Case studies on South African preservice teachers’ experience of blended learning in technology education

Abstract

This research explores the perceptions, understanding, engagement, and experiences of third-year Technology Education preservice teachers who participated in a blended learning approach at a South African higher education institution. Their perceptions and experiences play an important role in uncovering the effectiveness of the approach in a practical-based subject. The study analysed the literature on Technology Education, blended learning, and information and communications technology (ICTs), to understand the factors influencing the effective implementation of blended learning approaches. The blended learning approach employed combined face-to-face and online teaching and learning, as well as a portfolio of research evidence to enhance preservice teachers’ engagement in the learning outcomes. The study used a multiple-case study designs as the research design. Furthermore, the Technology Acceptance Model and the Community of Inquiry framework were used as the theoretical frameworks. Data were collected through a survey, document analysis, and open-ended interview questions. The data were analysed using descriptive and thematic analysis methods. The results showed that preservice teachers had a positive perception of the blended learning approach employed and reported various benefits, including increased creativity, increased collaboration and problem-solving, and active engagement in hands-on experiences. The study also identified the challenges of the blended learning approach, such as limited time, limited access to applicable resources and venues, and some limited knowledge on where to gain additional information. The study concludes by theorizing a conceptual framework developed from the findings and recommends that blended learning is one promising teaching and learning approach for Technology Education preservice teachers in a South African higher education institution.