The Use of Blended Teaching and Learning in the Post-Covid-19 Pandemic in a Selected High School in Eswatini

Abstract

The study's main focus was on how blended learning was implemented in a selected Eswatini high school following the COVID-19 epidemic. Before the COVID-19 epidemic, face-to-face instruction was the only method used in the majority of Eswatini schools. Schools were forced to adopt a combination of in-person instruction and virtual learning during the COVID-19 pandemic due to lockdowns and unpredictable closings. Teachers started using blended learning even after the COVID-19 pandemic as they realised how beneficial it was. The study used a qualitative approach employing a case study design of a selected high school in the Manzini region, Eswatini. Twelve blended learning teachers were among the study's interview subjects. The findings of the study were used to develop a blended teaching model to improve practice in the selected high school. The study’s findings showed that blended learning raises student performance and the calibre of educational opportunities. The results also portrayed that when students are given new material to study independently, they are better able to understand it. Through blended learning, learners may engage with, see, and feel the content. Personalised learning is made possible by teachers' ability to communicate with students both in-person and virtually. It was also suggested that students be given a course overview, given the resources they need for online learning, and given the tools necessary to prepare materials that correspond to the material being taught. It was suggested, a mixed-method study is needed that would involve several schools from all regions of Eswatini.