Exploring Student Perceptions of Blended Learning in a Higher Education Institution in South Africa

Shirley Mukhari; Debbie Sanders

doi:10.25159/2663-5895/17469

Authors

Shirley Mukhari University of South Africa https://orcid.org/0000-0001-6283-1238
Debbie Sanders University of South Africa

DOI:

https://doi.org/10.25159/2663-5895/17469

Keywords:

Blended learning, CABLS theoretical framework, face-to-face learning, online learning, self-directed learning, technology-enhanced learning

Abstract

This study aimed to examine students’ experiences of blended learning in a higher education institution (HEI) in South Africa. Blended learning is increasingly recognised as an approach that promotes learning environments that enhance students’ self-directed learning and improve the overall learning experience. The Complex Adaptive Blended Learning System (CABLS) theoretical framework was used for this study, as it places the student at the centre of learning. This study explored the views of 28 students on blended learning, focusing on its benefits and challenges in the South African context. Using a qualitative design, data were collected through semi-structured focus group interviews and document analysis, with themes identified through inductive coding. The conclusions emphasise the importance of blended learning for ensuring student success and their achievement of the learning outcomes. It also highlights the need for adequate and reliable technological access and infrastructure, as well as strong support systems to overcome the challenges facing students in South African HEIs.

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