1 Introduction

In recent years, there have been developments in supporting lecturers to enhance their teaching methods with the aim of improving the learning experiences of their students by using a blended learning approach to teaching and learning. Blended learning can be defined as the merging of face-to-face learning (F2F) and online learning, leading to more adaptable learning experiences and, in turn, more successful learning. Different terms have been used to refer to blended learning, such as “brick and click” instruction, hybrid learning, dual-mode instruction, blended pedagogies, HyFlex learning, targeted learning, multimodal learning and flipped learning (Ashraf, Zhang, Denden, Tlili, Liu, Huang & Burgos, 2021). Blended learning, thus, merges face-to-face learning with online learning and allows for asynchronous teaching and learning to be applied, in teaching and learning situations (Gunes, 2019). Communication among students and between students and teachers is achieved through a diversity of online learning technologies such as online discussion forums. These technologies facilitate communication among students and between students and teachers. As such, the effective integration of traditional classroom teaching with e-learning provides support for asynchronous and cooperative learning among students (Geng et al., 2019).

Despite the introduction of blended learning some time ago, its application has not changed and many challenges are still experienced, which, therefore, necessitates further and deeper research into its effectiveness (Ashraf et al., 2021). Different aspects need to be examined, such as the actual technological tools and learning approaches being followed, as well as the actual quality of the teaching and learning that occurs (Ibid). Although blended learning has been a method used to promote student learning experiences for a long time, most of the research has been conducted in European countries, such as Belgium, the UK and Italy (Birgili et al., 2021). Little research has been done, in this regard, in the South African context (Wittmann & Olivier, 2021).

It is against this background that the authors of this paper felt the need to research this approach to learning, which sees a shift away from the lecturer teaching, and the students listening and regurgitating what they have been taught, to that of blended learning. It is important to note that, for the purposes of this paper, blended learning is seen as encompassing more than just infusing technology into a course of study. Rather, blended learning is a hybrid approach, in which face-to-face lecturing is combined with the latest technology, to ensure student success and increase the relevance of the content of the course. The significance of this study is that a method of teaching and learning is investigated. This will enable the authors to discover how such an approach can be used to ensure that students find their learning relevant and meaningful. This will enable them to be more successful in achieving the specific learning outcomes.

The main research question designed to guide the research is:

  • How do lecturers at a specific higher institution in South Africa perceive the role of blended learning in enhancing teaching and learning within a higher education institution context?

The sub-questions devised for this research are as follows:

  • What support do lecturers require to ensure the success of blended learning?

  • What are lecturers’ views on blended learning in a higher educational context?

  • What recommendations can be made to ensure that blended learning is successfully implemented by lecturers?

This paper comprises the theoretical framework that supports blended learning in a higher education institution; a literature review on the topic; the research methodology; the research findings that include recommendations for the successful implementation of this method; and the summary.

The next section discusses the literature review, which will begin by outlining the theoretical orientation of this research.

2 Literature review

2.1 Theoretical perspective on blended learning

The theoretical framework chosen to guide this study is the technology-enhanced learning model, which has been used in blended learning contexts. This model is based on six factors: subject area, learning models, participants, outcomes and issues, research methods, and adopted technologies. This framework supports the approach of blended learning (Daniela, 2021).

When referring to technology-enhanced learning, the term “smart pedagogy” has been used (Daniela, 2021). This is because “pedagogy” is a section of science that deals with the process of teaching and learning, and “smart” refers to the adoption of digital technologies to support teaching and learning (Borawska-Kalbarczyk et al., 2019; Daniela, 2019). “Smart pedagogy” is, thus, the main driving force behind technology-enhanced learning, which helps educators decide on the pedagogical activities that students need to complete and the most suitable technologies to use in the learning process, to ensure that the learning outcomes are successfully achieved (Daniela, 2021).

