Blended teaching and learning in Higher education institutions: Experiences of selected Universities in Zimbabwe.
Keywords:
Blended, learning, teaching, Higher Education, Experiences, ZimbabweAbstract
Higher education is experiencing phenomenal changes due to the advancement and use of information communication technology (ICT). Blended teaching and learning are an outcome of an advanced technology-based learning system. The traction of the blended teaching, and learning approach lies in the adaptation of technology-aided learning methods in addition to the existing traditional-based learning. Blended teaching and learning combine face-to-face and online delivery methods that influence students' perceptions of the learning environment and their study experiences, learning outcomes, and ultimately, academic achievement. The study’s objective was to explore the experiences of lecturers and students regarding blended teaching, and learning, in higher education institutions in Zimbabwe. A qualitative study was conducted using in-depth interviews with lecturers and Focus Group Discussions (FGDs) with students from selected universities. The study employed snowball sampling to select respondents from lecturers and convenience sampling to select respondents from students. Both In-depth interviews and FGDs were conducted online through WhatsApp, telephone, and Zoom platforms. The study included five public universities in Zimbabwe. The data was analysed using thematic analysis and Nvivo Version 11 software. Findings revealed that poor technology infrastructure including poor internet connectivity, unavailability of computers, and poor technical skills to execute interactive online teaching as the major challenges facing lecturers. The study further noted that students continue to face challenges in accessing personal computers to facilitate blended learning. Despite these barriers, blended learning and teaching are the future of higher education hence the need to ensure that universities have sufficient resources to support the transition. The study recommends the need to align blended teaching and learning with overall institutional goals and priorities.
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