Abstract
This dissertation intended to explore the experiences of lecturers at a public university in South Africa who were adopting a blended learning mode of academic delivery. To collect qualitative data, nine participants were asked to complete a questionnaire and four in-depth interviews. The study found that improving teaching efficacy and student engagement through blended learning demands institutional policy and ongoing training. While participants noted that blended learning provided flexibility and encouraged student autonomy and self-reliance, they also emphasized that there were some serious drawbacks, such as gaps in digital literacy, a lack of competent technical support, and academic opposition to change.
Moreover, the study emphasized the need for well-defined policies and strategic frameworks in directing the execution of blended learning. The results indicate that, in spite of the difficulties faced, blended learning is still an innovation of teaching that promotes more profound learning opportunities in a higher education setting. The study concluded that managing the complexity of blended learning requires a comprehensive strategy that focuses on essential components, including faculty development, institutional support, and technological integration. This study, which used a qualitative research technique, employed in-depth interviews and thematic analysis to interpret the data within the context of the Technology Acceptance Model (TAM). The results offered essential insights into the attitudes and behaviours of lecturers with regard to the adoption of blended learning.