Technology-enhanced learning, therefore, refers to the different ways in which teaching and learning can occur. In the first instance, learning occurs remotely and technology is applied to ensure that remote or distance learning happens; in other words, technology can make teaching and learning possible, beyond time and space. Secondly, learning takes place face-to-face or online, but the focus is on teaching students to confidently use technology and software and to be competent technology users. Finally, learning takes place in person or remotely, but technology is used to ensure that students obtain access to the course content and can use technology successfully to achieve the outcomes set for the course. Evidently, technology strengthens the learning process (Daniela, 2021).

2.2 Blended learning as a teaching and learning approach

Blended learning also allows students to attend online virtual classrooms, in addition to face-to-face lectures (Wittmann & Olivier, 2021). This allows for flexibility and adapts the learning experience to accommodate student preferences and schedules. Thus, it is evident that, despite originally being designed for a particular module and its content, this approach to learning focuses on student-centred satisfaction (Wittmann & Olivier, 2021), which is an outcome that all higher education institutions strive to achieve. Added to this, such an approach leads to students becoming life-long and long-term self-learners, and such learning can be used in different learning programmes and situations (Wittmann & Olivier, 2021). Blended learning, characterised by the integration of traditional face-to-face instruction with online components, has gained prominence due to its potential to enhance learning flexibility and accommodate diverse student preferences (Wittmann & Olivier, 2021). However, despite its benefits, the existing literature lacks a comprehensive understanding of how lecturers’ perceptions impact the effectiveness of blended learning, particularly within the context of the studied institution in South Africa. In order to fill this gap, this study investigates lecturers’ perspectives on blended learning, shedding light on the practical implementation and outcome of this method in the university.

According to Wittmann and Olivier (2021), blended learning is a process that inspires students to be responsible for their own learning experiences, ensuring that they successfully achieve the learning outcomes set out at the beginning of a course of study. The Covid-19 pandemic increased the popularity of the blended learning approach because educational institutions worldwide were forced to find alternative, safer ways of continuing teaching and learning, and blended learning was one way that this could be achieved (Adel & Dayan, 2021; UNESCO, 2020). With the sudden need to adapt to restrictions, because of the Covid-19 pandemic, many universities had to combine online and offline learning, to ensure that classes could continue as effectively as possible (Ashraf et al., 2021). Despite the existing research, the literature lacks an exploration of how lecturers’ perceptions of blended learning impact on student achievement of the learning outcomes. Aiming to extend the knowledge base in this field, the research investigates the perceptions of lecturers regarding the effectiveness of blended learning in promoting students’ self-direction and academic success.

It is important to realise that, for self-directed blended learning to be successful, it must be focused on constant contact between lecturers and students. It is not independent of the lecturer’s guidance. The lecturers’ continual presence is imperative (Adel & Dayan, 2021). A number of strategies can be used to accomplish this goal, including constant communication, and giving timely and relevant feedback. Lecturers should also use a combination of technologies, such as, among others, video clips; audio recordings; practical problem-solving activities; discussion forums – which can be synchronous and asynchronous; and online lessons. They can help students feel more connected to their lecturer (Nortvig et al., 2018), as students can sometimes feel disconnected from their lecturer and classmates, as well as the actual course, and, therefore, lack motivation to succeed (Ashraf et al., 2021). Yet, there remains a lack of insight into the specific strategies employed by lecturers to maintain this interaction, particularly in the context of the chosen South African institution. By exploring the different ways lecturers foster ongoing communication, timely feedback, and a sense of belonging within blended learning environments, our study contributes to a more comprehensive understanding of effective interaction strategies.

Blended learning allows higher education institutions to keep up to date with technological advances, without compromising the services offered to their students. It also allows for the formation of communities of practice, which have been described as people, who share similar goals and outcomes, working in clusters to ensure success in the teaching and learning programme (Wenger-Trayner & Wenger-Trayner, 2015). The fact that communities of practice can easily be formed to enhance the learning experience – making it more successful, meaningful and relevant – means that the online elements of blended design can improve a lecturer’s sense of connectedness and help to promote collaborative and interdisciplinary work (Azukas, 2019). This enhances both teacher and student confidence, as they learn new competencies, increase their knowledge base, improve their technology and facilitation skills, and begin problem-solving, together (Azukas, 2019). However, not much of the existing research investigates how such communities are formed and sustained. This study’s focus on the South African higher education institution aims to address this and explore how the incorporation of online elements contributes to the creation of communities of practice, promoting knowledge sharing, collaborative learning, and cross-disciplinary engagement among participants.

