Blended Learning in Higher Education: Lecturers’ Perceptions of Its Impact on Student Learning. A Case of the Midlands State University.

Abstract

Blended learning has gained prominence in higher education over the past two decades, driven by rapid technological advancements and increasing demand for flexible, student-centred learning environments. This study examined lecturers’ perceptions of blended learning as a pedagogical approach for enhancing student learning at Midlands State University, Zimbabwe. Guided by an interpretivist paradigm, the study adopted a qualitative phenomenological design to explore lecturers’ lived experiences with blended teaching practices. Data were generated through semi-structured interviews with purposively selected lecturers who had experience implementing blended learning. Interviews were conducted using face-to-face interactions, telephone calls, and WhatsApp platforms. The data were analysed thematically following the procedures proposed by Braun and Clarke (2006).The findings indicate that lecturers generally perceive blended learning as beneficial in supporting student learning through enhanced flexibility, improved access to learning resources, and opportunities for personalised instruction and skills development. Lecturers also acknowledged increased student engagement and learner autonomy associated with blended learning approaches. However, these positive perceptions were tempered by significant challenges, including unstable internet connectivity, limited access to digital tools, and increased lecturer workload. The study concludes that while blended learning holds considerable pedagogical value, its effectiveness is highly dependent on institutional conditions, lecturers’ digital competence, and sustained pedagogical support. The study recommends that universities invest in robust technological infrastructure, provide continuous professional development for lecturers, and introduce institutional support mechanisms such as teaching assistants to manage workload demands. Future research is encouraged to adopt mixed-methods approaches and include perspectives from ICT support staff across multiple universities to enhance contextual understanding of blended learning implementation in Zimbabwe.