The Art of Promoting Blended Learning through Blended Pedagogies in Higher Education Classrooms
Serole Selina Ramapela 
Issue: Vol.6 No.3 Issue Article 3 pp. 274 – 287
DOI: https://doi.org/10.38159/ehass.2025633 | Published online 5th March, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
The transformation of teaching and learning has increasingly become explicit and common in higher education institutions. The teaching and learning policies and principles for international and national educational systems dictate access to education for all. Instructors and students were subjected to the abrupt educational changes caused by the COVID-19 pandemic, which required advanced and specialised skills, knowledge, competency and attitude from instructors to facilitate learning. The new normal situation required the exploration of innovative and alternative ways of teaching. Technology became the mode of instruction for convenience and effectiveness in curricula delivery. This study explored the art of promoting blended learning through active blended pedagogies for exceptional classroom contexts. These pedagogies and learning methods are characterised to be flexible and innovative to teach in non-traditional ways. The grounded and constructivist theories provided the premise of reference. The Life Orientation Level 3 pre-service student teachers were included in this inquiry to understand their learning contexts. Focus group interviews were conducted to obtain their experiences of these alternative teaching and learning approaches and contexts. The findings revealed that students benefited from the unconventional teaching and learning teaching models. This study concludes that higher education institutions can play a vital role in reinforcing the use of technology and e-learning systems to promote teaching and learning. Based on the findings, the study recommends that the higher education institutions completely implement the blended e-learning systems and technology to enhance students’ learning experiences and for improved teacher efficiency.
Keywords: Blended Pedagogies, Blended Learning, Higher Education Classroom, Instructor, Non-Traditional.
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Selina Serole Ramapela has a PhD in Education and is a Senior Lecturer in the Education Studies Department at University of Limpopo, South Africa. She is a passionate teacher and academic instructor. Her research focuses on career guidance and development, language enhancement, inclusive education, positive psychology, teacher development, research and community engagement projects. She has a vast experience of teaching in higher education. She is also active in supervision and external examining for postgraduate students. She is a trained and registered assessor, moderator, psychometrist and career development practitioner. She develops the learning materials and assessment tools for her modules. She served as a Council member for a progressive TVET college and served on some of this college committees. She would like to become a very established and active in the research publication domain.
Ramapela, Selina Serole. “The Art of Promoting Blended Learning through Blended Pedagogies in Higher Education Classrooms,” E-Journal of Humanities, Arts and Social Sciences 6, no.3 (2025): 274 – 287. https://doi.org/10.38159/ehass.2025633
© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
