, lack of skills to conduct BL and difficulty in finding the right blend for their curriculum. Students are not skilled in ICT technology and they had divers background. Technological barriers are also creating problem in BL. Suggestions: The present study lead to the conclusion that BL could be used in the post-graduation classrooms. But there should be clear vision, policy and plan on BL. Accordingly, training should be provided to the teachers and students on various aspects of Information, communication and technology. At the same time, there urgent need of cheapest internet service for students and teachers. KEYWORDS: BLENDED LEARNING, TRADITIONAL APPROACH, ONLINE LEARNING, E-LEARNING, FACE-TO-FACE MODES, TEACHERS, STUDENTS. INTRODUCTION One of the primary methods applicable to large class teaching is didactic teaching. The main problem, however, is that it fails to allow close supervision of tutorials and reduces interactive learning opportunities. To address this problem, a new teaching method called blended learning (BL) be used. Traditional classroom teaching and an e-learning model are merged in the BL model (Zou, 2005). A teacher may teach the first couple of sessions in a classroom in this model. They can then proceed to online learning and interaction after the students have developed a general idea of the course. Ideally, in a hybrid model, the learning results would be improved and expanded if we can incorporate the benefits of classroom teaching and e-learning. Teachers will be able to teach particular students who experience learning challenges in the classroom, while other students would be able to focus on material that involves basic thinking and memory independently. Students may accomplish the objective of the analysis only by individually examining, speculating, and discussing problems to obtain alternatives or alternate answers to questions. Teachers should direct students to advance steadily through this new teaching method or BL, since self-study and the attitude of freedom are central to the drive for learning and innovation. Many digital teaching tools, such as Microsoft Team, Google Meet, Zoom, Moodle, have been in use due to the rapid growth of network techniques in recent years. In today's schools, BL has become the latest educational programme to make an impact. It is being used to bring the digital world and in-class teaching together, from schools to universities. Traditional in-class teaching methods include explanation, demonstration of teaching materials, and arrangement of learning activities such as observation, experiments, outdoor activities, group discussion, practice, presentations, and classroom questioning and answering. These activities emphasize in-class interactions, student participation in cooperative learning, and formative assessments such as quizzes and tests, practice and school