A blended learning implementation framework for a selected Zimbabwean State-owned University

Title

A blended learning implementation framework for a selected Zimbabwean State-owned University

Creator

Mutumwa Allen

Zirima Desline

Chikozho Martin

Mutongoreni Noah Ariel

Kwembeya Maurice

Matsikure-Cheure Memory

Zengeya-Nyandima Rudo

Abstract

There has been a significant development in information and communication technology (ICT), which the Covid-19 pandemic and supportive educational policies have further accelerated in the 21st century. These changes have promoted the use of digital platforms and technological resources to facilitate learning. However, implementing blended learning in Zimbabwean state universities is perceived as inconsistent, threatening the effectiveness of this instructional approach. This study aims to develop a framework for implementation of blended learning based on a qualitative research. A hybrid of case study and phenomenological designs were utilised. Data were collected from 14 lectures and 6 administrators through three focus group discussions and interviews, respectively. The findings indicate that while participants recognize the benefits of blended learning, its full potential remains untapped due to several challenges such as poor network connectivity, inadequate computer resources, intermittent internet disruptions, frequent electricity outages without reliable backups, technical difficulties, and a lack of requisite facilities. Based on these findings, the study recommends that universities should institutionalize comprehensive training for lecturers and establish dedicated technical support teams to assist with technological needs.
Keywords
Blended learning, information and communication technology (ICT), higher education, Zimbabwean State Universities, technology integration

Date

2025

Source

Journal of African Education and Traditional Learning Systems

volume

6

issue

1