Exploring the possibilities of blended learning in higher education institutions in Lesotho

Abstract

This study explored the possibilities of implementing blended learning in higher education institutions in Lesotho. Guided by the Community of Inquiry (CoI) and the Unified Theory of Acceptance and Use of Technology (UTAUT) frameworks, the research sought to examine the nature of blended learning within Lesotho’s higher education system, explore lecturers’ and students’ perceptions of factors affecting its implementation, determine best practices for learner support and to propose practical guidelines for its effective adoption. The study employed a convergent parallel mixed-methods design collecting data through document analysis, semi-structured interviews, and student questionnaires. The findings revealed that blended learning is conceptually recognised within both national and institutional policy documents including the Higher Education Policy (2013) and the Open Distance Learning Policy (2022) yet its operationalisation remains inconsistent. Lecturers demonstrated positive attitudes towards blended learning as they recognised its potential for flexibility and active learning. However, they highlighted persistent barriers such as unreliable internet connectivity, limited digital competence, and weak institutional support. Students reported generally positive perceptions with strong teaching and cognitive presence, though social interaction and peer engagement were found to be limited. This research contributes to the discourse on blended learning in developing contexts and provides a roadmap for HEIs in Lesotho to enhance educational quality through innovative teaching and learning approaches. Drawing from these findings, the study developed the Lesotho Blended Learning Readiness and Implementation Model (L-BLRIM) which is a cyclic framework comprising five interdependent components. The model and its accompanying practical guidelines provide a contextually grounded roadmap for transforming blended learning from policy aspiration to sustainable practice. The study concludes that achieving successful blended learning in Lesotho requires coordinated leadership, equitable infrastructure, continuous professional development and, most importantly, a culture of reflective evaluation.

Boithuto bona bo hlahlobile menyetla ea ho kenya ts’ebetsong thuto e kopaneng (blended learning) litsing tse phahameng tsa thuto naheng ea Lesotho. E tataisitsoe ke maoa a kang Community of Inquiry (CoI) le Unified Theory of Acceptance and Use of Technology (UTAUT). Liphuputso tsena li ikemiselitse ho hlahloba mofuta oa thuto e kopaneng tsamaisong ea thuto e phahameng ea Lesotho, ho hlahloba maikutlo a barupeli le baithuti ka lintlha tse amang ts’ebetso ea eona, ho fumana mekhoa e metle ea tšehetso ea baithuti, le ho hlahisa tataiso e sebetsang bakeng sa ts’ebetso e atlehileng. Boithuto bo sebelisitse moralo o kopaneng oa mekhoa e fapaneng (convergent parallel mixed-methods design), ka ho bokella lintlha ka tlhahlobo ea litokomane, lipuisano tse hlophisitsoeng, le lipotso tsa baithuti. Liphuputso li fumane hore thuto e kopaneng e amoheloa ka molao litokomaneng tsa maano a naha le tsa litsi tsa thuto tse kang Higher Education Policy (2013) le Open Distance Learning Policy (2022), leha ts’ebetso ea eona e ntse e sa tsitsa. Barupeli ba bontšitse maikutlo a matle mabapi le thuto e kopaneng kaha ba bone menyetla ea eona ea ho fana ka bolokolohi le ho kenya letsoho ha baithuti. Leha-ho-le-joalo, ba totobalitse mathata a ntseng a tsoela pele a kang inthanete e sa tsitsang, bokhoni bo fokolang ba marangrang, le tšehetso e fokolang ea litsi tse amehang. Baithuti le bona ba bontšitse maikutlo a matle ka kakaretso, ba bontša boteng bo matla ba ho ruta (teaching presence) le ho nahana ka botebo (cognitive presence), leha puisano le tšebelisano ea lithaka li fumanoe li fokola (social presence). Boithuto bona bo kenya letsoho lipuisanong tsa thuto e kopaneng maemong a linaha tse ntseng li hōla, ’me e fana ka moralo o hlophisitsoeng bakeng sa litsi tsa thuto e phahameng ho ntlafatsa boleng ba thuto ka mekhoa e mecha ea ho ruta le ho ithuta. Ho ipapisitsoe le sephetho sena, liphuputso li hlahisitse Lesotho Blended Learning Readiness and Implementation Model (L-BLRIM) e leng mohlala o potolohang o nang le likarolo tse hlano tse hokahaneng. Moetso ona hammoho le tataiso ea oona e sebetsang, li fana ka tsela e ipapisitseng le maemo a Lesotho bakeng sa ho fetola thuto e kopaneng hore e se ke ea lula e le toro ea maano empa e be ts’ebetso e tsitsitseng. Boithuto bona bo phethela ka hore katleho ea thuto e kopaneng naheng ea Lesotho e hloka boetapele bo kopaneng, lisebelisoa tse lekanang, koetliso e tsoelang pele ea barupeli, ‘me holim’a tsohle, tloaelo ea ho hlahloba le ho ithuta ka mehla.