Abstract
Background: The rapid revolutionisation of technology and other factors such as the recent
COVID-19 pandemic, prompted higher education institutions to consider the possibility,
necessity and implications of officially adopting a blended teaching and learning approach on
a long-term basis.
Aim: This research aimed to explore the practicality of a long-term blended teaching and
learning model at a South African higher education institution.
Setting: This research was conducted at a selected South African higher education institution.
Methods: The article adopted a qualitative case study approach, and one-on-one semistructured
interviews were conducted. The data collected was then analysed using thematic
analysis.
Results: Although the institution was generally ready for blended teaching and learning
during the pandemic, best practices such as further training and development for both
lecturers and students on the pertinent systems and technology are imperative if a long-term
blended teaching and learning is to be successful. There were also concerns regarding external,
technological, and socio-economic issues that could hinder a successful long-term blended
model.
Conclusion: While the research revealed the institution’s overall ability to swiftly transition
from face-to-face, to distance online and blended teaching and learning approaches during the
COVID-19 pandemic, it also revealed that work still had to be done to fully prepare the
institution for formalised blended teaching and learning in the future.
Contribution: This research builds on limited research on blended teaching and learning at
South African contact higher education institutions and adds new theory regarding some best
practices for successful blended teaching and learning.