Entrepreneurship teachers’ implementation of blended learning: case studies of three secondary schools in Namibia.

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dc.contributor.advisorAmerica, C. G.en_ZA
dc.contributor.authorShifotoka, Hileni Tuyolenien_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Curriculum Studies.en_ZA
dc.date.accessioned2023-02-16T11:08:52Z
dc.date.accessioned2023-10-25T09:39:31Z
dc.date.available2023-02-16T11:08:52Z
dc.date.available2023-10-25T09:39:31Z
dc.date.issued2023-03
dc.descriptionThesis (MEd)--Stellenbosch University, 2023.en_ZA
dc.description.abstractENGLISH 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.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Die doel van hierdie studie was om te bepaal hoe ondernemingsonderwysers gemengde leer waarneem en hoe hulle dit in hul klaskamers gebruik, sowel as die uitdagings, voordele, en geleenthede wat hulle tydens implementering ondervind het. Die literatuuroorsig het getoon dat slegs enkele studies tot vandag toe gedoen is oor die implementering van gemengde leer in die meeste dele van Afrika, veral in grade 8 – 12. Die Gemeenskap van Ondersoek (COI) teoretiese raamwerk is gebruik om gemengde leer in die konteks van hierdie studie verder te ondersoek. 'N Kaaluitstudie-kwalitatiewe navorsingsontwerp is gebruik, met die steekproef van ses ondernemerskaponderwysers van drie hoërskole in die Khomas-streek in Namibië, Windhoek. Kwalitatiewe gegewens is versamel met behulp van drie metodes: waarneming, semi-gestruktureerde onderhoude en dokumentanalise. Terwyl die onderhoude met behulp van Temi.com-sagteware getranskribeer is, 'n waarnemingsmetode is ook gebruik om inligting te bekom oor hoe verskillende dokumente gebruik is, asook hoe gemengde leer by die onderrig van entrepreneurskapsonderwys opgeneem is. Die data is met behulp van inhoudsanalise ontleed. Hierdie metode het gehelp om ooreenkomste en verskille te identifiseer in hoe onderwysers die konsep van gemengde leer interpreteer, Die bevindings het getoon dat gemengde leer as 'n onderrigstrategie die potensiaal het om talle voordele vir die onderrig- en leergemeenskappe te bied. Die bevindings het ook aan die lig gebring dat die opkoms van die COVID-19-sluiting die gebruik van gemengde leer in die entrepreneurskapsklas weer geïnvigureer het. Boonop het die meerderheid van die onderwysers in die meeste privaatskole 'n beter begrip gehad van die konsep van gemengde leer as baie onderwysers in die openbare skole. Die studie beveel aan dat meer tegnologie-opleiding of werkswinkels nodig is vir onderwysers om hul tegnologie en digitale vaardighede te verbeter en om dit op hoogte te hou met die gebruik van tegnologie wat relevant is vir die implementering van gemengde leer. Die studie stel ook enkele gebiede voor wat geskik is vir toekomstige navorsing.af_ZA
dc.description.versionMastersen_ZA
dc.format.extentxii, 134 pages : illustrations
dc.identifier.urihttps://scholar.sun.ac.za/handle/10019.1/128651
dc.language.isoen
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.subject.lcshBusinesspeople -- Educationen_ZA
dc.subject.lcshEntrepreneurship -- Educationen_ZA
dc.subject.lcshBlended learning -- Nambiaen_ZA
dc.subject.lcshHigh school teaching -- Nambiaen_ZA
dc.subject.lcshEducation, Secondary -- Namibiaen_ZA
dc.subject.lcshTeachers -- Namibiaen_ZA
dc.subject.nameUCTD
dc.titleEntrepreneurship teachers’ implementation of blended learning: case studies of three secondary schools in Namibia.en_ZA
dc.typeThesisen_ZA
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