TEACHERS AND LEARNERS’ EXPERIENCES OF IMPLEMENTING BLENDED LEARNING DURING COVID-19 PANDEMIC LOCKDOWN IN MANGWE DISTRICT, ZIMBABWE
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2023
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Implementation of blended learning should be characterised by an array of strategies for effective instructional delivery to take place in the classroom. Hence, this study sought to explore the experiences of teachers and learners on implementation of blended learning in Mangwe District Secondary Schools, Matabeleland South Province during the COVID-19 pandemic lockdown. This qualitative study was hinged on the interpretivist paradigm and employed a case study design. The participants who comprised eight teachers and twenty-four learners were purposively sampled from four secondary schools. Data collected through semi-structured interviews and focus group discussions were thematically analysed. The findings indicated that the flipped classroom, self-blend, and flex approaches were mainly used to implement blended learning during COVID-19 pandemic lockdown in selected schools. The study further found that these strategies were implemented through the use of WhatsApp social media platform. The study concluded that in spite of the challenges encountered, selected schools made efforts to ensure that blended learning was implemented through the cited strategies. The study recommended that the Ministry of Primary and Secondary Education should capacitate teachers on various learning management systems and online assessment tools through in-service training sessions to support implementation of blended learning.
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Moyo, Mncedisi and Sibanda, Lwazi (2023)TEACHERS AND LEARNERS’ EXPERIENCES OF IMPLEMENTING BLENDED LEARNING DURING COVID-19 PANDEMIC LOCKDOWN IN MANGWE DISTRICT, ZIMBABWE. International Journal of Education Humanities and Social Science, 6(3): 106-117