Blended learning is the future

Universities are successfully combining e-learning with traditional direct contact sessions

It is only natural that we strive for progress and advancement, such that we endeavour to search always for innovative ways to simplify our lives. Similarly, in the higher education sector, teaching and learning practices consistently require redress. In a time of the millennials, the age of digital communication technologies has created digital footprints that have become so integrated into our daily lives that we struggle to function without them.

Over the past 20 years, South Africa’s digital footprint in higher education institutions has progressed insofar as pedagogical practices growing through the use of information and communication technologies.

There have been four phases of technology-enhanced teaching and learning practices. Phase one (1996-2000) dealt with bridging the digital divide in the lecture theatre, for example, the transition from blackboards and overhead projectors to PowerPoint presentations and the use of animations and voice recordings.

Phase two (2001-2005) focused more on building the policies linked to the growing technology available for teaching and learning while determining the infrastructure needed to execute such a plan.

Phase three (2006-2010) championed professional development of higher education staff to improve their technical skills and the development of pedagogical strategies using these acquired skills.

Phase four (2011 to now) continues with professional development but extends this to adapting learning strategies for students that includes textbooks and a digital and flexible learning medium, such as mobile learning.

Blended learning still stands as a concept that lacks a firm definition. But many agree that it is a combination of direct contact between lecturer and student and online instruction via various digital platforms.

Last year saw a substantial rise in information and communication technologies as higher education institutions faced the chaos and uncertainty that emerged during the #FeesMustFall campaign. The sudden closure of many institutions’ doors meant that direct contact institutions had to suddenly change the teaching and learning platforms to a much more digital framework.

Blended learning thus enabled higher education institutions to maintain some level of contact with their students. It further addressed the issue of curriculum completion for various courses by making use of e-learning tools such as Blackboard. Such tools allow students to gain access to information, presentations, assignments and videos to ensure that they do not fall behind.

The success of digital e-learning platforms highlighted the possibility of shifting aspects of traditional teaching practices to a more online platform. What this implies is that