Blended Learning (BL) essentially fuses high-tech digital learning with traditional ones to involve students in “network learning”, which helps in transcending physical boundaries. Especially during the ongoing COVID-19 pandemic, BL has been embraced as a realistic possibility to ensure seamless knowledge distribution regardless of time and space. Knowledge Management (KM)-based approaches are typically used to collect, coordinate, and control processes that may be utilised efficiently to both recognise and address customer needs. This study aims to explain how to apply KM techniques within the BL environment to increase educational excellence and quality. We used a quantitative approach, specifically by adopting an online questionnaire circulated to about 272 undergraduate students, primarily from the Department of Information Science and Library Management (ISLM) of the University of Dhaka, Bangladesh. We received completed answers from 74 students; the data gathered were analysed using Statistical Package for the Social Sciences (SPSS) version 20. The findings reveal that KM can be used with BL, especially during crisis times like the one we have today, as it includes integrated tasks and online and e-learning. Finally, the study also proposed an intuitive model for applying BL through KM. Importantly, this study seems to be among the first to examine the students’ perceptions about BL and KM integration during a pandemic. Therefore, this research would possibly prompt further research on different aspects of the combined learning process at different universities, especially within Bangladesh.

Aim. The global pandemic of the COVID-19 outbreak and the subsequent nationwide lockdown have put the endeavours of both academicians and students to the test. The disruptions are even visible in andragogical approaches across higher education institutions both nationally and internationally. Two government-funded universities in India and Bangladesh have decided to explore avenues to switch to an alternative e-platform overcoming the challenges of traditional classroom teaching. The business management faculties of both universities exercise blended learning modules using a design thinking approach. Methods. This exploratory case study involves university students and teachers reflecting the knowledge delivery mechanism in a collaborative online workspace called Virtual Classroom. The authors have adopted the case method to identify evidence-based practices to improve learning gain. This case is motivated by the profound idea of learning continuity where the agenda of teaching-learning should remain status quo as much as possible, even under the constrained situation. Results and Conclusion. This study confirms that the use of curriculum-based blended learning modules based on a design thinking approach is gaining momentum to offer courses in which videoconferencing is a useful tool, as an addition to present methods of teaching inside the classroom, to strengthen learning and to inspire students to practice learning. Acceptance of technology has made learning accessible and pervasive, bridging the digital divide. Originality. It is a pioneering effort to measure the effectiveness of the online learning of two public-funded universities across borders with similar demographics and challenges. This case makes an original contribution through its observation that even the traditional and public-funded universities erstwhile functioning through purely offline mode are gradually switching to online mode. This case also highlights the imminent need for policymakers to augment and integrate blended learning tools with design thinking approaches for tertiary education to reduce the intermittent use of technology, thereby assuring higher learning gain for the students.

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Aim. The study aims to evaluate the government policy implementation in tackling the global pandemic and framing universal policies for responsible governance. It also measures the impact of training interventions and non-training implications in containing the spread of COVID-19 at the grassroots level. Methods. The samples were drawn empirically from pathological tests conducted over 23 weeks to precisely examine the success of the State Government's approach in lowering COVID-19 mortality and spread. Through trend analysis, the outcome has been predicted. The study establishes a link between acknowledged ideas and government practices, providing insight into how relevant the implementation of planned state-craft programs is. Results. The findings indicated that government-imposed policies account for timely pandemic containment, and even a tiny developing state lacking advanced medical facilities and technology can set an example in combating the epidemic. Conclusions. The temporal analysis is based on the inputs acquired from government publications and other sources, allowing us to assess policy initiatives that encompass training interventions and non-training implications as prioritized by the State Government. The paper shows that a good emergency preparedness and response system is needed to prevent huge losses in any sector. This includes the already-struggling health sector, which India needs to put first to avoid more tragedies.