Integrating methodologies to develop a blended learning computer literacy programme for South African students

Abstract

For some years, proponents of distance and online learning have touted the efficacy of their methods, while traditionalists have argued the superiority of face-to-face learning environments. Each side in this debate has pointed to strengths in their own methodologies, while criticising the lack of comparable features in the methodologies of their opponents. Blended learning, as the name implies, allows practitioners to combine traditional education with a variety of instructional technologies – solving the argument by joining forces, and creating a better overall product as a result. With this study the researcher aims to explain the concepts of blended learning and discuss the factors that make each form of educational delivery successful. The thesis addresses the necessary components of a computer literacy programme and Outcomes-Based Education, as well as elaborate on good teaching principles. These strands of research are then combined into the foundations for a unique programme, to deliver a computer literacy course using blended learning techniques to South African students. The programme was developed, implemented and tested through three cycles of action research.