Blended learning allows for in-class time to be reduced. The ideal is for lecturers to teach all the actual course content online, before actual face-to-face class time, in other words, the actual lectures. The in-class time is to be used for actual practical exercises, problem-solving and active learning (Ashraf et al., 2021). Ultimately, both teaching and learning environments complement each other, to ensure the motivation and success of students (Nortvig et al., 2018). The feedback given in such a system is often instantaneous, which makes it more worthwhile and relevant for students.

Blended learning also allows for deeper thinking to occur and for students to become more competent at problem-solving (Ashraf et al., 2021). However, concerns have been expressed regarding lecturers not being competent to implement blended learning. Even though blended learning has become popular, there are still a number of difficulties. Such challenges, mentioned by researchers, include the calibre of the learning materials that have to be designed, the type of teaching and learning that is followed, resistance on the part of lecturers to apply this approach, because of time constraints and being overburdened with extra work (Ashraf et al., 2021). Lecturers may also find themselves spending too much time on one particular aspect of the module (Coyle, Chambers, Anderson, Firpo-Triplette & Waterman, 2019).

Often, there is a lack of infrastructure, such as updated laptops and reliable internet connectivity. It is thus imperative that educational institutions upgrade their technological infrastructure, which will improve the success rate of the blended learning approach (Ashraf et al., 2021). These challenges are more noticeable in developing countries, which find it difficult to ensure stable internet connectivity.

Lecturers may also be unaware of correct design techniques when designing their blended learning courses (Coyle et al., 2019; Denden et al., 2020) and need training in the correct design techniques. UNESCO concurred that professional development needs to be provided to make sure that education systems remain stable and to educate the adult generation successfully (UNESCO, 2020). Lecturers need training in aspects such as recording video clips, uploading these onto their module sites, and using online learning platforms (Rasheed et al., 2020).

Ultimately the researchers’ exploration of blended learning aims to extend research in this field of study. This is achieved by examining lecturers’ perceptions, interaction strategies, community formation, and challenges faced, which will enable this study to offer a comprehensive understanding of how blended learning can be effectively applied to improve student learning experiences, align with changing educational needs, and shape the future of pedagogical approaches.

It is against this background that the chosen methodology will be discussed in the next section.

3 Methodology

3.1 Research approach

A qualitative approach was adopted for this study. The authors of this paper felt that this approach would yield the most effective results, because of its exploratory nature. Using this approach empowered the authors to discover the views of the lecturers interviewed, specifically regarding their knowledge and experience of using a blended learning approach. The personal opinions and experiences of the lecturers in the actual research field ensured that relevant information would be gained. A single case study research design was employed, because it allowed for an in-depth investigation of the perceptions of lecturers, in a specific department. The authors of this paper felt that this would be appropriate, as the lecturers are involved in new developments in the education field, which are continuously evolving.

3.2 Population and sample

A study population is the aggregation of elements from which the sample is selected. This means that every element with the same characteristics has a chance of being selected for the sample. Based on the purpose and objectives of the study, the researchers used homogenous purposeful sampling. Homogeneous sampling is a method that allows researchers to choose their samples since they share similar traits – this could be in terms of gender, age and occupation.

In this case, thirteen participants, who lecture in the same department and teach similar modules, were chosen. These lecturers taught in the Department of Language, Arts and Culture and had been teaching for numerous years. Eight of the lecturers in this department had been lecturing for over ten years so were aware of the changes that had occurred since the introduction of modern technology. These lecturers all lectured in the language division of the department. The modules ranged from teaching home languages and first additional language in the intermediate and senior phases. The other five lectures taught modules relating to the importance of ICTs in language teaching. The lecturers were selected, because of their approachability and willingness to participate in the research study. The participants provided relevant information, as they are actively involved in the university, and its teaching and learning programmes.

