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.
Collaborative learning is advocated because of its pedagogical advantage, which allows knowledge construction through group discussions among learners. In a collaborative learning environment, there will be many learners with diverse cultures. The pedagogical advantages of collaborative learning include learners from different cultural orientation sharing unique learning experiences. The purpose of this study is to investigate learners' experiences in a multicultural remote collaborative learning environment among three countries, South Africa, Kenya and Finland. An Informational and Communication Technology for Development (ICT4D) course was offered to 51 online students from three Universities in the countries mentioned. The course was group-work focused and groups were comprised of students from different Universities. A questionnaire was designed and distributed online to these students. The objective of the questionnaire was to assess students' experiences in a remote collaborative, tools used and knowledge sharing in the course. Research findings indicated that students utilized well synchronous and asynchronous communication technologies but also faced challenges like time differences and unequal contribution and participation in groups. However, team work of the students was excellent owing to the fact that 17 students managed to achieve the goal of the virtual learning for ICT4D course through remote collaborative learning.
This research aimed to investigate the delivery of postgraduate study through incorporation of Google Applications and Skype technologies as collaborative tools. Participants were a cohort of full time working employees from a South African cohort of collaborating universities enrolled in the PostGraduate Diploma in Higher Education course, located in Limpopo and Western Cape provinces. The data was collected through interviews from participants on Skype and Google technologies that include Google drive, Gmail, Google docs, Google spreadsheet, and Google chat. Data was analysed through ethnographic content analysis and conversational analysis. Based on the findings, it was evident that Google applications and Skype technologies support collaborative learning. The study results show that these technologies have an important role in future delivery of academic post graduate programmes in institutions of Higher Learning amongst working employees. This study recommends use of these technologies in scenarios involving multiple institutions across the world. Cloud computing has a pivotal role in enabling online collaborative learning activities and it enhances effective skills development in cases where students cannot afford to attend courses on full time basis due to work commitments or geographical location
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