Proceedings of the University of Fort Hare Teaching and Learning Conference (UFHTL 2023)

<Previous Article In Volume
Next Article In Volume>

Transitioning First-year Pre-service Teachers to Blended Learning Using Supplemental Instruction

Authors
Mochina Mphuthi1, *, Alfred Henry Makura2
1Centre for E-Learning and Educational Technology, Central University of Technology, Bloemfontein, South Africa
2Department of Postgraduate Studies, School of Teacher Education, Faculty, HumanitiesCentral University of Technology, Bloemfontein, South Africa
*Corresponding author. Email: mphuthim@cut.ac.za
Corresponding Author
Mochina Mphuthi
Available Online 19 June 2024.
DOI
10.2991/978-94-6463-439-6_12How to use a DOI?
Keywords
Blended Learning; Academic Advising; Supplemental Instruction; Pre-service Teachers
Abstract

Blended learning combines face-to-face and online instruction, gaining popularity for offering flexible, personalized learning experiences. This method enhances content delivery efficiency and effectiveness, as a result, blended learning has proven to be an effective tool in preparing teachers for the ever-evolving demands of modern education. This study investigates supplemental instruction (SI) within blended learning for first-year pre-service teachers, drawing upon the Technology Acceptance Model (TAM), the study reveals compelling findings. The diverse study population, mainly from public schools, highlights the inclusivity of the research, with a significant female representation among pre-service teachers. Results indicate that 79% of participants find SI helpful in navigating blended learning's challenges and improving academic performance, time management, and critical thinking. SI is especially beneficial for those from less digitally resourced backgrounds, enhancing digital literacy and confidence in technology use for education. Thus, SI, through the TAM lens, proves crucial for pre-service teachers in adapting to digital education, demonstrating its value for academic success and educational equity.

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.

Download article (PDF)

<Previous Article In Volume
Next Article In Volume>
Volume Title
Proceedings of the University of Fort Hare Teaching and Learning Conference (UFHTL 2023)
Series
Atlantis Highlights in Social Sciences, Education and Humanities
Publication Date
19 June 2024
ISBN
978-94-6463-439-6
ISSN
2667-128X
DOI
10.2991/978-94-6463-439-6_12How to use a DOI?
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.

Cite this article

risenwbib
TY  - CONF
AU  - Mochina Mphuthi
AU  - Alfred Henry Makura
PY  - 2024
DA  - 2024/06/19
TI  - Transitioning First-year Pre-service Teachers to Blended Learning Using Supplemental Instruction
BT  - Proceedings of the University of Fort Hare Teaching and Learning Conference (UFHTL 2023)
PB  - Atlantis Press
SP  - 163
EP  - 176
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6463-439-6_12
DO  - 10.2991/978-94-6463-439-6_12
ID  - Mphuthi2024
ER  -