3.3 Data collection

Data was collected from interviews with lecturers about their lived experiences of self-directed blended learning. The use of open-ended, semi-structured interviews helped in the triangulation of data collection methods, which aimed to get the most sought-after and relevant information. In this study, a thematic approach was used, which involves finding repeated meanings across the data collection. With such an approach, the focus should be on emerging themes within the specific area of focus, rather than just summaries of the data collected (Braun & Clarke, 2019).

In this study, lecturers were interviewed to discover their views on the successful use of self-directed blended learning. The study participants were required to complete the open-ended interview questions, which included the following:

  • What do you understand by the term self-directed blended learning within the context of optimising subject-specific teaching and learning, various learning models, participant engagement, desired outcomes and challenges, effective research methods as well as the integration of appropriate technologies?

  • Have you ever used self-directed blending in your teaching experiences in which you have specifically aligned the content of the subject you lecture to ensure the optimal use of technology to ensure that your students achieve the outcomes of the lesson and course?

  • Would you be prepared to attend professional development courses on best practices in using a self-directed blended learning approach that specifically focuses on the utilisation of new strategies that make the use of technological tools to ensure learner success?

  • What do you feel are the advantages and disadvantages of a self-directed blended learning approach, think specifically of the new approaches that use technology to ensure that your students are actively engaged in the module you lecture?

3.4 Data analysis

Data collected for this study had to be examined so that the researchers could make sense of the information gathered. This was with a view to finding answers to the research question. The researchers, therefore, engaged in interpreting, consolidating and reducing what the lecturers said, to ascribe meanings to the data collected. This was done by transcribing, comparing and analysing the interview responses.

For this research study, an induction method – specifically, axial coding – was used. This involved comparing the collected data to reveal codes, categories and subcategories. This enabled the researchers to compare the data collected with information gleaned from the literature review. The above methods helped in the triangulation of findings and ensured the trustworthiness of the data.

3.5 Trustworthiness in data collection and analysis

Every qualitative researcher is obliged to ensure that the research findings are credible and trustworthy. The researchers have developed a long-standing, trusted and open relationship with the participants of this study, which resulted in them being willing to participate in the study and share their experiences. The lecturers were also asked to peruse and comment on the researchers’ summary of the interview responses. This was to confirm that all data had been captured accurately. This established the trustworthiness of this research.

The credibility of this research was ensured by including lecturers who have worked in the education field for over five years. Thus, they (and their responses) brought a wealth of experience and knowledge to this study. This enabled the researchers to compare findings over several semesters and find agreement on what information had been gained from the literature review and participant interviews. Credibility was also ensured by asking other colleagues, who work in the same department, about their views on the study and its methodology.

3.6 Ethical issues

Umbrella ethical clearance was obtained for the whole department by the Chair of the Department of Language Education, Arts and Culture, from the educational institution’s Research Ethics Committee. This ethical clearance allowed the authors of this study to conduct research.

The authors undertook to use pseudonyms to protect the identity and privacy of the participating lecturers. The lecturers were also informed that their participation was voluntary and that they were free to withdraw from the study at any time.

3.7 Research findings

This section outlines the research findings that the authors discovered from the interview responses of the lecturers. The following main themes emerged:

3.7.1 Lecturers’ knowledge of self-directed blended learning

All participants could confidently explain the term “blended learning” and grasped that it is a combination of “traditional” and “online-learning”. In the words of lecturer C:

“Blended learning is an umbrella term that refers to eclectic learning strategies that enable students to become drivers of their own learning, using both traditional and e-learning tools.”

Lecturer J added that:

“A student uses online learning platform[s] such as e-mails, Big Blue button, [and] Teams meetings to communicate with a mentor, lecturer, or fellow students, to discuss issues affecting their learning programme. The student may arrange physical meetings with fellow students and lecturers, to talk about their learning programme.”

Lecturer F correctly stated that:

“Blended learning requires techniques such as video recordings, audio, and recordings, as well as discussion forums to ensure a more meaningful learning experience for our students.”

