{"id":{"repo_id":"venda","oai_identifier":"oai:univendspace.univen.ac.za:123456789/2751"},"canonical_url":"https://search.dev.ndltd.org/etd/venda/oai:univendspace.univen.ac.za:123456789/2751","repository":{"repo_id":"venda","name":"University of Venda","base_url":"https://univendspace.univen.ac.za/server/oai/request"},"display":{"title":"Teachers’ and Learners’ Perspectives on using Blended Teaching and Learning in Economics During COVID-19: A case of Vhembe East District Secondary Schools in Limpopo Province","abstract":"Most institutions, including those involved in education, were forced to close because of the COVID-19 epidemic's continuing threat to humanity. The mixed learning platform was useful since it mixed in-person and online learning. The unexpected shifting from the traditional face-to-face to e-learning created some problems especially in South Africa, a country which is developing, where teachers and learners rely on traditional classroom teaching method. The study employed a qualitative research approach underpinned by the learning theory of connectivism to understand the perspectives of teachers and learners in blended learning in Vhembe East District. Data were collected purposively from 30 participants, 10 teachers and 20 learners through individual interviews and were analysed thematically. The findings indicated that the flexibility of online learning provided the insight into the importance of e-learning. However, poor internet connectivity, the high cost of data, lack of appropriate devices, inability of effective time management, and family interruptions were some of the challenges experienced by both teachers and learners. From the findings it was recommended that teachers should be continuously capacitated on the use of technology and be provided with technological gadgets for them to teach effectively and learning to take place even during unforeseen crisis.","abstract_html":"Most institutions, including those involved in education, were forced to close because of the COVID-19 epidemic's continuing threat to humanity. The mixed learning platform was useful since it mixed in-person and online learning. The unexpected shifting from the traditional face-to-face to e-learning created some problems especially in South Africa, a country which is developing, where teachers and learners rely on traditional classroom teaching method. The study employed a qualitative research approach underpinned by the learning theory of connectivism to understand the perspectives of teachers and learners in blended learning in Vhembe East District. Data were collected purposively from 30 participants, 10 teachers and 20 learners through individual interviews and were analysed thematically. The findings indicated that the flexibility of online learning provided the insight into the importance of e-learning. However, poor internet connectivity, the high cost of data, lack of appropriate devices, inability of effective time management, and family interruptions were some of the challenges experienced by both teachers and learners. From the findings it was recommended that teachers should be continuously capacitated on the use of technology and be provided with technological gadgets for them to teach effectively and learning to take place even during unforeseen crisis.","abstract_has_math":false,"creators":["Nenzhelele, Mashudu Arnold"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Tshiovhe, T. E.","Mafenya, N. 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The mixed learning platform was useful since it mixed in-person and online learning. The unexpected shifting from the traditional face-to-face to e-learning created some problems especially in South Africa, a country which is developing, where teachers and learners rely on traditional classroom teaching method. The study employed a qualitative research approach underpinned by the learning theory of connectivism to understand the perspectives of teachers and learners in blended learning in Vhembe East District. Data were collected purposively from 30 participants, 10 teachers and 20 learners through individual interviews and were analysed thematically. The findings indicated that the flexibility of online learning provided the insight into the importance of e-learning. 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