Results
Title

PROMOTING INSTITUTIONAL RESILIENCE THROUGH BLENDED LEARNING DURING AND POST-COVID-19 IN SOUTH AFRICAN UNIVERSITIES.

Authors

Chiramba, Otilia; Agbaje, Olaide

Abstract

The COVID-19 pandemic resulted in significant disruptions to the education sector worldwide, forcing educational institutions to rapidly adapt and implement remote learning solutions to ensure the continuity of education. Blended learning, a combination of face-to-face and online instruction, thus emerged as a viable approach to mitigate the impact of the pandemic on educational institutions. This conceptual paper aims to explore the role of blended learning in promoting institutional resilience during and after the COVID-19 crisis. We argue that universities can enhance institutional resilience by exploring innovative approaches to integrate blended learning into their systems. By examining the benefits, challenges and best practices associated with blended learning, this paper provides insights into how educational institutions can leverage this approach to foster resilience in the face of future disruptions. The paper extends its scope beyond the examination of students' resilience, which has been the focus of the majority of the papers in this issue, to reconsider the measures universities can take to promote institutional resilience through blended learning in the aftermath of the COVID-19 pandemic.

Subjects

DISTANCE education; BLENDED learning; ONLINE education; COVID-19 pandemic; INSTRUCTIONAL systems; PSYCHOLOGICAL resilience

Publication

Journal of Educational Studies, 2024, p12

ISSN

1680-7456

Publication type

Academic Journal

DOI

10.59915/jes.2024.si2.1