Lecturers’ perceptions on harnessing digital tools and teaching strategies for effective blended learning in higher education: A case of the University of Technology

Abstract

Blended learning has emerged as a transformative approach in higher education, yet for many lecturers, the rapid integration of digital tools has created more challenges than opportunities. This study aimed to critically evaluate how lecturers at a University of Technology perceive and integrate digital tools and teaching strategies within blended learning environments, addressing a gap in the literature on lecturer-centred, contextually grounded perspectives in South African Universities of Technology. Adopting a qualitative research approach within an interpretivist paradigm, the study employed a case study design, involving twelve purposively sampled lecturers who actively engage with blended learning. Data were collected through semi-structured interviews and analysed using thematic analysis, ensuring rich, context-sensitive insights. The findings revealed a spectrum of practices: some lecturers primarily used digital tools for content delivery, while others employed innovative, student-centred strategies aligned with TPACK and Community of Inquiry frameworks, demonstrating enhanced cognitive, social, and teaching presence. Institutional factors, including professional development, infrastructure, and peer support, were found to significantly influence pedagogical decision-making. The study contributes to the understanding of blended learning in South African higher education by highlighting the interplay between lecturer agency, pedagogical reasoning, and institutional support, and it recommends targeted professional development, strategic infrastructural support, and the promotion of collaborative communities of practice to enhance effective blended teaching.

Keywords: {'name': 'Blended Learning, Digital Tools, Higher Education, Lecturers’ Pedagogical Practices, Teaching Strategies'}

Authors & affiliations

Radiakga Thabang Molokomme
Vaal University of Technology

Solly Lebelo
Vaal University of Technology

Deposited references

Supplied references, not a list of publications citing this article.

DOI: 10.4018/979-8-3693-6930-2.ch006

DOI: 10.34190/EJEL.20.18.2.005

DOI: 10.1007/s10639-021-10706-w

DOI: 10.1007/s11528-020-00530-3

DOI: 10.5539/hes.v9n2p81

DOI: 10.1016/j.caeai.2024.100218

DOI: 10.1016/j.compedu.2018.05.016

DOI: 10.3991/ijep.v15i3.51653

DOI: 10.1108/ITSE-12-2015-0034

DOI: 10.1007/s10639-022-11123-3

DOI: 10.1007/s12528-013-9077-3

DOI: 10.1007/s10639-022-11243-w

DOI: 10.1186/s41239-018-0130-1

DOI: 10.1191/1478088706qp063oa

DOI: 10.1108/978-1-80382-193-120221004

DOI: 10.1007/s10639-019-09886-3

DOI: 10.1111/bjet.13052

DOI: 10.14742/ajet.2924

Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage.

DOI: 10.1007/s42438-020-00187-4

DOI: 10.21744/lingcure.v5nS2.1416

DOI: 10.1007/s11423-020-09767-4

DOI: 10.4135/9781036243401

DOI: 10.2991/978-94-6463-439-6_2

DOI: 10.1002/9781118269558

DOI: 10.1016/S1096-7516(00)00016-6

Glazer, F. S. (Ed.). (2023). Blended learning: Across the disciplines, across the academy. Taylor & Francis.

DOI: 10.1177/1525822X05279903

DOI: 10.1007/s10798-020-09600-2

DOI: 10.1080/1475939X.2023.2176916

DOI: 10.3390/educsci15091130

DOI: 10.4324/9781003443155

DOI: 10.4135/9781849209779

DOI: 10.7551/mitpress/11352.003.0011

Koenig, B. A. (2018). Effects of blended learning on at-risk youth: A quantitative study (Doctoral dissertation, Northcentral University).

DOI: 10.1109/ACCESS.2021.3085844

DOI: 10.33137/ijidi.v4i3/4.33520

Kvale, S., & Brinkmann, S. (2009). Interviews: Learning the craft of qualitative research interviewing. Sage.

DOI: 10.1186/s41239-021-00304-8

DOI: 10.1037/amp0000151

DOI: 10.1177/21582440221119485

DOI: 10.1016/0147-1767(85)90062-8

DOI: 10.1007/s40692-016-0055-4

DOI: 10.1177/016146811311500307

DOI: 10.1108/JARHE-10-2018-0202

DOI: 10.1177/016146810610800610

DOI: 10.20525/ijrbs.v13i2.3218

DOI: 10.20525/ijrbs.v14i4.3972

DOI: 10.26803/ijlter.24.5.8

DOI: 10.55214/25768484.v9i3.5419

DOI: 10.1108/ILS-04-2020-0109

DOI: 10.1007/978-3-032-08992-2_125

DOI: 10.1186/s41239-017-0072-z

Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed.). Sage.

DOI: 10.4018/979-8-3693-7708-6.ch004

DOI: 10.1080/09588221.2020.1868531

DOI: 10.1177/23476311211049855

DOI: 10.4018/979-8-3693-8217-2.ch011

Wellmer, M. L. (2021). A quasi-experimental study on the effect of blended learning on reading proficiency levels of English language learners (Doctoral dissertation, Northcentral University).

Yin, R. K. (2018). Case study research and applications (6th ed.). Sage.

Yulin, N., & Danso, S. D. (2025). Assessing pedagogical readiness for digital innovation: A mixed-methods study. arXiv. https://arxiv.org/abs/2502.15781

DOI: 10.1016/j.ijer.2025.102553