The practicality of long-term blended teaching and learning at a South African institution
Background: The rapid revolutionisation of technology and other factors such as the recent COVID-19 pandemic, prompted higher education institutions to consider the possibility, necessity and implications of officially adopting a blended teaching and learning approach on a long-term basis. Aim: Thi...
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| Format: | Article |
| Language: | English |
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AOSIS
2024-10-01
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| Series: | African Journal of Teacher Education and Development |
| Subjects: | |
| Online Access: | https://ajoted.org/index.php/ajoted/article/view/69 |
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| author | Musawenkosi D. Saurombe Kamogelo D. Malebe Marcia Nyandeni Siphesihle Tshabalala Themba Tyalintsika Violet M. Malahlela |
| author_facet | Musawenkosi D. Saurombe Kamogelo D. Malebe Marcia Nyandeni Siphesihle Tshabalala Themba Tyalintsika Violet M. Malahlela |
| author_sort | Musawenkosi D. Saurombe |
| collection | DOAJ |
| description | Background: The rapid revolutionisation of technology and other factors such as the recent COVID-19 pandemic, prompted higher education institutions to consider the possibility, necessity and implications of officially adopting a blended teaching and learning approach on a long-term basis.
Aim: This research aimed to explore the practicality of a long-term blended teaching and learning model at a South African higher education institution.
Setting: This research was conducted at a selected South African higher education institution.
Methods: The article adopted a qualitative case study approach, and one-on-one semi-structured interviews were conducted. The data collected was then analysed using thematic analysis.
Results: Although the institution was generally ready for blended teaching and learning during the pandemic, best practices such as further training and development for both lecturers and students on the pertinent systems and technology are imperative if a long-term blended teaching and learning is to be successful. There were also concerns regarding external, technological, and socio-economic issues that could hinder a successful long-term blended model.
Conclusion: While the research revealed the institution’s overall ability to swiftly transition from face-to-face, to distance online and blended teaching and learning approaches during the COVID-19 pandemic, it also revealed that work still had to be done to fully prepare the institution for formalised blended teaching and learning in the future.
Contribution: This research builds on limited research on blended teaching and learning at South African contact higher education institutions and adds new theory regarding some best practices for successful blended teaching and learning. |
| format | Article |
| id | doaj-art-08bb66b7e3b648d9864c45235c0633e7 |
| institution | OA Journals |
| issn | 2958-8650 2958-0986 |
| language | English |
| publishDate | 2024-10-01 |
| publisher | AOSIS |
| record_format | Article |
| series | African Journal of Teacher Education and Development |
| spelling | doaj-art-08bb66b7e3b648d9864c45235c0633e72025-08-20T02:18:01ZengAOSISAfrican Journal of Teacher Education and Development2958-86502958-09862024-10-0131e1e1110.4102/ajoted.v3i1.6929The practicality of long-term blended teaching and learning at a South African institutionMusawenkosi D. Saurombe0Kamogelo D. Malebe1Marcia Nyandeni2Siphesihle Tshabalala3Themba Tyalintsika4Violet M. Malahlela5Department of Industrial Psychology and People Management, College of Business and Economics, University of Johannesburg, JohannesburgDepartment of Industrial Psychology and People Management, College of Business and Economics, University of Johannesburg, JohannesburgDepartment of Industrial Psychology and People Management, College of Business and Economics, University of Johannesburg, JohannesburgDepartment of Industrial Psychology and People Management, College of Business and Economics, University of Johannesburg, JohannesburgDepartment of Industrial Psychology and People Management, College of Business and Economics, University of Johannesburg, JohannesburgDepartment of Industrial Psychology and People Management, College of Business and Economics, University of Johannesburg, JohannesburgBackground: The rapid revolutionisation of technology and other factors such as the recent COVID-19 pandemic, prompted higher education institutions to consider the possibility, necessity and implications of officially adopting a blended teaching and learning approach on a long-term basis. Aim: This research aimed to explore the practicality of a long-term blended teaching and learning model at a South African higher education institution. Setting: This research was conducted at a selected South African higher education institution. Methods: The article adopted a qualitative case study approach, and one-on-one semi-structured interviews were conducted. The data collected was then analysed using thematic analysis. Results: Although the institution was generally ready for blended teaching and learning during the pandemic, best practices such as further training and development for both lecturers and students on the pertinent systems and technology are imperative if a long-term blended teaching and learning is to be successful. There were also concerns regarding external, technological, and socio-economic issues that could hinder a successful long-term blended model. Conclusion: While the research revealed the institution’s overall ability to swiftly transition from face-to-face, to distance online and blended teaching and learning approaches during the COVID-19 pandemic, it also revealed that work still had to be done to fully prepare the institution for formalised blended teaching and learning in the future. Contribution: This research builds on limited research on blended teaching and learning at South African contact higher education institutions and adds new theory regarding some best practices for successful blended teaching and learning.https://ajoted.org/index.php/ajoted/article/view/69blended teaching and learningdistance online teaching and learningcovid-19 pandemictechnologyhuman resource development |
| spellingShingle | Musawenkosi D. Saurombe Kamogelo D. Malebe Marcia Nyandeni Siphesihle Tshabalala Themba Tyalintsika Violet M. Malahlela The practicality of long-term blended teaching and learning at a South African institution African Journal of Teacher Education and Development blended teaching and learning distance online teaching and learning covid-19 pandemic technology human resource development |
| title | The practicality of long-term blended teaching and learning at a South African institution |
| title_full | The practicality of long-term blended teaching and learning at a South African institution |
| title_fullStr | The practicality of long-term blended teaching and learning at a South African institution |
| title_full_unstemmed | The practicality of long-term blended teaching and learning at a South African institution |
| title_short | The practicality of long-term blended teaching and learning at a South African institution |
| title_sort | practicality of long term blended teaching and learning at a south african institution |
| topic | blended teaching and learning distance online teaching and learning covid-19 pandemic technology human resource development |
| url | https://ajoted.org/index.php/ajoted/article/view/69 |
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