Abstract:Student protests are a regular feature of the tertiary landscape. However, there are claims that disruptions and potential threats to the academic project at traditional universities can be partially mitigated by online teaching and learning. This paper reports on insights gained when the mode of instruction was changed at short notice from contact to online teaching during student unrests at a South African university in 2016. A phenomenographic approach was used to generate a meta-reflection on experiences a… Show more
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