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The forced closure of South African schools left learners with many challenges, especially in language learning. This study aims to explore the perceptions of teachers teaching the same subject to the same grade during the COVID-19 pandemic. The purpose is to analyse learning losses and changes in the scholastic achievement of primary school learners during the COVID-19 pandemic. A qualitative research design was chosen for this study because of its exploratory nature. Semi-structured open-ended interviews rendered data on the teachers' perceptions of academic losses as a result of the "COVID-19" pandemic. Homogenous purposeful sampling and semi-structured open-ended interviews were used to gather data, which were coded using the induction method to reveal codes, categories and subcategories within participant voices. This study reports on the challenges faced by teachers and learners, which include a lack of parental support, inadequate technological knowledge, and neglect of schoolwork. The findings and their relevance to teaching post-COVID-19 to mitigate academic losses are discussed. The conclusion is that different forms of support are needed to mitigate the negative impact of the COVID-19 pandemic on learners' scholastic performance.

The purpose of this research is to analyse the support that lecturers need to be able to implement a blended learning approach successfully. Blended learning is now seen as an approach that can create engaging learning environments, to enhance students' self-directed learning and improve the whole learning experience. The study investigated the perceptions of thirteen lecturers, at a particular higher education institution, regarding the advantages and challenges of blended learning in South Africa. A qualitative research design was chosen for this study because it enabled the authors to explore the theme in detail. Semi-structured open-ended interviews were conducted to collect the necessary data from the lecturers, who were chosen through the use of homogenous purposeful sampling. The data collected were coded, using the induction method. This helped to reveal relevant codes, which were categorised. A literature review was conducted, in which recent research on this topic was analysed and used to correlate the findings of the field research of this study. This study reports on the actual views and experiences of the participants. The research findings and relevance for teaching in higher education institutions are discussed. The conclusion is that, for such an approach to be successful, lecturers would require support from management, more training, improved professional development, as well as reliable technology and internet connections. In addition, lecturers would require additional time to implement such an approach. [ABSTRACT FROM AUTHOR]