Lecturer D was of the opinion that:

“Self-directed blended learning, in my view, combines subject-specific teaching, different ways of learning, involving students actively, achieving learning goals, and dealing with challenges. It’s like using research-backed methods to make sure things are working well and adapting as needed. Technology also plays a role, helping to make learning more engaging and accessible. It’s about understanding the subject, meeting students where they learn best, and using technology smartly, all while handling any problems that come up.“

3.7.2 Lecturers’ practical experience using self-directed blended learning

All participants, with the exception of one, had used this approach in their practical lecturing experience. It became evident to the authors that, because of the Covid-19 pandemic, this teaching approach had gained momentum and had become more beneficial for teaching and learning. As lecturer B stated:

I used the blended method when I would have face-to-face classes. I then started teaching, using WhatsApp videos during the early days of Covid in South Africa, especially when Covid-19 started.

Lecturer C mentioned:

“I see great possibility for this approach and have attempted it in my teaching. I find that it works well, as long as I manage to keep the students focused and motivated. This is not always easy, as there is a definite disconnection between me and the students.”

Lecturer D was of the view that:

“When I teach my senior phase home language teaching course, for instance, I combine face-to-face class discussions with online platforms for deeper understanding. I believe this helps me vary teaching techniques – visual aids, debates, and even interactive online discussion forums – to cater to diverse learning styles and keep my students engaged. I always have clear learning objectives, and I use both formal and informal assessments to track progress which is mostly completed online. If students face challenges, I offer extra support through review sessions or additional resources. This approach enriches the learning experience.”

Lecturer G said that she had used this approach but was not entirely sure that the way she implemented it was correct. She felt it could possibly be better adapted and improved upon and would appreciate more support in this regard.

3.7.3 Lecturers’ willingness to attend professional development courses

All participants were willing to attend professional development courses. In the words of lecturer A:

“Such courses can help me instil a sense of curiosity in gaining new knowledge in students. In that case, it can only benefit society and may lead to more skills in problem-solving, ideas and entrepreneurship.”

Lecturer D mentioned that, although she was willing to attend professional development, time-constraints and costs could be an issue in attending such courses. She felt that she had many other courses to attend, in addition to her normal teaching duties, and that the university did not pay for all the courses she wanted to attend.

Lecturer G stated that:

“I’m happy to attend professional development courses focused on improving my skills in implementing such a blended learning approach. I see it as a way to enhance my teaching skills. Learning more about adapting my content, using different learning methods, engaging students more effectively, and making the best use of technology would definitely be something that helps my teaching. I do believe the above would help create a more dynamic and effective learning experience for my students.”

It became evident to the authors that the lecturers were eager to attend training courses on blended learning but did foresee certain challenges.

3.7.4 Lecturers’ views of the advantages of blended learning

All the participants mentioned the fact that blended learning is advantageous for students, as it places the students at the centre of the learning process and supports them in achieving success in their studies.

This was confirmed by lecturer L who felt that:

“This student-centred learning approach enables students to work independently and to take ownership of the learning process.”

Lecturer A concurred with this view as follows:

“Blended learning allows students to make their own decisions to succeed in their learning goals. It allows a student to work independently, but also relies on formal and structured guidance from the lecturer.”

The participants also mentioned the advantages gained in relation to their lecturing responsibilities. Lecturer G mentioned:

“Blended learning allows the lecturer to structure and plan learning material in a progressive/scaffolding way, and learning content can be very successfully re-used, copied, adjusted and re-designed.”

This lecturer went on to add that for home language teaching in the senior phase the interactive lessons discussion forums and blogs posted available on the online platform create a space for ongoing interaction and went on to state:

“This enables students to easily engage with the course material but also with each other’s ideas and perspectives. A collaborative learning environment is developed in this way, where students can deepen their understanding through peer-to-peer discussions and debates leading to critical thinking and problem-solving. This, in turn, results in more meaningful discussions that extend beyond the confines of our traditional lecturing.”

Lecturer D concurred:

“It helps lecturers, as they can easily ascertain where additional student support is needed. It allows the lecturer to teach and experiment with other ways of parting with information, e.g., video, recordings, audio-recordings, and online activities. I find it useful for students to record themselves teaching in the classroom and share with the other students for their constructive comments. The use of these ICT tools enriches my students as they are practically experimenting with the tools they will use in their own classrooms.”

