Technology and globalisation has shaped the experiences and expectations of adult learners in the 21st century. How adults learn and what they want to learn is highly influenced by the world they live in at any given time. The need for customisation, extending traditional learning experiences into new learning experiences will address the quality and value of higher education learning in South Africa. Restructuring of current programmes to be more flexible, accessible, interactive, that supports collaboration of learning activities and accommodates different learning styles, will enrich the adult learners’ learning experience and quality of learning. In suggesting the use of an alternative learning strategy, the use of a hybrid study approach (HSA) has been suggested and investigated. Limited research has been conducted in the use of a hybrid study approach (HSA) and more on what has been said was conducted on pure online learning, therefore this study focused on managing the quality of learning in higher education through a hybrid study approach (HSA). Since the researcher’s interest was to gain insight and understanding of learners’, tutors’ and institutional managements’ perceptions, understanding, concerns and experiences in their real world conditions when using a hybrid study approach (HSA), the qualitative research method was applied. The researcher focused on the micro-level of managing quality of learning by assessing the ‘learning’ when learning with technology. The study adhered to ethical principles and techniques to enhance the validity of the findings. The study found that a need for redress and reform of training and education in South Africa, especially with the integration of technology in higher education, extending into a hybrid study approach (HSA), which is in harmony with international standards of academic quality, knowledge, expertise and skills is needed in a changing global economy. A one-for-all learning approach was found not well suited for the needs of society today and does not foster an all-inclusive learning approach. The move to a knowledge society where learners are interconnected and where information circulate around the world faster than ever, it is evident that much learning occurs in a social environment and does not happen in splendid isolation. It was found evident that life demands and other different roles adult learners need to fulfill, adults intentionally search for educational settings that support their way of learning. / Education Leadership and Management / M. Ed. (Education Management)

Technology and globalisation has shaped the experiences and expectations of adult learners in the 21st century. How adults learn and what they want to learn is highly influenced by the world they live in at any given time. The need for customisation, extending traditional learning experiences into new learning experiences will address the quality and value of higher education learning in South Africa. Restructuring of current programmes to be more flexible, accessible, interactive, that supports collaboration of learning activities and accommodates different learning styles, will enrich the adult learners’ learning experience and quality of learning. In suggesting the use of an alternative learning strategy, the use of a hybrid study approach (HSA) has been suggested and investigated. Limited research has been conducted in the use of a hybrid study approach (HSA) and more on what has been said was conducted on pure online learning, therefore this study focused on managing the quality of learning in higher education through a hybrid study approach (HSA). Since the researcher’s interest was to gain insight and understanding of learners’, tutors’ and institutional managements’ perceptions, understanding, concerns and experiences in their real world conditions when using a hybrid study approach (HSA), the qualitative research method was applied. The researcher focused on the micro-level of managing quality of learning by assessing the ‘learning’ when learning with technology. The study adhered to ethical principles and techniques to enhance the validity of the findings. The study found that a need for redress and reform of training and education in South Africa, especially with the integration of technology in higher education, extending into a hybrid study approach (HSA), which is in harmony with international standards of academic quality, knowledge, expertise and skills is needed in a changing global economy. A one-for-all learning approach was found not well suited for the needs of society today and does not foster an all-inclusive learning approach. The move to a knowledge society where learners are interconnected and where information circulate around the world faster than ever, it is evident that much learning occurs in a social environment and does not happen in splendid isolation. It was found evident that life demands and other different roles adult learners need to fulfill, adults intentionally search for educational settings that support their way of learning. / Education Leadership and Management / M. Ed. (Education Management)

