Implementing a new teaching technique can be thought provoking, especially if you are an early adopter within a setting. The strategies is used in split trying a blended teaching style in a big class at a medium-sized institution are described in this article. The major motives for using the hybrid strategy were to increase student engagement, preparedness, and knowledge, as well as to encourage a more active rather than passive attitude to learning, which may be challenging in big college classrooms. To validate the adoption process and assess the blended approach's effectiveness, an action exploration study was conducted. The findings of the action exploration study, as well as the difficulties and roadblocks encountered during the basic meeting The outcomes of the action research study and the challenges and barriers faced while simple meeting a new instructional technique are explored as well as solutions for motivating and helping faculty when there is limited budget, training, and support available.