The purpose of this paper is to analyze the effectiveness of innovative technologies and practices adopted to enhance teaching and learning in higher education settings during a crisis e.g. the COVID-19 pandemic in developing countries. We seek to highlight the need for digital and technological transformation in the teaching and learning practices in response to crisis for adaptation to the 'new normal'.
Design /MethoDology aPProachUsing a qualitative research approach, data was collected through an online questionnaire and online interviews with lecturers who conducted teaching during the COVID-19 pandemic in developing countries. The countries from where data was collected are Egypt, Zimbabwe, South Africa, Tanzania, Namibia and Botswana. The aim was to highlight transformational processes required for to remote learning during the COVID-19 pandemic. In doing so, we note the adaptable approaches that are useful in times of crisis to promote learning.
FinDings, contributions anD iMPlicationsThe results highlight measures adopted to promote remote learning during a crisis, such as, COVID-19. The contributions include a conceptual model for innovative technologies and practices to the rapid shift to remote learning and ensuring qualities of learning. In developing countries' context, making use of existing infrastructure, system and organizations is necessary to promote learning in higher education.
This paper shows the results of a research based approach to the implementation of an integrated management information system in South African Higher Education. The paper aims to address and put into practice the theoretical foundations of information systems research and argue that a context-aware based business intelligence framework is suitable to respond to institutional decision making activities within the South African Higher Education sector. The study addressed the loopholes in managing higher education institutions by fact and also streamlines how integrated business intelligence tools and applications can bring organizational intelligence. The study employed a mixed method research approach, where information systems research methodologies especially the design science research methods in information systems, quantitative and qualitative techniques are solicited in applicable situations during the study.
The COVID-19 pandemic revealed that most face-to-face higher education systems were not prepared to deliver online education. In this book chapter, the authors narrate how a learning management system, which was only used as an optional delivery mode before COVID-19 at a Comprehensive University in Botswana, has become an institutionalised system during and after the COVID-19 crisis. The book chapter clearly demonstrates the performance bottlenecks emanating from both the hardware and software stacks of the learning management system. Furthermore, the authors expound on the detailed end-user challenges by unravelling the varied performance and optimisation techniques used to mitigate the challenges faced.
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