Abstract in English, Afrikaans and Xhosa / Blended learning is referenced as the “best of both worlds” (Snart, 2010:xvi), which integrates Face-to-Face instruction with online learning. With interest in incorporating blended learning within the higher education curricula expanding, many private higher education institutions seek to understand how they can use educational technology effectively in blended learning to enhance undergraduate students’ learning engagement. This study investigated the nature and extent of private higher education students’ learning engagement in blended learning programmes within a private higher education provider. Through the lens of Bandura's (2000:121, 2009:180) Social Cognitive Theory, the study investigated private higher education students’ learning engagement in blended learning during the completion of their qualification and how it impacted teaching and learning. A descriptive quantitative research design was adopted, coupled with a positivist paradigm of inquiry. Utilising a cross-sectional survey it acquired descriptive data from a sample population of 567 respondents who answered the study’s research questions. The study found that student orientation programmes are associated with students’ perceived self-efficacy, subsequently affecting their engagement in blended learning programmes directly, and through the impact on outcome expectations, goals and socio-structural impediments. Additionally, socio-structural facilitators impacted outcome expectations and student engagement. The study’s results established a new framework, namely Social Cognitive Student Engagement in Blended Learning. / Gemengde leer word dikwels die “beste van twee wêrelde” genoem (Snart, 2010:xvi) aangesien onderrig nie alleen van aangesig tot aangesig nie, maar ook aanlyn geskied. Gesien die stygende belangstelling in die inskakeling van gemengde leer by hoëronderwysleerplanne, ondersoek talle private hoëronderwysinstellings maniere om opvoedkundige tegnologie in gemengde leer te gebruik om voorgraadse studente se leerbetrokkenheid te verbeter. In hierdie studie is ondersoek ingestel na die aard en omvang van studente se leerbetrokkenheid in die gemengdeleerprogramme wat by ʼn private verskaffer van hoër onderwys aangebied word. Hierdie studie het deur die lens van Bandura se sosiaal-kognitiewe teorie (2000:121, 2009:180) gekyk na studente se leerbetrokkenheid by gemengde leer in die verwerwing van ʼn kwalifikasie, en die uitwerking daarvan op onderrig en leer. Die navorsingsontwerp was deskriptief-kwantitatief en die ondersoekparadigma positivisties. Aan die hand van ʼn dwarssnitopname is beskrywende data by ʼn steekproefbevolking van 567 respondente ingewin. In die studie is bevind dat oriënteringsprogramme op studente se siening van hul eie selfwerksaamheid gemik is, hulle betrokkenheid by gemengdeleerprogramme verbeter, en daardeur hul uitkomsverwagtings, mikpunte en die mate waarin hulle sosiaal-strukturele struikelblokke oorkom, bepaal. Afgesien hiervan het sosiaal-strukturele fasiliteerders ʼn gunstige uitwerking op studente se uitkomsverwagtings en betrokkenheid gehad. ʼn Raamwerk is opgestel, naamlik die Sosiaal-Kognitiewe Betrokkenheid van Studente by Gemengde Leer. / Uhlelo lwemfundo ehlanganisiwe lubizwa, phecelezi nge “best of both worlds” (Snart, 2010:xvi), ukuhlanganisa umyalelo okhishwa ngendlela yokubhekana kwabantu ubuso nobuso kanye nohlelo lokufunda nge-inthanethi. Njengoba uthando lokufaka phakathi uhlelo lokufunda oluhlanganisiwe ngaphakathi kohlelo lwemfundo emazikweni aphakeme lya ngokuya lukhula nje, amaziko emfundo ephakeme amaningi angasese afuna ukuzwisisa ukuthi ngabe angabusebenzisa kanjani ngempumelelo ubuchwepheshe bethekinoloji bezemfundoi ohlelweni lwezokufunda oluhlanganisiwe ukuze kuqiniswe uhlelo lokufunda ngokuxoxisana nabafundi abasafundela iziqu zesigaba sokuqala. Lolu cwaningo luye lwaphenya ubunjalo kanye nezinga lokufunda kwabafundi ngokuxoxisana ezinhlelweni zokufunda okuhlanganisiwe ngaphakathi kweziko