Abstract:
Many institutions of higher learning were forced to adopt blended learning since the outbreak of coronavirus disease (Covid-19). The adoption of blended learning amid Covid-19 has delayed learning processes in most rural-based institutions of higher learning in South Africa. Thus, the study has adopted a non-empirical research design: a systematic review, and it was conducted to establish solutions to blended learning challenges faced by rural-based institutions of higher learning in South Africa amid Covid-19. Conversation theory was adopted in this study because it advocates that students should get the opportunity to interact with the lecturers, which could help to amend the digital divide and promote advanced blended learning in rural-based institutions of higher learning. Therefore, the data for the study was obtained by using scientific search engines for articles and books. The study's articles were obtained from the computer-based scientific search engines Google Scholar, EbscoHost, ResearchGate, ScienceDirect, and Scopus. Thus, purposive sampling was used to select relevant articles rather than using any articles that had no bearing on the study. The secondary data was then analysed using thematic analysis. It was found that the delay in advanced blended learning was caused by the digital divide and barriers to digital transformation in rural-based institutions, among other challenges. It was recommended that the government should provide digital equipment to rural-based institutions of higher learning and provide training to all students and lecturers on how to use different technologies to ensure the accessibility of blended learning.
