Abstract:

Blended learning combines online and face-to-face teaching and learning activities. The approach has been widely studied, but limited literature has been reported on the engagement of preservice teachers in blended learning within STEM courses. This study, therefore, asks how are preservice teachers engaged in a blended learning Technology Education course in South Africa. The subject content in Technology Education covers a wide variety of fundamental topics, whereby theoretical knowledge must be applied practically. As such, this practical application and active learning mean that Technology Education must be taught differently from other subjects. This requires effective teacher training strategies to ensure that Technology Education and, therefore, the learners and preservice teachers are prepared to keep up with contemporary society. However, there is a critical gap in such teacher training programmes, with Technology Education in-service and preservice teachers facing challenges in their pedagogy and didactics.

A cohort of 193 third-year preservice teachers was purposefully selected to participate in this study. Quantitative data were collected through individual- and group-portfolio submissions over a period of six weeks. Submissions were analysed using the Community of Inquiry (CoI) framework, focusing on the three interdependent elements, namely teaching, cognitive and social presences. The researchers analysed the implementation of a suggested three-phase blended learning approach within the three interdependent elements. The findings reveal how a blended learning approach can be effectively implemented in a Technology Education course at a South African higher education institution in three phases: namely, phase 1: online engagement, phase 2: blended engagement, and phase 3: face-to-face engagement. In addition, the paper concludes by proposing a blended learning model that can be implemented in Technology Education, deriving from phase 2, offering practical guidance for improving preservice teacher engagement and informing the design of Technology teacher training programmes.

Keywords:

Blended learning, higher education institutions, preservice teachers, Technology Education.