Abstract
This chapter explores the expectations and perceptions of lecturers and students pertaining to blended learning as an emerging model for teaching and learning. Blended learning is considered a style of education in which students learn through the interface of online educational materials and technology as well as traditional face-to-face teaching. The research method used for this chapter is qualitative in nature and uses interviews and document analysis as the main data collection instruments. Views were drawn from the lecturers and students reading for Post-Graduate Diploma in Community Development at the University of KwaZulu-Natal. Another challenge relates to the upskilling of lecturers in the usage of e-learning tools and accessing of computers by students, especially those in the rural areas. The transition from the traditional classrooms in a face-to-face environment to that of the online environment remains a challenge for most lecturers and students alike.
TopIntroduction
Institutions of higher learning, universities in particular are knowledge creators and disseminators in the knowledge/information age (Padayachee, Lortan, & Maistry, 2021). Universities are key constitutors of national and economic development as well as fostering social change and justice (Lefa, 2015; Padayachee, 2021). These responsibilities demand that universities seek creative and innovative pathways to pursue their core business of teaching, research and community engagement (Tshishonga, 2020). Such innovativeness is imperative in the areas of teaching and learning beyond traditional methods of student engagement and teaching. This chapter explores the expectations and perceptions of lecturers and students pertaining to blended leaning as an emerging model for teaching and learning. Blended learning is considered a style of education in which students learn through the interface of online educational materials and technology as well as traditional face-to-face (F2F) teaching. The emergence of digital communication technologies prompted a radical transition from blackboards and overhead projectors to PowerPoint presentations and the use of animations and voice recording (Mahesh, 2017). The use of technology-enhanced teaching and learning practices is prompted by the emergence of technology and currently by COVID-19 and its restrictive measure in accessing campuses (Fernandez and Shaw, 2022). In some instances, huge classes at universities, inadequate human resources (lecturers) and infrastructural facilities, demand for access and prevalence of digital e-learning. Ramraj & Marimuthu (2019) argue that the emergence of online learning has accelerating educational output through the provision of unlimited learning opportunities in the education fraternity. The chapter argues that blended learning does not only expand the learning spaces, but also provide platforms for virtual training and learning. Thus, online learning provides opportunities for students to take classes at times convenient to them, or even provide access to classes for students that have no other options. The growing demands for higher education and restrictions imposed by COVID-19 protocols, call for renewed alternative pedagogies in teaching and learning (Well & Edwards, 2015).
The research method used for this chapter is qualitative and makes use of interviews and document analysis as the main data collection instruments. Views were drawn from the lecturers and students reading for Post-Graduate Diploma in Community Development at the University of KwaZulu-Natal. The majority of the students were adults and working in various sectors. As such, they brought with them a vast of work experiences to the classroom. Since the Diploma combines the distance and contact sessions, the chapter found that blended learning is relevant in closing the knowledge gap and sustain contact between lecturers and students. However, the challenge has been the emergence of COVID-19 and its restrictions on face-to-face teaching and learning. Another challenge relates to the upskilling of lecturers in the usage of e-learning tools and accessing of computers by students especially those in the rural areas. The transition from the traditional classrooms in a face-to-face environment to that of the online environment remains a challenge for most lecturers and students alike. Due to COVID-19 both lectures and students were caught unaware and unprepared to shift from classroom teaching to online engagement platform. As such the ICT department with the university embarked on numerous workshops on how to navigate teaching and learning using the online platforms such as Zoom and Teams. The outcome of these interventions increase the self-efficacy of both lecturers and students in the effective use of alternative teaching and learning methods.
Key Terms in this Chapter
Online Learning: Online learning refers to “education that takes place over the internet or transition from the traditional face-to-face classes into fully online, web-based courses (Sadiku, Adebo & Musa, 2018, p. 73). Online learning includes a range of technologies such as the web, email, chat, online groups, audio, and video conferencing delivered over computer links and screens to impart education (information).
Classroom Learning: In classroom learning, “elements of teaching and learning process include: teacher, students, content, learning process and learning situation” (Malik & Rizvi, 2018, p. 208). The classroom learning is a dynamical environment which includes not only teachers' behaviour and/or teacher-student communication but student-student interaction as well.
Blended Learning: Blended learning is whereby student/learners “attends some part of the course in a place outside the house and accompanied by an instructor while other part of learning is through electronic, online or other means e.g. learning management systems” (Kurt & Yildirim, 2018, p. 428). In this regard, blended learning is a diverse model built on the minimization of the negative traits of online and classroom learning environments and the convergence of both advantages of approaches.
Community Development: Is defined as a change which develops the lives of community members, disadvantages no-one and is sustained, achieved, and managed by the community (World Health Organization, 2017). Therefore, community development is about people engaging in their own development and making decisions of their preferred future.