Students’ Blended Learning Practices in Higher Education Institution amidst Covid-19 Pandemic

Brenya, Boahemaa

doi:10.1109/icsiot55070.2021.00022

Cited by 3 publications

(2 citation statements)

References 18 publications

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“…Online teaching and learning has been widely used in many HEIs since the outbreak of COVID-19. The concept of e-learning is understood as the migration from the traditional mode of face-to-face to a virtual classroom using technological innovations or tools to deliver instructions for learners (Brenya, 2022(Brenya, , 2021. Based on the results presented above, selected HODs and lecturers identi ed the merits and impact of using online applications on students' and lecturers' teaching and learning.…”

Section: Discussionmentioning

confidence: 99%

E-learning and Emergency conditions: Issues, opportunities and Challenges for Botswana Higher Education Institutions

Edmore,

Ruramayi

2024

Preprint

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Purpose- E-learning and teaching became more common as a method of imparting knowledge to a wide range of learners following the outbreak of the global pandemic SARS-CoV-2. However, e-learning and teaching have received considerable attention in recent years. While the extant scholarship literature has focused on the efficacy of e-learning and teaching in countries in the Global North, there is still no comprehensive knowledge or assessment to gain insights into the preparedness of a HEIs to handle emergencies and adapt to future conditions effectively. As a result, this study assesses HEIs' preparedness to handle emergencies like COVID-19, opportunities and challenges of adopting e-learning and teaching in HEIs from the perspective of the heads of departments and lecturers of selected institutions in Botswana. Design/methodology/approach- A qualitative research approach and in-depth interviews were used to gain insights from 5 HODs and 5 lecturers. The qualitative data collected were analysed via thematic analysis to determine the research findings (outcomes) of the study. Findings- HoDs and lecturers appreciate the merits of using e-learning facilities and perceive the method to be more effective and economical for lesson delivery and student learning. In contrast, common challenges encountered by both HEIs and students include a lack of technological resources, poor internet coverage, inadequate staff training and a lack of management support. Originality/value- This article provides novel insights into the efficacy and preparedness of HIEs in the use of e-learning and teaching during future serious pandemics. This article has both theoretical, research and policy implications for the adoption of e-learning agendas in HEIs.

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Section: Discussionmentioning

confidence: 99%

E-learning and Emergency conditions: Issues, opportunities and Challenges for Botswana Higher Education Institutions

Edmore,

Ruramayi

2024

Preprint

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“…This is because, with the BL, both prospects for traditional classroom teaching and the online method of delivery are achieved. According to researchers, BL is a teaching method where conventional and face-to-face interactions are combined with the support of technology, the Internet or web-based resources (Anthony, 2021;Brenya, 2021;Graham and Halverson, 2023). BL is believed to be a teaching strategy that gives room for student-centered, active, critical, problem-based and collaborative learning (Fu and Wang, 2021;Azizah and Aloysius, 2023;Mielikainen et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Higher education in emergency situation: blended learning prospects and challenges for educators in the developing countries

Brenya

2023

JARHE

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PurposeBlended learning (BL) is becoming more popular as a method of welcoming a progressively diverse range of students while adding value to the learning environment through the integration of online teaching resources. However, BL's approach of combining online instruction with conventional classroom strategies has received attention and expressed reservations over the years. While several research works have been conducted and draw attention to the global challenges of the BL mode of delivering instruction in BL's entirety, there is still no full idea of the challenges and prospects that exist regarding teacher educators' usage of the approach in higher education institutions (HEIs) in the context of developing countries. As a result, this study investigates the prospects and challenges of BL implementation in HEIs from the perspective of educators.Design/methodology/approachDrawing from the technology acceptance model (TAM), qualitative research methods and semi-structured interviews were used to gather insights from 10 educators. The data were analyzed using a thematic data analysis technique to arrive at the outcome of the study.FindingsThe findings reveal that educators deeply comprehend the BL approach and perceive the approach's effectiveness in delivering instruction and student learning. Conversely, educators' challenges are inadequate technology resources, poor internet connections, inadequate professional development training and a dearth of incentives. The study has implications for theory, research, policy enactment and practice regarding the improvement of the BL agenda in HEIs.Originality/valueThe explanatory framework presented here is the qualitative approach to the study of themes regarding the perceptions, prospects and challenges educators experience in their use of the BL approach in teaching and learning in the HEIs.

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Higher education teacher educators’ perceptions about approaches to teaching in a blended learning mode in a developing country

Brenya

2024

E-Learning and Digital Media

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The strong association between educators’ perceptions and teaching approaches must be considered when improving teaching quality in BL environments in higher education institutions (HEIs). Consequently, every effort to effectively initiate and implement instructional innovations and practices at the higher education level is highly dependent on educators’ perceptions, attitudes, characteristics, and approaches. However, there have not been many empirical studies to ascertain the relationship between teacher educators’ perceptions of and approaches to teaching in a BL mode. Therefore, this study sought to investigate the connection between educators’ perceptions and approaches to delivering instructions in a BL mode in a developing country. The study used a mixed-methods approach involving 10 participants in the qualitative data collection phase and 71 respondents in the quantitative data gathering phase from one public HEI in Ghana. While a thematic inductive tool was employed to analyze the qualitative data, R-package version 0.88 (2022) was used to analyze the quantitative data. The study’s results revealed a significant relationship between educators’ perceptions and approaches to teaching in a BL context. However, the study found no correlation between educators’ perception or approach and their ages or experiences of teaching in a BL mode. The findings of the study may encourage teachers to adopt a more positive attitude toward providing quality information to students learning in a BL environment.

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Students’ Blended Learning Practices in Higher Education Institution amidst Covid-19 Pandemic

Cited by 3 publications

References 18 publications

E-learning and Emergency conditions: Issues, opportunities and Challenges for Botswana Higher Education Institutions

E-learning and Emergency conditions: Issues, opportunities and Challenges for Botswana Higher Education Institutions

Higher education in emergency situation: blended learning prospects and challenges for educators in the developing countries

Higher education teacher educators’ perceptions about approaches to teaching in a blended learning mode in a developing country

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