Abstract-Blended learning has emerged as one of the solutions to address the various needs of Higher EducationInstitutions around the world. Blended Learning is the combination of traditional classroom and online endeavour. It provides advantages of both face to face learning and e-learning. The main purpose of this study is to assess the adaptation level of blended learning in teaching process at Higher Education Institutions. This study carried out mixed method approach by using explanatory sequential model. Teachers of general public universities were included as the sample for this study. Questionnaire and interview techniques were used as data gathering tools. The main findings of this study showed that teachers have a positive perception for technology usage in teaching process. Most of the teachers possessed expertise in the use of different software and equipped with internet skills. The study concluded that in blended learning implementation, universities are still at awareness level and a lot of efforts are required for effective implementation of blended learning. It is recommended that the universities' administration should provide an extra computing infrastructure (e.g. servers, bandwidth, and storage capacity) to run the courses in blended format. We recommend that in strategic plan of the universities the blended learning should be well defined and highlighted.

Abstract-Technological Pedagogical Content Knowledge (TPACK) framework has been to investigate the technological and instructive knowledge of teachers. Many researchers have found this framework a useful tool to explore teachers' awareness regarding TPACK and how do they are relating it in learning and teaching process in different educational settings. During its first generation time period which was from year 2006 to year 2016, TPACK constructs took a decade to get explained and interpreted by researchers. Now, it has entered in its second generation but still contextual aspect yet not being explored in detail. This study addresses two areas; firstly, to measure the TPACK of faculty members of ICT and Education departments of University of Sindh; and secondly, to unfold the impact of four circumstantial/contextual factors (Technological, Culture of Institute, Interpersonal, and Intrapersonal) on the selected faculty members in using TPACK into their own subject domains. The results showed that both faculties are already taking in technology along with their teaching practices instead of limited technological resources. Besides this, they were found collaborative in teaching and open to the technology. This study reports the TPACK framework adaptation among higher education faculty members at University of Sindh. It also helped in understanding the intrapersonal beliefs of faculty members regarding technology integration with pedagogical and content knowledge.

Electronic commerce has gained the popularity since last two decades, due to its recompenses towards the online transactions. Academicians and e-retailers eagerly want to identify the factors which affect the e-commerce success. The main intention of this study to investigate the factors which are essential to draw the net benefits of e-commerce from an individual perspective rather than the organization perspective. The proposed framework in this paper is based on Mclean and Delone 2003 IS success model along with two extra variables that are privacy and trust. In this

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Blended learning (BL) is a recent trend among many options that can best fit learners' needs, regardless of time and place. This study aimed to discover students' perceptions of BL and the challenges faced by them while using technology. This quantitative study used data gathered from 300 students enrolled in four public universities in the Sindh province of Pakistan. The findings show that students were comfortable with the use of technology, and it has a positive effect on their academic experience. The study also showed that the use of technology encourages peer collaboration. The challenges found include: neither teacher support nor a training programme was provided to the students for the courses which needed to shift from a traditional face to face paradigm to a blended format, a lack of specialised skills in laboratory assistants for the courses with a blended format and a shortage of hi-tech computer laboratories/computer units to run these courses. Therefore, it is recommended that authorities must develop and incorporate a comprehensive mechanism for the effective implementation of BL in the teaching-learning process. Heads of departments should also provide additional computing infrastructure to their departments.