Investigating the Readiness of a Developing Country to Adopt Blended Learning as a Pedagogical Approach During the COVID-19 Pandemic

Abstract

Face-to-face as a model of instruction is most preferred by instructors in Zimbabwe and particularly those at Great Zimbabwe University. Lecturers at this institution feel more comfortable and confident delivering their content through lectures. Therefore, the transformation from face-to-face instruction to blended learning is a challenge that requires serious academic conversations. Knowles' adult learning theory is utilised in this study to interrogate the preparedness and readiness of both staff and students at the Great Zimbabwe University to pave the way for a pedagogical shift from face-to-face instruction to blended learning in the context of COVID-19 pandemic. The major contention in this study is that the conception of blended learning and its didactical and pedagogical approach is still a problematic transition for instructors at the Great Zimbabwe University. It was concluded that while this may be the case, blended learning could still be a panacea to the problems of the outbreak of coronavirus disease.