Lecturers overcoming challenges using teaching strategies and digital tools to implement blended learning at a private higher education institution in South Africa
DOI:
https://doi.org/10.20853/40-2-6786Keywords:
blended learning, digital tools, higher education, teaching startegiesAbstract
The Fourth Industrial Revolution has ushered in an era where technology significantly impacts various aspects of life, including higher education. Blended learning, which combines synchronous and asynchronous learning, has gained popularity as a pedagogical approach. However, its effective implementation is a challenge, particularly in the context of the COVID-19 pandemic and technological obstacles faced in South Africa. This study focused on lecturers' pedagogical practices to implement blended learning. With a specific aim to understand teaching and learning strategies preferred by lecturers to integrate digital tools that facilitate the blended learning approach. Using heutagogy and constructivism as theoretical frameworks, the study aimed to uncover insights into the lecturer’s teaching and learning practices to overcome challenges in designing and facilitating blended learning modules. Through a qualitative analysis, the following themes emerged student engagement, pedagogical practices, digital tools, and feedback emerged, highlighting the complexities and opportunities in a blended learning classroom. The findings emphasize the importance of tailoring methods to students' needs and subject matter, aligning with constructivist principles. Recommendations include promoting professional development opportunities, addressing infrastructure issues, and fostering a supportive learning environment.
Downloads
References
Adams, Donnie, Mabel Hwee Joo Tan, and Bambang Sumintono. 2021. “Students’ Readiness for Blended Learning.” Interactive Technology and Smart Education 18 (4): 515–534. https://www.emerald.com/insight/content/doi/10.1108/ITSE-03-2020-0032/full/html
Al-Abdulaziz, F., and A. Q. Al Darwesh. 2023. “Cultivating Active Learning and Learner-Centered Pedagogical Practices on MOOCs.” In Massive Open Online Courses.
Alammary, Ali, Judy Sheard, and Angela Carbone. 2014. “Blended Learning in Higher Education.” Australasian Journal of Educational Technology 30 (4).
Bailey, J., N. Martin, C. Schneider, T. Vander Ark, L. Duty, S. Ellis, and A. Terman. 2013. Blended Learning Implementation Guide 2.0.
Baker, Sally, Joel Anderson, Rachel Burke, Teresa De Fazio, Clemence Due, Lisa Hartley, and Tebeje Molla. 2022. “Equitable Teaching for Cultural and Linguistic Diversity.” Educational Review 74 (3): 444–459. https://www.tandfonline.com/doi/abs/10.1080/00131911.2021.2015293
Bakibinga-Gaswaga, Elizabeth, Stella Bakibinga, David Baxter Mutekanga Bakibinga, and Pauline Bakibinga. 2020. “Digital Technologies in the COVID-19 Responses in Sub-Saharan Africa.” Pan African Medical Journal 35 (Suppl 2). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7875745/
Braun, Virginia, and Victoria Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101.
Brieger, Earl, Vishal Arghode, and Gary McLean. 2020. “Connecting Theory and Practice.” European Journal of Training and Development 44 (4/5): 321–339.
Chikuni, Patricia Rudo, Blessing Makwambeni, and Wallace Chigona. 2021. “Dominant Discourses Informing E-Learning Policies.” International Journal of Education and Development using ICT 17 (4): 5–21.
Dawood, Quraisha, and Brenda Van Wyk. 2021. “Postgraduate Research during COVID-19 in a South African Higher Education Institution.” African Journal of Inter/Multidisciplinary Studies, 1–12. https://journals.dut.ac.za/index.php/ajims/article/view/966
Divaharan, Shanti, and Alexius Chia. 2022. “Blended Learning Reimagined.” Education Sciences 12 (10): 648.
Du Plooy-Cilliers, Franzél, and J. Cronje. 2014. “Research Paradigms and Traditions.” In Research Matters, 18–35.
Faturoti, B. 2022. “Online Learning during COVID-19 and Beyond.” International Review of Law, Computers & Technology 36 (1): 68–90.
Garrison, D. Randy, and Norman D. Vaughan. 2008. Blended Learning in Higher Education: Framework, Principles, and Guidelines. Hoboken, NJ: John Wiley & Sons. https://books.google.co.za/books?id=2iaR5FOsoMcC
Graham, Charles R. 2006. “Blended Learning Systems.” In The Handbook of Blended Learning: Global Perspectives, Local Designs, 3–21. https://books.google.co.za/books?id=tKdyCwAAQBAJ
Hattie, John, and Helen Timperley. 2007. “The Power of Feedback.” Review of Educational Research 77 (1): 81–112.
Kibuku, R. N., D. O. Ochieng, and A. N. Wausi. 2020. “e-Learning Challenges Faced by Universities in Kenya.” Electronic Journal of e-Learning 18 (2): 150–161.
