- Title
- Exploring teachers’ attitudes to implementing blended learning: a case study
- Creator
- Williams, Monique
- Subject
- Blended learning -- South Africa
- Subject
- Educational technology -- South Africa Education, Higher -- South Africa Internet in education
- Date Issued
- 2018
- Date
- 2018
- Type
- Thesis
- Type
- Masters
- Type
- MEd
- Identifier
- http://hdl.handle.net/10948/35829
- Identifier
- vital:33851
- Description
- One of the many characteristics of the 21st century learner is that they are highly technologically skilled. This characteristic poses today’s teachers with many challenges in order to teach these learners and create optimal learning experiences. It is evident that teachers have their own preferred teaching methods which they believe work best and some teachers teach the way that they were taught at school in ways that have become part of their habitus. Blended learning is a teaching method that can promote effective learning experiences in the 21st century learning environment. This study focussed on teachers’ experiences with blended learning and their current ideas on how learners learn optimally and whether the practice of blended learning changed their ideas of learning. Furthermore, the study determined the teachers’ present technology acceptance and established teachers’ personal views regarding the challenges that teachers face to teach 21st century skills, what they think 21st century teaching is about and new insights on dealing with these challenges. Through experiencing blended learning teachers who made use of a textbook based teaching method made shifts not only to a blended approach, but also shifted their thinking away from what they prefer to what learners get out of the learning experience. Although challenges occur when using a blended teaching approach, their experiences with blended learning were mostly positive and they found learners to be more involved in the learning process. These outcomes created feelings of worthiness in the teachers since they create such positive learning opportunities for their learners. Although the teachers made shifts, some teachers continue to have a fear of technology since they had not received adequate training to incorporate technology into their teaching approaches. It is crucial for the DBE and schools to provide teachers with opportunities to improve their technological skills in order for teachers to create opportunities for blended learning experiences for the 21st century learner
- Format
- 142 leaves
- Format
- Publisher
- Nelson Mandela University
- Publisher
- Faculty of Education
- Language
- English
- Rights
- Nelson Mandela University
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NMU School for Education Research and Engagement
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | MONIQUE WILLIAMS.pdf | 2 MB | Adobe Acrobat PDF | View Details Download |