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Post-Pandemic Blended Learning: How Learners Utilise Technology for Academic Success

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Title: Post-Pandemic Blended Learning: How Learners Utilise Technology for Academic Success
Language: English
Authors: Conny Khosa (ORCID 0000-0002-7153-6174), Abueng Molotsi (ORCID 0000-0002-4910-2265)
Source: Journal of Education and e-Learning Research. 2026 13(1):38-47.
Availability: Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: info@asianonlinejournals.com; Web site: http://www.asianonlinejournals.com
Peer Reviewed: Y
Page Count: 10
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Pandemics, COVID-19, Blended Learning, Electronic Learning, Technology Uses in Education, Academic Achievement, Secondary Schools, Foreign Countries, Secondary School Students, Technological Literacy, Disadvantaged, Technology Education, Learning Management Systems, Information Technology
Geographic Terms: South Africa
ISSN: 2518-0169
2410-9991
Abstract: The COVID-19 pandemic's disruption forced secondary schools to adopt blended learning strategies. After the outbreak, learners used various online tools to learn both synchronously and asynchronously outside the classroom. This research aimed to analyze how secondary school learners utilize technology for learning in a blended environment following the COVID-19 epidemic. A random sample of 334 learners, who received instruction through a blended approach, was drawn from five secondary schools in the Tshwane West District of Gauteng province to provide data for this quantitative study. The study was guided by the Complex Adaptive Blended Learning System framework, and the mean and standard deviation were used for data analysis. The findings showed that learners used blended learning to communicate with classmates and teachers, learn independently using internet resources, and schedule their time to complete assignments. However, the findings also revealed the digital divide issue. Learners lacked the necessary technological skills and devices to complete online tests. These challenges made it difficult for learners to participate in online assessments outside the classroom. The study recommends providing learners with training on how to use various Learning Management Systems for online tests. Schools should create an ICT policy to guide the use of blended learning.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507267
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1507267
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  Data: Post-Pandemic Blended Learning: How Learners Utilise Technology for Academic Success
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  Data: <searchLink fieldCode="AR" term="%22Conny+Khosa%22">Conny Khosa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7153-6174">0000-0002-7153-6174</externalLink>)<br /><searchLink fieldCode="AR" term="%22Abueng+Molotsi%22">Abueng Molotsi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4910-2265">0000-0002-4910-2265</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+e-Learning+Research%22"><i>Journal of Education and e-Learning Research</i></searchLink>. 2026 13(1):38-47.
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  Data: Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: info@asianonlinejournals.com; Web site: http://www.asianonlinejournals.com
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  Data: Y
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  Data: 10
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Schools%22">Secondary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+Literacy%22">Technological Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged%22">Disadvantaged</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Education%22">Technology Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Management+Systems%22">Learning Management Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Technology%22">Information Technology</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
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  Data: 2518-0169<br />2410-9991
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The COVID-19 pandemic's disruption forced secondary schools to adopt blended learning strategies. After the outbreak, learners used various online tools to learn both synchronously and asynchronously outside the classroom. This research aimed to analyze how secondary school learners utilize technology for learning in a blended environment following the COVID-19 epidemic. A random sample of 334 learners, who received instruction through a blended approach, was drawn from five secondary schools in the Tshwane West District of Gauteng province to provide data for this quantitative study. The study was guided by the Complex Adaptive Blended Learning System framework, and the mean and standard deviation were used for data analysis. The findings showed that learners used blended learning to communicate with classmates and teachers, learn independently using internet resources, and schedule their time to complete assignments. However, the findings also revealed the digital divide issue. Learners lacked the necessary technological skills and devices to complete online tests. These challenges made it difficult for learners to participate in online assessments outside the classroom. The study recommends providing learners with training on how to use various Learning Management Systems for online tests. Schools should create an ICT policy to guide the use of blended learning.
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  Data: 2026
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  Data: EJ1507267
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 38
    Subjects:
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Secondary Schools
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Technological Literacy
        Type: general
      – SubjectFull: Disadvantaged
        Type: general
      – SubjectFull: Technology Education
        Type: general
      – SubjectFull: Learning Management Systems
        Type: general
      – SubjectFull: Information Technology
        Type: general
      – SubjectFull: South Africa
        Type: general
    Titles:
      – TitleFull: Post-Pandemic Blended Learning: How Learners Utilise Technology for Academic Success
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            NameFull: Conny Khosa
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            NameFull: Abueng Molotsi
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              Type: published
              Y: 2026
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