Pedagogy in a Pandemic: A Case Study of Blended Learning Challenges at a Technical University in Botswana
Abstract:
This paper
explores the challenges encountered by students and teaching staff members
during the implementation of blended learning at the Botswana International
University of Science and Technology (BIUST) amid the Covid-19 pandemic. A
mixed-methods research approach was adopted, guided by a descriptive case study
design. The population of the study were BIUST staff and students. A total of
73 students and 53 teaching staff members were purposively selected to
participate in the study. The research
employed Diffusion of Innovation (DoI) theory and Social Constructivist theory.
Structured surveys, semi-structured interviews, open-ended questionnaires, and
document analysis were used to collect data. The use of triangulation methods
strengthened the reliability and validity of the research findings. The
findings indicated that participants faced numerous challenges, such as
unreliable internet connections, increased workload for teaching staff members,
a lack of digital literacy skills among students and teaching staff members,
students’ low engagement in the virtual learning environment, and inadequate
training programs on blended learning. The participants recognised blended
learning's value, but multiple obstacles made it difficult to implement it
effectively during the pandemic. The study concluded that BIUST needed to
develop stronger preparedness through investing in technological infrastructure,
inclusive planning, and ongoing professional development on the application of
digital tools for students and staff members.
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