Browsing by Author "Shifotoka, Hileni Tuyoleni"

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    Entrepreneurship teachers’ implementation of blended learning: case studies of three secondary schools in Namibia.
    (Stellenbosch : Stellenbosch University, 2023-03) Shifotoka, Hileni Tuyoleni; America, C. G.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: The objective of this study was to determine how Entrepreneurship teachers perceive blended learning, and how they use it in their classrooms as well as the challenges, benefits, and opportunities they encountered during implementation. The literature reviewed has shown that only few studies have been conducted till today on the implementation of blended learning in most parts of Africa, particularly in Grades 8-12. The Community of Inquiry (COI) theoretical framework was used to further investigate blended learning in the context of this study. A case study qualitative research design was employed, with the sample of six entrepreneurship teachers from three high schools in Namibia's Khomas Region, Windhoek. Qualitative data were collected using three methods namely observation, semi-structured interviews, and document analysis. While the interviews were transcribed using Temi.com software, an observation method was also used purposely to obtain information on how various documents were used as well as how blended learning was incorporated into the teaching of Entrepreneurship Education. The data were analysed using content analysis. This method helped to identify similarities and differences in how teachers interpret the concept of blended learning, The findings demonstrated that blended learning as a teaching strategy has the potential to provide numerous benefits to the teaching and learning communities. The findings also revealed that the emergence of the COVID-19 lockdown has re-invigorated the use of blended learning in the Entrepreneurship classroom. Moreover, most of the teachers in most private schools had a better understanding of the concept of blended learning than many teachers in the public schools. The study recommends that more technology training or workshops are needed for teachers to improve their technology and digital skills, and to keep them updated with the use of technology relevant for implementing blended learning. The study also suggests some areas suitable for future research.