Context-based blended learning models and implementation in Sub- Saharan Africa: A literature review

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Haruni Machumu
Mustapha Almasi
Chang Zhu


Technological innovations such as learning management system (LMS), content management system (CMS) and Internet use in higher education have changed the previous teaching and learning pedagogies. In Sub-Saharan Africa (SSA), such innovative pedagogies have opened a new era as such LMS and CMS are used to support blended learning. Though innovative pedagogy has opened significant queries among researchers on how well student acquires knowledge and skills, how student-centered learning and cognitive beliefs are merged and how the use of instructional technologies engages students in active learning and how collaborative learning via LMS has benefited student learning. Moreover, recent educational policies and blended learning novelties are refocusing on teaching and learning models, implementation, practices and more specific knowledge delivery and accessibility. The article surmises that the innovative pedagogies in higher education like mobile learning, e-learning and smart classrooms stimulate adoption, deployment and implementation of blended learning beyond expectations in SSA higher education.

Keywords: Blended learning, e-learning, face-to-face learning, higher education, Sub-Saharan Africa


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