CDA Unveiling Educational Transformation and Probing the Impacts of Blended Learning in Business Studies Amidst Contemporary Legislation

DOI

10.2991/978-94-6463-439-6_14How to use a DOI?

Keywords

Blended Learning; Critical Social Theory; Heutagogy; Pedagogy; Cybergogy; Business Studies

Abstract

In the constantly evolving landscape of 21st-century education, innovative pedagogies have emerged as potential tools for enhancing learning outcomes and elevating performance in business studies, particularly in light of recent legislative changes in South Africa. This study investigated the impact of blended learning and incorporating these innovative pedagogies, namely, heutagogy, pedagogy, and cybergogy, on the performance of business studies learners in the framework of contemporary legislation. Despite e-Learning and information and communication technology being integrated in South African schools that offer business studies, challenges persist in successfully implementing blended learning strategies aligned with recent legislation. This research centers on the central problem: the obstacles teachers encounter when they apply blended learning approaches in the context of business studies, considering the implications of recent legislation. by using critical social theory as its theoretical framework, the study adopted a participatory action learning and action research methodology. The research instruments employed include a SWOT analysis and the fishbowl approach, which facilitated data generation by co-researchers, namely, two preservice teachers, two in-service teachers, one information technology specialist, one school principal, two Grade 12 learners, and two parents. Through critical discourse analysis, the findings reveal gaps in the understanding of optimal approaches to designing effective blended learning environments that are capable of supporting the advancement of business studies in the context of recent legislation. Furthermore, the study uncovers that comprehensive guidance for creating immersive blended learning environments, which are crucial for enhancing and contextualizing learning experiences for the 21st-century business studies learners, is absent. In conclusion, blended learning has brought about transformative shifts in teaching methodologies for business studies, which emphasize the importance of teachers comprehending the intricacies of learner-centered learning. The positive influences of this approach on academic accomplishments, learner engagement, and learning outcomes are evident through its technology-driven implementations. In particular, learners expressed favorable perceptions of blended learning, and saw their increased interaction with peers and teachers as a significant advantage.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Vuyokazi Tshayana
AU  - Molaodi Tshelane
PY  - 2024
DA  - 2024/06/19
TI  - CDA Unveiling Educational Transformation and Probing the Impacts of Blended Learning in Business Studies Amidst Contemporary Legislation
BT  - Proceedings of the University of Fort Hare Teaching and Learning Conference (UFHTL 2023)
PB  - Atlantis Press
SP  - 188
EP  - 205
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6463-439-6_14
DO  - 10.2991/978-94-6463-439-6_14
ID  - Tshayana2024
ER  -