Undergraduate Students’ Experiences with Blended Learning during the COVID-19 Pandemic at a Rural Based University in South Africa.
type: CreativeWork
description: This qualitative study aimed to investigate the undergraduate students’ experiences of Blended Learning at one rural based university in Thulamela municipality in the Vhembe district, Limpopo province. The study draws from the transitional distance and social learning theory to investigate how the undergraduate students in the university adjusted from face-to-face learning to online learning. Non-probability sampling was used to select thirty participants. Telephonically semi-structured interviews were used to collect data and the data was thematically analysed following the six stages of thematic data analysis. The data indicate that students were unable to actively take part in online learning, mostly because of low signal strength, poor infrastructural facilities, financial constraints, which characterises students’ life in rural-based universities in South Africa. Hence, they devised coping strategies such as consultations with returning students, learning independently, going to places where there is a stable internet connectivity, attending classes in groups, searching for information where they felt that the information provided by the lecturers were unsatisfactory, consulting with fellow classmates and asking lecturers to use other online platforms to deliver lessons. The data also showed that the University also tried to help the students by devising significant orthodox support systems. These includes faculty student online support services and provision of internet data and, financial support to the students. Together, these innovative inputs made it possible for the students to navigate particularly from face-to-face learning to online learning during the pandemic. Insights regarding students’ experiences from this study, potentially provides policy direction for both universities in South Africa, as well as the Department of Higher Education and Training on the use of Blended Learning in rural based universities in South Africa.
abstract: This qualitative study aimed to investigate the undergraduate students’ experiences of Blended Learning at one rural based university in Thulamela municipality in the Vhembe district, Limpopo province. The study draws from the transitional distance and social learning theory to investigate how the undergraduate students in the university adjusted from face-to-face learning to online learning. Non-probability sampling was used to select thirty participants. Telephonically semi-structured interviews were used to collect data and the data was thematically analysed following the six stages of thematic data analysis. The data indicate that students were unable to actively take part in online learning, mostly because of low signal strength, poor infrastructural facilities, financial constraints, which characterises students’ life in rural-based universities in South Africa. Hence, they devised coping strategies such as consultations with returning students, learning independently, going to places where there is a stable internet connectivity, attending classes in groups, searching for information where they felt that the information provided by the lecturers were unsatisfactory, consulting with fellow classmates and asking lecturers to use other online platforms to deliver lessons. The data also showed that the University also tried to help the students by devising significant orthodox support systems. These includes faculty student online support services and provision of internet data and, financial support to the students. Together, these innovative inputs made it possible for the students to navigate particularly from face-to-face learning to online learning during the pandemic. Insights regarding students’ experiences from this study, potentially provides policy direction for both universities in South Africa, as well as the Department of Higher Education and Training on the use of Blended Learning in rural based universities in South Africa.
author: Sadiki, Andani
language: en
keywords: Blended learning, COVID-19, Online learning, Rural based university, Undergraduate students, Transitional distance theory
date published: 2024-05-17
date modified: 2026-07-27T21:57:42Z
provider: University of Venda
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Venda