Emergent transition from face-to-face to online learning in a South African University in the context of the Coronavirus pandemic

Abstract

South African universities have been forced to transit from face-to-face to online learning (e-learning) as a result of the coronavirus pandemic (COVID-19). However, various challenges hinder disadvantaged students from realising the full potential of e-learning. Therefore, this study’s main objective is to propose alternative pathways to overcome such challenges for students, to enable them to have access to effective e-learning. This study draws on a two-year postdoctoral qualitative research project conducted at a South African university to explore students’ experiences of the transition from face-to-face to e-learning. Twenty-six students completing a curriculum studies programme were purposively and conveniently sampled to generate data using e-reflective activity, Zoom group meetings and a WhatsApp one-on-one semi-structured interview. Findings articulate the digital divide as a hindrance to students realising the full potential of e-learning, yet lecturers still want students to submit assessment tasks and engage with course activities on the Moodle learning management system. With universities using face-to-face learning becoming vulnerable to the COVID-19 pandemic and other challenges which result in a shutdown of university sites, alternatives need to be sought to allow students, particularly disadvantaged students, to realise e-learning.

Shift of English Literature Learning from Classroom to Online: Preferences and Attitude of Bangladeshi Undergraduate Students

“…Recent studies have interpreted that the rapid spread of Covid-19 has forced institutions to conduct online classes shifting from the onsite/face-to-face classes (Mpungose, 2020). Covid-19 fetched massive changes in the world and the field of education had to acclimatise to the existing situation.…”

“…The results also demonstrate that they want the instructor"s use of digital contents extensively should not be followed in the English literature classes. Previous researches show that the online classes during the Covid-19 pandemic of using a lot of multimedia tools in the classroom (Mpungose 2020;Marinoni et al, 2020). This study shows that the peculiarity of the literature classes demands less use of multimedia tools such as PowerPoint Slides in an online literature class.…”

Goal-oriented Teaching Method – The Way of Maintaining the Quality of Education for Both Online and F2F

“…For students to build skills to create new knowledge and skills, the teaching materials have to be changed and 'goal-oriented teaching method' developed to teach students to develop creative thinking. The development is based on 'thought process-based learning and teaching' [2], [3], [4].…”

“…Step 3. Ask students to describe their observation (This is process of conceptualization of knowledge [2]) Example #1 (Students' description about evolution):…”

“…In principle, education should not be affected by moving online as long as teaching materials can be delivered to students. However, the gaps between online and face to face (f2f) are significant [1], [2]. This indicates that quality of education depends on more than students, instructors and teaching materials.…”