Abstract

ALUKO, Folake Ruth; MAYS, Tony J.; KRUGER, Hendri  and  OOKO, Mary. An empirical review of a hybrid teacher education programme: Lessons from South Africa. S. Afr. j. educ. [online]. 2023, vol.43, n.3, pp.1-11. ISSN 2076-3433.  http://dx.doi.org/10.15700/saje.v43n3a2152.

Scholars have recommended hybrid learning to combat education problems in emerging economies due to their challenging contexts. It potentially offers a means to address growing demand without sacrificing quality or increasing costs. In this article we report on a new "hybrid" distance teacher education programme in which we sought to address the requirements of new policies (both institutional and national) by combining the blended and distance education approach. We adopted a pragmatic qualitative approach, rooted in a communitarian perspective and distance education theory. Although progressing slower than expected, the programme's implementation to date has provided lessons that bolster the value of blended learning theory and practice in a hybrid model. The study also highlighted the critical role that the mode adopted for teacher training can play in shaping teachers' practice. However, to work more effectively in an emerging economy, a more substantial teaching presence is suggested, coupled with modularised and ongoing information and communication technology (ICT) training and support for staff and students as areas for further research.

Keywords : blended learning transactional distance; community of inquiry (CoI) framework; distance education.

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