Lessons Learned from a Blended-Learning Based Supplemental Instruction (SI) Support System at a Rural-Based University in South Africa

DOI

10.2991/978-94-6463-439-6_5How to use a DOI?

Keywords

Lessons; SI Programme; Blended Learning Space; Challenge; Success Stories

Abstract

Universities in South Africa are continuously striving to heighten excellence in teaching and learning (T&L) practices. Additionally, Covid-19 epidemic catapulted heavy reliance on online T&L, and this created significant space for Blended Learning (BL). It therefore behoves students to receive support to ensure increased throughput rate1. The Supplemental Instruction Programme (SIP) is one of the student support programmes offered at various universities, both locally and internationally. Using BL spaces to enhance engagement and collaboration among Supplemental Instruction Leaders (SILs) and SI students (SISs); academics; and students has unique challenges and successes. This paper investigated lessons learned from the BL space as support system of the SIP at a rural-based university in South Africa. The study adopted a qualitative research approach following the explorative case study design. Data were collected through an open-ended questionnaire administered with 10 SILs and 10 SISs, and semi-structured interviews conducted with two of both 10 SILs and 10 SISs. Thematic analysis was used for both sets of data. The analysis of the responses indicates the following: for SILs, they primarily have a good understanding and appreciation of BL, with preference for the virtual platform aspect given its convenience in terms of venue scouting and accommodating shy students. SILs claimed they learned being proactive, time management skills and managing diversity. While on the other hand, the SIS, they showed (a) an understanding of BL and how it was used in the SI sessions, (b) that the physical contact provides an opportunity to access resources while the virtual platform encourages collaboration; and (c) that BL developed their personal skills such as self-confidence and ability to engage.

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)

TY  - CONF
AU  - Moshia Agnes Mohale
AU  - Mosimaneotsile Mohlake
PY  - 2024
DA  - 2024/06/19
TI  - Lessons Learned from a Blended-Learning Based Supplemental Instruction (SI) Support System at a Rural-Based University in South Africa
BT  - Proceedings of the University of Fort Hare Teaching and Learning Conference (UFHTL 2023)
PB  - Atlantis Press
SP  - 53
EP  - 68
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6463-439-6_5
DO  - 10.2991/978-94-6463-439-6_5
ID  - Mohale2024
ER  -