Welcome to the InfoSci Platform
Reference Hub4
Investigating the Readiness of a Developing Country to Adopt Blended Learning as a Pedagogical Approach During the COVID-19 Pandemic: A Case for the Great Zimbabwe University

Investigating the Readiness of a Developing Country to Adopt Blended Learning as a Pedagogical Approach During the COVID-19 Pandemic: A Case for the Great Zimbabwe University

Tobias Marevesa, Esther Mavengano
Copyright: © 2021 |Pages: 14
ISBN13: 9781799869405|ISBN10: 1799869407|ISBN13 Softcover: 9781799869412|EISBN13: 9781799869429
DOI: 10.4018/978-1-7998-6940-5.ch013
Cite Chapter Cite Chapter

MLA

Marevesa, Tobias, and Esther Mavengano. "Investigating the Readiness of a Developing Country to Adopt Blended Learning as a Pedagogical Approach During the COVID-19 Pandemic: A Case for the Great Zimbabwe University." Re-Envisioning and Restructuring Blended Learning for Underprivileged Communities, edited by Chantelle Bosch, et al., IGI Global, 2021, pp. 240-253. https://doi.org/10.4018/978-1-7998-6940-5.ch013

APA

Marevesa, T. & Mavengano, E. (2021). Investigating the Readiness of a Developing Country to Adopt Blended Learning as a Pedagogical Approach During the COVID-19 Pandemic: A Case for the Great Zimbabwe University. In C. Bosch, D. Laubscher, & L. Kyei-Blankson (Eds.), Re-Envisioning and Restructuring Blended Learning for Underprivileged Communities (pp. 240-253). IGI Global. https://doi.org/10.4018/978-1-7998-6940-5.ch013

Chicago

Marevesa, Tobias, and Esther Mavengano. "Investigating the Readiness of a Developing Country to Adopt Blended Learning as a Pedagogical Approach During the COVID-19 Pandemic: A Case for the Great Zimbabwe University." In Re-Envisioning and Restructuring Blended Learning for Underprivileged Communities, edited by Chantelle Bosch, Dorothy Joy Laubscher, and Lydia Kyei-Blankson, 240-253. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-6940-5.ch013

Export Reference

Mendeley
Favorite

Abstract

Face-to-face as a model of instruction is most preferred by instructors in Zimbabwe and particularly those at Great Zimbabwe University. Lecturers at this institution feel more comfortable and confident delivering their content through lectures. Therefore, the transformation from face-to-face instruction to blended learning is a challenge that requires serious academic conversations. Knowles' adult learning theory is utilised in this study to interrogate the preparedness and readiness of both staff and students at the Great Zimbabwe University to pave the way for a pedagogical shift from face-to-face instruction to blended learning in the context of COVID-19 pandemic. The major contention in this study is that the conception of blended learning and its didactical and pedagogical approach is still a problematic transition for instructors at the Great Zimbabwe University. It was concluded that while this may be the case, blended learning could still be a panacea to the problems of the outbreak of coronavirus disease.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.