A Qualitative Study on Practices and Issues of Blended Learning in Higher Education: A South African Case Study

Abstract

The goals, methods, and challenges of blended education at the college level were investigated in this qualitative research. It used a handy sampling method called purposive sampling. It showed that professors and undergraduates at universities make use of online materials to supplement traditional classroom learning. YouTube, archives, search engines, and databases are just some of the places people go to get their hands on videos, PowerPoints, and written handouts. Blended learning is utilized in almost all classes and throughout the whole learning process. They use social media as a way of communication and participation. The findings of the research demonstrated that first-year college students benefit from a diversified learning environment. Students may be motivated and kept interested in the learning process by using blended learning activities, that foster a "edutainment" atmosphere and engage more of their senses. It is also made simpler to integrate peer-to-peer learning and other types of collaborative learning. The primary issues with blended learning appeared to be a lack of university support for officially adopting both blended and online learning, a total absence of sophisticated technology as well as university policy guidelines, questions regarding the dependability of learning data and knowledge, and time management issues. Both faculty and students at the university level are willing to use blended learning, despite the lack of time in the schedule as well as the credit [hours] scheme to officially adopt it. The widespread use of information technology is causing significant changes in many areas, including education. Mobile and online learning are already being employed the newest channels and technology to enhance the classroom experience. An advanced technology-based education system may produce blended learning. At its core, the blended learning method is appealing because it integrates current technology-assisted learning approaches with more established, traditional modes of teaching. The negative parts of the conventional method are mitigated by the use of technology, resulting in a much-improved learning and teaching experience. In this study, we propose a mixed learning approach for higher education in which online resources complement more conventional classroom instruction.