Klatt, G., and M. Milana. 2020. “Education and Training 2020.” In Europe’s Lifelong Learning Markets, Governance and Policy, 23–48. https://link.springer.com/chapter/10.1007/978-3-030-38069-4_2
Kumi-Yeboah, A., Y. Kim, and Y. E. Armah. 2023. “Strategies for Overcoming the Digital Divide.” British Journal of Educational Technology 54 (6): 1441–1462.
Malenya, F. L., and A. Ohba. 2023. “Equity Issues in Online Learning in Kenya.” Journal of International Cooperation in Education 25 (1): 96–107.
Mcinziba, Dorothea Zandile. 2020. “The Role of Social Media in Teaching and Learning.” PhD diss., Cape Peninsula University of Technology.
Means, B. 2010. “Technology and Education Change.” Journal of Research on Technology in Education 42 (3): 285–307.
Means, Barbara, Christine Padilla, and Larry Gallagher. 2010. Use of Education Data at the Local Level. U.S. Department of Education.
Mhlanga, David, and Tankiso Moloi. 2020. “COVID-19 and the Digital Transformation of Education: What Are We Learning on 4IR in South Africa?” Education Sciences 10 (7): 180. https://www.mdpi.com/2227-7102/10/7/180
Miri, Barak, David Ben-Chaim, and Uri Zoller. 2007. “Promoting Higher-Order Thinking Skills.” Research in Science Education 37: 353–369.
Mpofu, F. Y., and A. Mpofu. 2023. “The COVID-19 Pandemic and Digital Transformation in Zimbabwean State Universities.” International Journal of Social Science Research and Review 6 (3): 64–88. https://www.ijssrr.com/journal/article/download/957/826
Muhajirah. 2020. “Basic of Learning Theory.” International Journal of Asian Education 1 (1): 37–42.
Mulenga, R., and H. Shilongo. 2025. “Hybrid and Blended Learning Models.” Acta Pedagogia Asiana 4 (1): 1–13.
Nicol, David J., and Debra Macfarlane-Dick. 2006. “Formative Assessment and Self-Regulated Learning.” Studies in Higher Education 31 (2): 199–218.
Nwokolo, Samuel Chukwujindu, Eyime Echeng Eyime, Anthony Umunnakwe Obiwulu, and Julie C. Ogbulezie. 2023. “Africa’s Path to Sustainability.” Trends in Renewable Energy 10 (1): 98–131.
Ponelis, Shana R. 2015. “Using Interpretive Qualitative Case Studies.” International Journal of Doctoral Studies 10: 535–550.
Poon, Joanna. 2013. “Blended Learning: An Institutional Approach.” Journal of Online Learning and Teaching 9 (2): 271.
Sanders, Debbie A., and Shirley S. Mukhari. 2023. “The Perceptions of Lecturers about Blended Learning at a Particular Higher Institution in South Africa.” Education and Information Technologies, 1–16. https://link.springer.com/article/10.1007/s10639-019-10019-z
Schwab, Klaus. 2017. The Fourth Industrial Revolution. New York: Crown Currency. https://books.google.co.za/books?id=ST_FDAAAQBAJ
Serrano, D. R., M. A. Dea-Ayuela, E. Gonzalez-Burgos, A. Serrano-Gil, and A. Lalatsa. 2019. “Technology-Enhanced Learning.” European Journal of Education 54 (2): 273–286.
Sweet, Michael, and Larry K. Michaelsen, eds. 2023. Team-Based Learning in the Social Sciences and Humanities. Taylor & Francis.
Tauté, Nicole. 2020. “Collaborative Partnerships in South African Local Government.” Journal of Contemporary Management 17 (se2): 62–85.
Terblanché, Elize. 2018. “Collaborative Endeavours and Challenges of 21st-Century Skills.” Commonwealth Youth & Development 16 (1).
Vygotsky, Lev S., and Michael Cole. 1978. Mind in Society. Cambridge, MA: Harvard University Press.
Zydney, Janet Mannheimer, Zachary Warner, and Lauren Angelone. 2020. “Learning through Experience.” Computers & Education 143: 103678.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Shannon Verne, Thaiurie Govender
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This journal is an open access journal, and the authors and journal should be properly acknowledged, when works are cited.
Authors, copyright holders, may use the publishers version for teaching purposes, in books, theses, dissertations, conferences and conference papers.
A copy of the authors' publishers version may also be hosted on the following websites:
- Non-commercial personal homepage or blog.
- Institutional webpage.
- Authors Institutional Repository.
The following notice should accompany such a posting on the website: This is an electronic version of an article published in SAJHE, Volume XXX, number XXX, pages XXX “XXX", DOI. Authors should also supply a hyperlink to the original paper or indicate where the original paper (http://www.journals.ac.za/index.php/SAJHE) may be found.
Authors publishers version, affiliated with the Stellenbosch University will be automatically deposited in the University Institutional Repository SUNScholar.
Articles as a whole, may not be re-published with another journal.
The following license applies:
Attribution CC BY-NC-ND 4.0
