Abstract
This study highlights the importance of blended learning approaches and principals’ leadership and support role in the context of a rapidly changing educational environment within the Western Cape Education Department. The data revealed many examples and pockets of excellence that exist within the district and in schools. While there are various support structures in place, the data suggests that more can be done to create an enabling environment in support of blended learning. There is a good understanding of blended learning by teachers, district officers and principals; however, only one style of blended learning is being used, namely, the A La Carte model. An important finding is that teachers require subject specific training to empower them with confidence and the professional skills in order to use blended learning approaches in class. In addition, a mindset change needs to be undertaken by teachers, given the tendency of teachers to shy away from technology, if the education system is to leapfrog towards an improved, integrated quality teaching and learning system. Significantly, this research highlights the importance of teacher presence in the classroom even if virtual teaching occurs. The age of teachers and principals emerged as an influential factor in the success of blended learning approaches as is the development of technology-oriented mindsets. This process starts with the school principal adopting a new technological vision for the school, alongside pedagogical change, and actively obtaining the buy-in of all stakeholders so that everyone is knowledgeable about the future goals that schools are working towards. Collaboration has been highlighted to mitigate many of the challenges, such as partnering with the private sector and shared support within circuits. To stay abreast of technology, a greater role needs to be played by the Cape Teaching and Leadership Institute alongside reducing time constraints for the procurement process of the needed infrastructure and equipment for blended learning.
Keywords: blended learning, technology, E-learning, traditional classroom, education