langasese lemfundo ephakeme. Ngokusebenzisa iso lomqondo wokufunda kaBandura (Bandura's social cognitive theory (2000:121, 2009:180), ucwaningo luye lwaphenya uhlelo lokufunda ngokuxoxisana nabafundi ohlelweni lokufunda ngokuhlanganyela ngesikhathi bephothula iziqu zabo kanye nangendlela lolu hlelo lunomthelela ngayo kwezokufundisa nokufunda. Idizayini yocwaningo oluchazayo olwencike kumanani luye lwamukelwa, ngokuthi luhambisane nohlelo lwe-positivist paradigm of inquiry. Ngokusebenzisa isaveyi i-cross-sectional survey, idatha echazayo yaqoqwa kwisampuli yenani lonke labaphenduli abayi-567. Ucwaningo luye lwathola ukuthi izinhlelo zokwamukela abafundi zihlobene nemiqondo yabafundi (students’ perceived self-efficacy), bese kulandelise ngokuthinta ngqo ukuxoxisana kwabo kwizinhlelo zokufunda ezihlanganisiwe. Ukwengeza, abahlanganisi besakhiwo somphakathi babe nomthelela phezu kwemiphumela elindelwe kanye nokuxoxisana nomfundi. Kuye kwasungulwa isakhiwo esisha, sona yilesi esilandelayo, phecelezi, Social Cognitive Student Engagement in Blended Learning. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The fourth industrial revolution and twenty-first century employability development has emerged on education and political agendas as a priority all over the world. Researchers have suggested and investigated more innovative learning experiences using technology as part of a blended learning approach. Restructuring current programmes to include skills development has the potential to equip students with the skills needed for employment. The development of blended learning approaches is an expanding field in both developing and developed countries. Yet, the skills graduates display and employers’ dissatisfaction is a concern. Limited research has been conducted on the use of blended learning to enhance employability development in formal learning environments. Most of the available research relies on employer perceptions, with little data available on the knowledge, skills and values graduates actually possess or on the impact this has on employability outcomes. This study aims to address this gap by focussing on managing the quality of employability development in higher education using blended learning. The study was aimed at gaining insight into the perceptions, understanding, concerns and experiences of institutional managers, tutors, graduates and students in their real world when using blended learning to enhance graduateness. This aim made the qualitative research method a suitable match. This thesis reports on the resulting comparative study between a South African and an American institution using different blended learning approaches to compare different cases for similarities and variations. The South African higher education sector’s fitness for purpose and pursuit of benchmarking against international standards of academic quality, knowledge and expertise calls for redress and reform of teaching-learning. In the fourth industrial revolution with a 21st century knowledge economy, driven from a macro- meso- and microlevel perspective, higher education in South Africa has the potential to provide a workforce that is socially and economically viable and more inclusive. The thesis concludes with a model to support employability development in blended learning environments. / Uphuhliso lwezakhono nokuqesheka ngenkulungwane yamashumi amabini nanye,zivele kwii-ajenda yezemfundo kunye nezopolitiko njengeziqaqambileyo kwihlabathi jikelele. Abaphengululi bacebisile kwaye baphanda ngamanye amava amaninzi amatsha okufunda besebenzisa itheknoloji njengenxalenye yokuvelela ukufunda ngokuhlanganisiweyo/ngokudibeneyo. Ukulungiswa kwakhona iinkqubo ezikhoyo kubandakanywa uphuhliso lwezakhono kunako ukubaxhobisa abafundi ngezakhono ezifunekayo kwingqesho. Uphuhliso lokuvelela ukufunda okudibeneyo/okuhlangeneyo ngummandla owandayo kumazwe asakhulayo naselekhulile. Kunjalo, izakhono eziboniswa ngabafundi abanemfundo ephakamileyo,zibanga inkxalabo kubaqeshi. Uphando oluncinane luqhutyiwe ekusetyenzisweni kokufunda okuhlanganisiweyo ukuphucula uphuhliso lokuqeshwa kwiindawo zokufunda ezisemthethweni. Uninzi lophando olukhoyo luxhomekeka kwiimbono zomqeshi, onolwazi oluncinane kulwazi, izakhono kunye neenqobo ezisemgangathweni abafundi abanemfundo ephakamileyo ngokwenene abanazo okanye kwifuthe le nto enalo kwiziphumo zokuqesheka. Esi sifundo(Olu phononongo) sijolise ekuxazululeni/ ekudibeni lo msantsa ngokugxila ekulawuleni umgangatho wophuhliso lokuqesheka kwimfundo ephakamileyo kusetyenziswa ukufunda okuhlangeneyo. Uhlolisiso