Student Teachers’ Experiences of Blended Learning Delivery in Higher Education: A Case of a Selected University in Dar es Salaam

Abstract

The main objective of this study was to examine student teachers’ experience of blended learning delivery mode in pursuing a course on Contemporary Issue in Education (EDU 322) during second semester of 2024/2025 in higher education considering a case of Dar es Salaam Tumaini University. The study used mixed-methods approach to collect data from a total of 97 comprising of 58 females and 38 males in their third year of study pursuing Bachelor of Arts with Education (BAED) drawn using random sampling technique. Both quantitative and qualitative data collected using structured google form and focused group discussion guide were then analyzed using SPSS (ver. 26) and data reduction techniques respectively. The findings of the study have revealed that student teachers found blended learning interesting but with limited opportunity to engage with fellow students or course lecturer during the course. From student teachers’ perspective, blended learning enhanced learning flexibility and access to reading resources during the course, development of self-paced learning skills and digital skills. However, student teachers faced challenges including unstable internet speed, lack of digital gadgets, insufficient preparedness to use blended learning technologies, and inadequate interaction in the DarTU learning management system. The study concludes that blended learning is effective in promoting student teachers’ positive experience, flexibility, exposure and autonomy in learning in higher education. The study recommends that the DarTU management should consider re-viewing its traditional programmes to accommodate blended learning delivery mode to enhance flexible learning not only on-campus but also remotely. This should also include formulation of robust blended learning policy and guidelines and provision of regular continuous professional development for academic staff on blended learning pedagogies.