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• W4283264295 abstract "The study sought to establish the implementation of blended learning in Zambia, particularly, at Kwame Nkrumah University. This study employed a qualitative approach to generate data because it targeted for an in-depth indulgence into the issues under study on the implementation of blended learning at Kwame Nkrumah University. A descriptive research design was used. The target population were all students at Kwame Nkrumah University. The sample size was 36 participants. Inductive thematic analysis was used to analyse data because themes were strongly linked to data. The key findings were that participants understood the concept of blended learning as a combination of face to face interaction and online teaching. Some lecturers and students in some faculties were not willing to implement blended learning. The challenges were that because of big numbers of over 200 students in one class, it was not safe and possible to stick to the five golden rules of Covid-19. Some students were not able to access online services because of non-payment of the 50% threshold on tuition fees to access the services. Other challenges were that there was poor internet connectivity at the university, the e-learning tool (MOODLE) was limiting, the university did not have sufficient infrastructure to support blended learning and the Visually Impaired (VI) students were not able to access e-learning services. Based on the findings, the study recommends that the university invests heavily in ICT and infrastructure if blended learning was to be a success. Furthermore, the study recommends that students be oriented on e-learning tools. There is need in future to investigate how the Information Communication Technology (ICT) section at Kwame Nkrumah University was ready to implement blended learning." @default.
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• W4283264295 date "2022-06-15" @default.
• W4283264295 modified "2023-09-27" @default.
• W4283264295 title "Implementation of Blended Learning in Higher Learning Institutions in Zambia: A Case of Kwame Nkrumah University" @default.
• W4283264295 doi "https://doi.org/10.24018/ejedu.2022.3.3.341" @default.
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