Reimagining education: Students insights on blended learning in Historically Disadvantaged Institutions

Abstract

Background: The integration of blended learning in South African universities, especially within Historically Disadvantaged Institutions (HDIs), has accelerated following the coronavirus disease 2019 (COVID-19) pandemic. This shift reflects the growing importance of flexible, technology-enhanced learning in higher education.
Aim: This study investigates students’ perceptions of blended learning within the Faculty of Management and Commerce at the University of Fort Hare, with a focus on how key factors influence their learning experiences and outcomes.
Setting: The research was conducted at a South African HDI, where digital transformation in teaching and learning remains a strategic priority. The study draws on Cognitive Information Processing Theory to explore the roles of student interaction, course design, and institutional support in shaping perceptions of blended learning.
Methods: A total of 215 undergraduate students participated in an online survey administered via SurveyMonkey. The data were analysed using descriptive statistics, principal component analysis (PCA), confirmatory factor analysis (CFA), and structural equation modelling (SEM) to validate the proposed conceptual model and assess relationships between variables.
Results: The majority of students expressed positive perceptions of blended learning, noting that it enhances engagement and improves learning outcomes. Key predictors of student satisfaction included effective student–instructor communication, collaborative peer dialogue, well-structured course design, and visible university support. The validated 7-component model demonstrated strong internal consistency and construct validity.
Conclusion: Blended learning can significantly enhance students’ learning experiences when supported by clear communication, thoughtful course design, and responsive institutional support. However, gaps in access and digital readiness continue to challenge equitable implementation in HDIs.
Contribution: This study contributes to the growing body of research on blended learning in South African higher education. It highlights the critical role of communication and institutional support in student engagement and success, offering insights for policy and practice in HDIs navigating digital transformation.