Education systems globally witnessed a significant shift during the COVID-19 pandemic, prompting a rapid transition to online and hybrid learning methods. The enduring impact of blended learning on student performance and engagement remains a critical focus as educational institutions navigate the post-pandemic landscape, especially in countries like South Africa.
This study seeks to evaluate the extent of blended learning integration in higher education institutions (HEIs) in South Africa post-pandemic. Employing a systematic literature review (SLR) approach, the research critically analyzes blended learning strategies in South African higher education by examining a wide range of academic publications from various sources such as Sabinet, Springer, Emerald, Science Direct, and Google Scholar.
Findings from the study underscore the importance of addressing structural deficiencies in training, infrastructure, and institutional support for successful blended learning implementation. Ensuring equitable access, fostering participation, and enhancing student performance are contingent upon rectifying these deficiencies.
The research reveals that blended learning exerts a significant impact on student performance, with varied outcomes. While some studies suggest that flexibility and engagement contribute to improved results, others point out challenges related to self-regulation and unequal access to resources.
To unleash the full transformative potential of blended learning, South African academic institutions must prioritize comprehensive faculty training, ensure equitable digital access, and establish targeted support systems that bridge pedagogical and technological gaps. By doing so, they can create inclusive and engaging learning environments that cater to the needs of all students.
The study emphasizes the critical role of institutional support networks and culturally sensitive adjustments as key determinants of success. It offers practical insights to educators and policymakers on devising more equitable implementation strategies for blended learning in higher education.
In conclusion, the research underscores the imperative for South African HEIs to invest in faculty development, digital inclusivity, and support mechanisms that address the diverse needs of students. By fostering a conducive learning environment through blended learning, institutions can enhance student performance and pave the way for a more inclusive educational landscape.
Blended learning, post-pandemic education, and the impact of COVID-19 on educational practices are central themes in the study, shedding light on the evolving dynamics of higher education in the wake of global disruptions. As institutions adapt to new teaching modalities, the findings offer valuable insights into optimizing learning outcomes and student engagement in the digital age.
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