The practicality of long-term blended teaching and learning at a South African institution

Abstract

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.