IMPLEMENTING A “BLENDED LEARNING APPROACH” IN A SOCIAL WORK COURSE: THE PERCEPTIONS OF FIRST-YEAR STUDENTS AT A SOUTH AFRICAN UNIVERSITY

Abstract

Deep learning is an essential strategy that enables students to extract meaning and understanding from course material and experiences (Warburton, 2003). However, inculcating deep learning may prove challenging for facilitators in higher education in the South African context. Challenges usually arise because first-year students have to manage the difficult transition from high school to university. The difficulties of this transition are exacerbated by the fact that many students come from disadvantaged backgrounds characterised by an unevenly resourced, and sometimes dysfunctional, schooling system (Collins & Van Breda, 2010; Leibowitz, 2010; Ross, 2010:461). Research by Muthivhi and Broom (2008) also reveals that, while the modes of teaching and learning employed by teachers in South Africa are inspired by the new curriculum framework and seem to meet the objectives of outcome-based education (OBE), in reality these modes fail to instil deep learning in learners