Blended learning and flipped classroom approaches as learning strategies in electronic control and digital electronics at a technical and vocational education training institution.

Abstract

In recent years, there have been great advances in technology, encouraging teachers to use technology to improve learning and understanding in their classrooms. As a result of these significant advancements in technology, specifically handheld devices, smartphones and wireless networks, blended learning can be used as an innovation in engineering classrooms in the vocational sector of South Africa. The flipped classroom approach has been increasingly used internationally; however, it is not well recognised and used in South Africa. The main focus of this study was to examine whether a blended learning strategy that made use of the flipped classroom approach enhanced student learning in Electronic Control and Digital Electronics at a Technical and Vocational Education and Training (TVET) College. This study also aimed to improve my classroom practice, using an action research design. This study took place during the Covid-19 pandemic which highlighted the importance of using blended learning platforms during lock downs and social distancing measures at TVET Colleges. This study was located within the critical paradigm and used an action research methodological approach. For this study, data was generated using various data generation instruments from a purposive sample of 12 Level 2 TVET College students. Data generation instruments included focus group discussions, questionnaires, a survey and an observation schedule. The theoretical framework adopted in this study was Garrison and Vaughan’s (2008) community of inquiry framework which analysed the factors that affected learning. Garrison and Vaughan’s (2008) community of inquiry outlines three presences that are vital when using a blended learning model. These are the teaching, social and cognitive presence. Within each of these presences are factors that either hinder or enhance learning and teaching using the blended learning model. The factors associated with each presence were used to analyse data and contributed to the findings of this study. While literature highlighted factors that could have hindered this study, there were unique factors in this study as a result of the Covid-19 pandemic affecting the country. The key findings of this study revealed that blended learning using the flipped classroom approach promoted flexible learning, enhanced collaboration and collaborative learning of both teacher and learners, and improved understanding and self-development. This study also found that while blended learning using the flipped classroom approach offered safety to teachers and students during the Covid-19 pandemic, it was also compromised due to challenges related to connectivity and lack of resources. It is therefore critical that TVET Colleges take cognisance of how best to support lecturers to implement blended learning strategies that will enhance teaching and learning.