Browsing by Author "Monareng, Morokomobe Semond"

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    Perceptions of blended teaching and training methods in trades education in South Africa
    (University of the Witwatersrand, Johannesburg, 2023) Monareng, Morokomobe Semond; Pellissier, Rene
    The evolution of technology has transformed the education space, allowing online learning together with mainstream pedagogy. The purpose of blended learning is to combine online learning platforms with existing traditional face-to-face teaching methods. The aim of this study is to understand the perceptions of blended teaching and training methods in trades education in South Africa. The Covid-19 pandemic forced the education sector to investigate other learning methodologies that can be integrated into the delivery of education. Preceding the pandemic, accredited Skills Development Providers in trades education were not ready for blended teaching and training. The conceptual framework guides the entire study and confirms findings from the literature and from participants, to the effect that blended teaching can be achieved when research objectives are addressed by the Skills Development Providers. The framework also illustrations relationships between various objectives. Qualitative design was utilized to understand the perceptions of Skills Development Providers regarding teaching and training methods, Data was collected by interviewing ten participants who are subject matter experts and directly involved in the delivery of trades education. Interpretation of key findings was undertaken via thematic analysis, generated codes classifications and the tracing of patterns. Findings demonstrated various issues that affect the full implementation of blended teaching. These started with the proper understanding of the blended learning approach, barriers that influence the adoption of blended learning, and the availability of technologies for deployment in blended learning. This study proves that blended learning can be used in trades education, which relies on the accessibility of technological infrastructure and online learning platforms that integrate trades curricula. In this process, facilitators and learners interact either in a physical workshop or by using an online platform to achieve the exit level outcomes required for a trade. Extended reality is seen as a solution to the implementation of blended learning in trades education.