lwalujoliswe ekufumaneni ingqiqo kwiimbono, ekuqondeni, iinkxalabo kunye namava abalawuli beziko, abafundisi, abafundi kwizifundo zemfundo ephakamileyo abaphumeleleyo nabafundi kwilizwe labo lokwenene xa befunda ngendlela yokudibanisa ukufunda ukuphucula impumelelo yabo yokuba beneziqu. Le njongo yenza indlela yophando olusemgangathweni lufaneleke. Le ngxelo yeengcingane ezibhaliweyo engqinelwe zizixhobo ekukhutshweni kwengxelo kwizifundo zothelekiso phakathi kweziko loMzantsi Afrika neziko laseMerika kusetyenziswa uvelelo lwezifundo zokufunda ngokudibeneyo ezahlukileyo ukuthelekisa imiba eyahlukileyo kwefanayo kunye neyeleleneyo. Ukufanelekeka kwecandelo lemfundo ephakamileyo eMzantsi Afrika ngenjongo kunye nokulangazelela (nokusukela) imilinganiselo esemgangathweni yemilinganiselo yemfundo yamazwe ngamazwe, ulwazi kunye nobuchule bokulungisa nokutshintshwa kokufundisa nokufunda. Ngolwazi lwezoqoqosho lwenkulungwane yamashumi amabini nanye, oluqhutywa ngokwembono yenqanaba elikhuluu, eliphakathi nelincinane, imfundo ephakamileyo eMzantsi Afrika inokukwazi ukubonelela ngabasebenzi abafanelekileyo ngokwentlalo nangokwezoqoqosho kwaye ibandakanye okuninzi. Le thisisi iphetha okanye iphela ngemodeli/ ngomzekelo ukuxhasa uphuhliso lokuqesheka kwiindawo zokufunda ngokudibeneyo. / Ukuthuthukiswa kwamakhono kanye nokuqasheka kwabafundi abaphuma ezikhungweni zemfundo ephakeme kuleli khulu-nyaka lama-21 sekubonakala njengento eseqhulwini ezinhlelweni zezemfundo kanye nezepolitiki emhlabeni wonke jikelele. Abacwaningi sebephakamise futhi bacubungula izindlela nezinqubo zokufunda ezintsha kusetshenziswa ubuchwepheshe njengengxenye yokufunda okuxubile. Ukuhlelwa kabusha kwezinhlelo ezikhona njengamanje ngenhloso yokubandakanya ukuthuthukiswa kwamakhono kungabahlinzeka abafundi ngamakhono adingekayo ukuze baqashwe. Ukuthuthukiswa kwezindlela zokufunda okuxubile kungumkhakha okhulayo emazweni asathuthuka ngokunjalo nasemazweni asethuthukile. Kodwa-ke nakuba kunjalo, amakhono aboniswa ngabafundi abaphuma ezikhungweni zemfundo ephakeme, kanye nokungagculiseki kwabaqashi, kuseyinto edala ukukhathazeka impela. Lukhona ucwaningo oluncane oselwenziwe mayelana nokusetshenziswa kwezindlela zokufunda okuxubile ngenhloso yokuphucula ukuthuthukiswa kokuqasheka kwabafundi abaphuma ezikhungweni zemfundo ephakeme ngaphansi kwezimo zokufunda ezihlelekile. Ucwaningo oluningi olukhona njengamanje luthembele emibonweni yabaqashi, futhi kunedatha encane kakhulu ekhona mayelana nolwazi, amakhono kanye nezimompilo abanazo abafundi asebephothule iziqu zabo noma idatha ephathelene nomthelela walokhu emiphumeleni yokuqasheka kwabo. Lolu cwaningo luhlose ukuvala leli gebe ngokuthi lugxile ekuphatheni nokulawula ikhwalithi yokuthuthukiswa kokuqasheka kwabafundi asebephothule iziqu zabo ezikhungweni zemfundo ephakeme ngokusebenzisa ukufunda okuxubile. Ngalolu cwaningo kwabe kuhloswe ukuthola ulwazi olunzulu mayelana nemibono, ukuqonda, ukukhathazeka kanye nezimo abadlule kuzona abaphathi bezikhungo, abafundisi, abafundi asebephothule iziqu zabo kanye nezitshudeni esimweni soqobo abaphila ngaphansi kwaso lapho kusetshenziswa ukufunda okuxubile ukuze kwenziwe ngcono amathuba abo okuthi babe sebezuze ulwazi namakhono anohlonze ngenkathi bephothula iziqu zabo. Le nhloso yenza ukuthi indlela yocwaningo olukhwalithethivu kube ngefanelekile kulolu cwaningo. Le thisisi ihlinzeka umbiko mayelana nocwaningo lokuqhathanisa oluwumphumela walokhu olwenziwe phakathi kwesikhungo saseNingizimu Afrika kanye nesikhungo saseMelika kusetshenziswa izindlela ezihlukahlukene zokufunda okuxubile ngenhloso yokuqhathanisa izimo ezihlukahlukene ukuze kubhekwe izinto ezifanayo kanye nalezo ezihlukile kulezo zimo. Ukufaneleka komkhakha wezemfundo ephakeme waseNingizimu Afrika ukuqhathaniseka namazinga amazwe ngamazwe ekhwalithi yezemfundo, ulwazi kanye nobungoti kudinga ukuthi kulungiswe konke lokho okungahanjiswanga ngendlela efanele esikhathini esedlule futhi kulethwe izinguquko emkhakheni wezokufunda nokufundisa. Emnothweni wolwazi wekhulu-nyaka lama-21, oqhutshwa ngokwezinga elibanzi, elimaphakathi kanye nelincane, umkhakha wemfundo ephakeme unawo amandla okuhlinzeka ngabasebenzi abangaletha impumelelo nokusimama kwezenhlalo nakwezomnotho, futhi okungabasebenzi ababandakanya izinhlobo zabantu abavela emikhakheni yempilo ehlukahlukene kanye nasezigabeni zomphakathi ezihlukahlukene. Le thisisi iphothula ngokuhlinzeka ngemodeli ezosekela ukuthuthukiswa kokuqasheka kwabafundi ngaphansi kwezimo zokufunda okuxubile. / Educational Management and Leadership / D. Ed. (Education Management)