Blended learning instructional delivery: enhancing learning outcomes for first-year students in South Africa

Abstract

This study investigated the effectiveness of blended learning in enhancing instructional delivery and learning outcomes for first-year tertiary students in South Africa. This study employed convenience sampling by recuring first-year students of a TVET College in the Western Cape, South Africa. A quantitative research approach was employed, with data collected via an online questionnaire distributed through QuestionPro to a sample of 185 students. This study is grounded in the Experiential Learning Theory, which highlights learning as an active, repeated activity that involves actual encounters and reflective observation. Additionally, the Cognitive Load Theory was used focusing on enhancing instructional design by managing primary and connected intellectual weight data, categorical variables and a Likert scale. The data was analysed using descriptive statistics with SPSS version 25. The findings revealed that while blended learning offers significant opportunities for flexibility, active engagement, and digital literacy development, challenges such as low acceptance, resistance to technology, and limited digital skills persist among first-year students. The results provide valuable insights into optimising blended learning models to enhance student engagement, improve academic performance, and foster literacy development. The findings contribute to the discourse on integrating blended learning into higher education, offering practical recommendations for policymakers and educators to create effective learning environments for first-year students.