Browsing by Author "Dube, Langa"

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    Investigating the study habits of undergraduate students during blended learning at a South African University
    (University of the Witwatersrand, Johannesburg, 2024) Dube, Langa; Krull, Greig
    Blended learning provides a mechanism to enable flexibility for students and lecturers using technologies for learning and teaching. Greater internet access in South Africa has promoted the adoption of blended learning in recent years, while the COVID-19 pandemic accelerated the uptake of technologies which enabled continuity of learning during times of disruption. Whilst blended learning has seen greater adoption in higher education, challenges ranging from infrastructural challenges to emotional and psychological elements remain. This study contributes to how South African university student study habits are changing due to the changes in mode of provision. This case study, at the University of the Witwatersrand, South Africa, investigates the relationship between blended learning and study habits. The study addresses two research questions: what study habits are being used by undergraduate students in a post- pandemic blended learning environment? and, how are post-pandemic blended learning study habits influenced by learner characteristics such as digital literacy and educational experience? Using a quantitative research method, an online survey was completed by 122 undergraduate university students. Reliability and validity tests were conducted on the data which was analysed using multivariate statistical techniques. The main findings of the study were: Firstly, blended learning is positively associated with study habits. Respondents had more positive experiences in their study habits including improved time management, work and study balance, and improved test strategies. However, there were some negative experiences that related to ICT availability, instability of electricity supply, inability to manage home and work balance, and emotional strain. Greater support for students in these areas could assist in improving blended learning experiences. Secondly, learner characteristics such as digital literacy and education experience were positively associated with study habits. The greater the digital literacy and educational experience, the better the student blended experience. The study further revealed that the impact of load shedding has a negative impact on the blended learning context.