Perceptions of the Contribution Blended Learning Technologies and Teaching Practices Make to Student Success

Before the onset of the COVID-19 induced remote teaching and learning practices the University of the Western Cape (UWC) senate adopted an inclusive online teaching and learning practice. This practice adopted by UWC was aimed to advance the perception of student success and to diminish dropout rates. The primary objective of this research is to measure student success and also consider lessons learned in relation to the adoption of innovative teaching and learning practices. This ongoing research at UWC explores factors underpinning learning and teaching practices, as well as examine research on and notions about student performance, as these are shaped by the pandemic. With the abrupt transition in teaching and learning students had to make major adjustments to their lifestyle to adapt to remote learning and teaching styles. The aforementioned attributed to both emotional and environmental challenges and the perception of student success as UWC momentously responded to students lack of resources and adaption to their teaching and learning style, subject content and their perception of success. The researcher will explore student success trends across the university and the adoption of blended learning approaches across faculties at UWC. While access to online resources is important to facilitate learning, our society still has an insidious digital divide. The aforementioned underpins what CIECT is currently involved in by encouraging and promoting the adoption of emerging technologies and blended-learning approaches, that is: to support the successful transition from the traditional classroom to online classes that promotes student success. [For the complete proceedings, see ED631021.]