Lecturer E referred to the fact that:

“Self-directed blended learning, ties into my focus on IT integration in language teaching. This enables me to experiment with the latest updated African theories of learning. It also enables me to effectively use technology for my teaching. On the positive side, students’ individual needs are catered for and they enjoy the fact that technology keeps things interactive. Yet, there’s a balance to strike – making students stay motivated and the use of technology doesn’t overshadow the learning. It’s about applying these new ideas while managing these factors for a successful blended learning experience.”

Regarding assessments and feedback, lecturer A mentioned that blended learning was advantageous for both lecturers and students, as it allows for instant assessment feedback and progress evaluation for students.

3.7.5 Lecturers’ views of the disadvantages of blended learning

The authors discovered that the advantages of blended learning exceeded its disadvantages. Nonetheless, all the participants felt that network connectivity and load-shedding could cause problems. Lecturer J mentioned that:

“The quality of connections and connectivity issues might be a challenge (e.g., poor reception due to service provider network coverage or load-shedding), as well as “limited financial resources” (e.g., to purchase technology resources such as laptop[s], external modems, etc.).”

Interestingly, according to the perception of lecturer L, blended learning could be a disadvantage to the student, if they are not self-disciplined, committed or directed enough to succeed in this approach, as they might fall behind with their studies and find it hard to catch up. They might feel disconnected from their lecturer and peers and, in turn, become demotivated.

3.7.6 Lecturers’ views of the support they require to implement blended learning

All the participants were keen to learn more about the methods and ways in which to implement a blended approach but needed further training, financial support and more time to implement a successful self-directed blended approach. In the words of lecturer D:

“I am so overwhelmed with so many essential tasks that just have to get done, that finding the time for professional development is becoming so challenging. I also wonder if financial assistance will be made available for us.”

According to lecturer E:

“Blending learning, particularly in the beginning, needs a lot of my time. My day is so full, with not enough hours to complete everything that, to use such an approach, I need more time – if faculty could give me some more free time that would be ideal.”

3.8 Discussion of research findings

This section discusses the research findings which are correlated with the literature review with a view to drawing meaningful conclusions and contributing to the ongoing scholarly discourse on the subject.

The lecturers’ views concurred with the views of Guens (2019), as they all correctly stated that blended learning merges face-to-face learning with online learning and allows for asynchronous teaching and synchronous learning to be applied. As mentioned by the lecturers, the concept of self-directed blended learning is related to the theoretical framework’s emphasis on combining traditional and online learning modes. This resonates with the adoption of new learning models and research methods (factors 2 and 5 of the theoretical framework chosen for this study). Lecturer F’s opinion that blended learning requires techniques such as video recordings, audio recordings, as well as discussion forums, is consistent with the findings of Nortvig et al. (2018), who stated that blended learning should include the use of a mixture of video clips, audio recordings, practical problem-solving activities, discussion forums, and online lessons. This corresponds with the sixth factor of adopting technologies to enhance learning. This convergence extends to Lecturer F’s insight, where techniques such as video recordings and discussion forums resonate with the framework’s emphasis on the actual participants, the students (factor 3). Lecturer D specifically mentioned that blended learning involves active participation for the students. However, the lecturers expressed the view that, even though they have used these techniques, there is room for improvement.

The conclusions by Ashraf et al. (2021), that a blended learning system offers immediate feedback, are consistent with the views expressed by one of the participants, who felt that the rapid feedback on assessments and learning tasks evaluated students much more meaningful and worthwhile. Similarly, the finding in this research, that blended learning often leads to a feeling of disconnection, corresponds with that of Ashraf et al. (2021), whose study argued that the students often feel disconnected from the lecturer and fellow students, as well as the actual course, and, thus, lack the motivation to succeed.

