Implementation of Blended Learning in Southern African Marginalised Higher Education Eclectic Contexts
Unequivocally, even though blended learning is lauded for being useful in enhancing online and face-to-face learning in institutions of higher learning, little attention has been paid to interrogating its implementation in marginalised higher education contexts. Marginalised contexts include slums,...
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| Format: | Article |
| Language: | English |
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Noyam Journals
2024-12-01
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| Series: | Journal of Education and Learning Technology |
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| Online Access: | https://noyam.org/wp-content/uploads/2025/02/JELT202451016.pdf |
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| author | Patricia Muhuro Simon Murote Kang’ethe |
| author_facet | Patricia Muhuro Simon Murote Kang’ethe |
| author_sort | Patricia Muhuro |
| collection | DOAJ |
| description | Unequivocally, even though blended learning is lauded for being useful in enhancing online and face-to-face learning in institutions of higher learning, little attention has been paid to interrogating its implementation in marginalised higher education contexts. Marginalised contexts include slums, rural areas, remote locations, and zones characterised by resource limitations. If contextual realities are not well considered in such settings, the implementation of blended learning may result in more marginalisation and digital exclusion. This paper therefore explored the implementation of blended learning in Southern African marginalized eclectic contexts. The study adopted the digital inclusion framework by Helsper using constructs of access, proficiency, and opportunity. The study employed a literature review method using 20 relevant studies extracted from major databases. Data were analysed using thematic analysis. The study found that blended learning can be implemented successfully when: policies are blended-learning friendly, resources are robustly usable and accessible, capacity building to facilitate functional blended learning proficiencies and curriculum design are instituted, and delivery facilitates digital inclusion. The study will be of benefit to academics, administrators, and policymakers who are looking for ways to increase blended learning delivery in their spaces. |
| format | Article |
| id | doaj-art-1501c6400f2f4b09b3a360afc66dc7bf |
| institution | Kabale University |
| issn | 2720-7730 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Noyam Journals |
| record_format | Article |
| series | Journal of Education and Learning Technology |
| spelling | doaj-art-1501c6400f2f4b09b3a360afc66dc7bf2025-02-10T13:17:37ZengNoyam JournalsJournal of Education and Learning Technology2720-77302024-12-01510583597https://doi.org/10.38159/jelt.202451016Implementation of Blended Learning in Southern African Marginalised Higher Education Eclectic ContextsPatricia Muhuro0https://orcid.org/0000-0001-8793-1462Simon Murote Kang’ethe 1https://orcid.org/0000-0001-9150-0235Teaching and Learning Centre, Faculty of Education, University of Fort Hare, Alice, South Africa.Department of Social Work, Faculty of Law and Humanities & Social Science, Walter Sisulu University, Mthatha, South AfricaUnequivocally, even though blended learning is lauded for being useful in enhancing online and face-to-face learning in institutions of higher learning, little attention has been paid to interrogating its implementation in marginalised higher education contexts. Marginalised contexts include slums, rural areas, remote locations, and zones characterised by resource limitations. If contextual realities are not well considered in such settings, the implementation of blended learning may result in more marginalisation and digital exclusion. This paper therefore explored the implementation of blended learning in Southern African marginalized eclectic contexts. The study adopted the digital inclusion framework by Helsper using constructs of access, proficiency, and opportunity. The study employed a literature review method using 20 relevant studies extracted from major databases. Data were analysed using thematic analysis. The study found that blended learning can be implemented successfully when: policies are blended-learning friendly, resources are robustly usable and accessible, capacity building to facilitate functional blended learning proficiencies and curriculum design are instituted, and delivery facilitates digital inclusion. The study will be of benefit to academics, administrators, and policymakers who are looking for ways to increase blended learning delivery in their spaces.https://noyam.org/wp-content/uploads/2025/02/JELT202451016.pdfdigital inclusiondigital dividemarginalized contextsblended learning |
| spellingShingle | Patricia Muhuro Simon Murote Kang’ethe Implementation of Blended Learning in Southern African Marginalised Higher Education Eclectic Contexts Journal of Education and Learning Technology digital inclusion digital divide marginalized contexts blended learning |
| title | Implementation of Blended Learning in Southern African Marginalised Higher Education Eclectic Contexts |
| title_full | Implementation of Blended Learning in Southern African Marginalised Higher Education Eclectic Contexts |
| title_fullStr | Implementation of Blended Learning in Southern African Marginalised Higher Education Eclectic Contexts |
| title_full_unstemmed | Implementation of Blended Learning in Southern African Marginalised Higher Education Eclectic Contexts |
| title_short | Implementation of Blended Learning in Southern African Marginalised Higher Education Eclectic Contexts |
| title_sort | implementation of blended learning in southern african marginalised higher education eclectic contexts |
| topic | digital inclusion digital divide marginalized contexts blended learning |
| url | https://noyam.org/wp-content/uploads/2025/02/JELT202451016.pdf |
| work_keys_str_mv | AT patriciamuhuro implementationofblendedlearninginsouthernafricanmarginalisedhighereducationeclecticcontexts AT simonmurotekangethe implementationofblendedlearninginsouthernafricanmarginalisedhighereducationeclecticcontexts |