Abstract:
Examined in this study is the effectiveness of blended teaching and learning at the University of Zambia (UNZA). The research was conducted at the University of Zambia main campus that introduced blended teaching and learning across its campus in response to the advent of the COVID-19 pandemic. The study focused on four specific objectives, namely, to determine the knowledge levels of both lectures and students on blended teaching and learning, to find out what tools or methods are being utilised in blended teaching and learning, to ascertain the attitudes of both lectures and students towards blended teaching and learning, and lastly, to find out the challenges faced in blended teaching and learning. A remarkably high number of respondents were found to be knowledgeable about blended teaching and learning. It was also discovered that there are a variety of tools being utilized in the provision of blended teaching and learning at UNZA. The study further found out that the majority of respondents and key informants consider blended learning as an effective mode of teaching and learning and preferred it over fully online format. Furthermore, it was discovered that there are a number of challenges being faced in blended teaching and learning such as lack of devices, network challenges, load shedding, among others. An implication of the study is that most of the respondents had a positive attitude and perception over blended learning, hence they view it to be helpful for their academic achievement. Therefore, the researchers recommend that UNZA considers scaling up blended teaching and learning. UNZA may as well want to consider offering students a choice of whether to enroll in blended or fully face-to-face course sections where feasible, especially in subject areas that students find difficult. It is also important that the lecturers and students are given sufficient targeted training in the different tools used in blended teaching and learning.