Adel and Dayan (2021), Ashraf et al. (2021), and UNESCO (2020) all pointed out that blended learning sustained universities during the Covid-19 pandemic, by ensuring that teaching and learning could continue uninterrupted, despite the social distance restrictions that forced institutions to prohibit face-to-face teaching. This same sentiment was expressed by one of the participants, who started using the blended teaching and learning technique, by using WhatsApp videos during the Covid-19 pandemic.

Finally, in summary, from the literature review and the data analysis from the lecturers interviewed, it was found that lecturers were keen to make more extensive use of a self-directed blended learning approach, as the numerous advantages could contribute to more successful teaching outcomes for them. However, they noted that they needed more training on how to implement such an approach successfully. Besides lecturers receiving professional development, there is also the need for higher education institutions to ensure that they cover the costs incurred for this professional development. In addition, additional time should be made available for lecturers to attend courses. Finally, higher education institutions must ensure that the necessary, reliable tools and technologies (i.e., laptops, appropriate apps, adequate network connectivity) are readily available to lecturers to implement this approach effectively. It is clear that the findings from the interviews seamlessly interweave with the theoretical framework’s pillars, reinforcing the harmonious connection between the practitioners’ experiences and the framework’s foundational principles.

The following is a summary of the main themes that emerged from the literature review and data collected:

Main theme

Sub-themes

Lecturers’ knowledge of self-directed blended learning

• Lecturers aware of the self-directed blended learning approach

• Implementation of the self-directed blended learning approach in teaching and learning activities

Lecturers’ practical experience of using self-directed blended learning

• The majority of lecturers have used this approach

• Covid-19 made this approach more appealing for teaching and learning

Lecturers’ willingness to attend professional development courses

• Willingness to attend professional development courses

• Lack of time

• Financial constraints

Lecturers’ views of the advantages of self-directed blended learning

• Advantages for both teaching and learning

• Self-directed blended learning improves success rates

• Self-directed blended learning motivates students

Lecturers’ views of the disadvantages of self-directed blended learning

• Network concerns

• Issues that threaten the success of self-directed learning

• Student self-discipline

Lecturers’ views of the support they require to implement self-directed blended learning

• The need for professional development

• Financial implications

• Support for the lecturers

• Availability of time

3.9 Limitations of this research

  • The study only involved lecturers who work in one department.

  • The study involved only one higher education institution environment.

  • The full extent of the impact of the blended learning approach may be known only in years to come when these students will be working in their chosen professions.

3.10 Recommendations for further research

  • Lecturers in other departments, in other higher education institutions could be interviewed for their perceptions of self-directed blended learning.

  • A comparison of student success rates and motivation between those students who have adopted a self-directed blended learning approach and those who have not.

  • An investigation into the training needs that will support lecturers to successfully implement a self-directed approach into their daily teaching activities.

  • The exploitation of the blended learning approach for use during future pandemics that cause disruptions.

  • A study of the success of blended learning in other educational institutions, besides universities, such as primary and high schools.

  • The use of other integrated learning approaches, such as gamification, into the blended learning approach to ensure enhanced student success.

4 Summary

This paper discussed the blended approach to teaching and learning. It was based on the perceptions of thirteen lecturers, who teach in the same department, at the same higher education institution. The perceptions were based on the lecturers’ knowledge and experiences. The main aim was to highlight lecturers’ knowledge of such an approach and the needed support for successful implementation.

A technology-enhanced theoretical approach was adopted for this research. This approach was specifically chosen, since teaching and learning in a blended learning environment utilises technology to achieve the learning outcomes.

A qualitative research design was used for this study, as it helped the authors to establish the views and experiences of the lecturers. Data was collected using semi-structured interviews conducted with participants. This enabled the authors to correlate the findings of the literature review with the actual research conducted and come to certain conclusions regarding lecturer perceptions of such an approach.

From the above, the authors of this paper posit that blended learning allows higher education institutions to stay current with regard to technological advances. This improves the services offered to their students. The fact that communities of practice could easily be formed, using this teaching mode, meant that the learning experience was enhanced and, consequently, more successful, meaningful and relevant. The findings of this study can thus assist future researchers on this topic and these findings can also be implemented in educational institutions worldwide.