Challenges of Blended-Learning Strategy in Government Teacher Training Colleges in the English Speaking Regions of Cameroon

Abstract

This study examined the challenges of blended-learning in Government teacher training colleges in the two English speaking Regions of Cameroon. The study aimed at answering the question: “What challenges do teacher trainers and student-teachers face in using the blended-learning model in Government teacher training colleges in the North West and South West Regions? The TPACK Model (Mishra et al., 2006) was selected to give more meaning to the problem. The population consisted of 735 teacher trainers of 15 Government Teacher Training colleges and 13 Regional Pedagogic Inspectors for teacher education in the North West and South West Regions of Cameroon where a sample of 2 teacher trainers and 2 regional pedagogic inspectors were conveniently selected. A qualitative approach was adopted for this study, with a self-designed, unstructured interview guide used to collect data. Data were analysed using thematic content analysis. Findings showed that insufficient knowledge in the use of computer-related gadgets; lack of computer-related infrastructure and learning materials like android phones, videos, audios adapted to the learning context; insufficient time to interact with content and peers; lack of administrative support; lack of concise policy on the use of blended-learning; unstable internet network and electricity supply hindered the effective use of the blended-learning strategy in Government teacher training colleges. The study recommended that a concise blended-learning policy be instituted, teacher trainers and student teachers be trained on the use of electronic gadgets, stable internet network and electricity be made available even in remote areas, while electronic gadgets and infrastructure required for blended lessons be provided in teacher training colleges.