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Blended Learning Course Experiences in Higher Education Institutions in Mauritius
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Abstract
This report evaluates the implementation and impact of technology-enabled learning (TEL) across six public higher education institutions (HEIs) in Mauritius, supported by the Commonwealth of Learning (COL) and coordinated by the Higher Education Commission (HEC) of Mauritius. As part of the intervention, COL organised three intensive five-day workshops and two online training programmes, equipping over 100 faculty members to develop and deliver 88 blended courses. This report assessed the outcomes of these efforts through a mixed-methods approach involving 617 student participants as well as faculty focus group discussions. It explored students’ digital literacy, motivation, blended learning experience, and learning attitudes while examining gender and institutional differences. The study demonstrates that well-structured TEL interventions can enhance student engagement, motivation, and satisfaction in blended learning contexts. However, continued investment in digital infrastructure, localised faculty training, and systemic institutional support is essential for sustaining TEL practices and achieving long-term educational transformation in Mauritius.
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2025-05
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Commonwealth of Learning (COL)