Impact of the COVID-19 pandemic on the academic life of higher education students: A rural South African perspective from a global study

Alex, Jogymol

doi:10.20853/36-1-4303

Cited by 8 publications

(9 citation statements)

References 8 publications

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“…As much as most students were continuing with remote teaching and learning, both the lecturers and students experienced some challenges which were not evident before the COVID-19 pandemic. Students struggled with applying advanced settings to some software and programs that were not prominent during face-to-face instruction [ 14 ]. Alex [ 14 ] therefore indicated that it is necessary to reframe, train and develop both students and lecturers in online teaching and learning.…”

Section: Discussionmentioning

confidence: 99%

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Navigating through COVID-19 Pandemic Period in Implementing Quality Teaching and Learning for Higher Education Programmes: A Document Analysis Study

Ngoatle

Maputle

Ngoepe

2022

IJERPH

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Background: The COVID-19 pandemic worldwide, has caused a swift change in the higher education system giving way to a rise in instituting multimodal teaching and learning approaches. These approaches have demonstrated an inadequate capacity for multimodal teaching, particularly through online instruction by many institutions. The Department of Higher Education in South Africa did its utmost best to equip the institutions with the required resources to continue with the provision of education. Methods: A descriptive qualitative research design was followed in the study. The study data source included the South African government’s COVID-19 regulations relating to higher education and training. The purposive sampling method was used to select (8) several government documents relating to the regulation of COVID-19 in higher education and training institutions Document analysis technique was used to collect data from the COVID-19 pandemic regulation documents. Results: the study showed that most HEIs in South Africa adhere to safety measures, ensure business continuity in teaching and learning, continued with the distribution of National Student Financial Aid Scheme (NSFAS) allowances as allocated by the government, and followed procedures for returning certain categories of students on campuses during the COVID-19 pandemic. Conclusions: The study has evaluated the support for quality higher education teaching and learning during the pandemic period in South Africa. The study, therefore, recommends the continuing of online teaching as part of blended learning so that institutions could always be ready should situations like this occurs again in the future and above be in sync with digital transformation.

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Section: Discussionmentioning

confidence: 99%

“…Students struggled with applying advanced settings to some software and programs that were not prominent during face-to-face instruction [ 14 ]. Alex [ 14 ] therefore indicated that it is necessary to reframe, train and develop both students and lecturers in online teaching and learning.…”

Section: Discussionmentioning

confidence: 99%

Navigating through COVID-19 Pandemic Period in Implementing Quality Teaching and Learning for Higher Education Programmes: A Document Analysis Study

Ngoatle

Maputle

Ngoepe

2022

IJERPH

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“…It has been observed that students benefited from knowledge sharing amongst student and others in communities. [23] On The other hand, losing hope and fear of future were prevalent on student life [24].Students are unhappy because they are separated from social life with classmates and colleagues [25]. This resulted in more anxiety about online learning, disappointment with online graduation, and different learning standards [26].…”

Section: Discussionmentioning

confidence: 99%

Islamic higher education students’ expenditure before and during pandemic in Indonesia

Juhaidi

Ahmad²,

Hidayati³

2022

EduLearn

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Students are experiencing difficulty with online learning because it requires infrastructure, such as internet access that needs to be purchased. This study examined whether online lectures increase or decrease family/student expenses on education using a qualitative approach. Data on education expenditures were collected by interviewing 736 students at State Islamic University (UIN) Antasari, Indonesia before the COVID-19 pandemic and 761 students during the occurrence. Also, interviews were used to collect data on opportunity costs during the pandemic. The results showed that the student/family average expenditure on education at State Islamic University in Indonesia (PTKIN) before the occurrence was IDR 20,420,708 per year. Meanwhile, during the pandemic, their expenses decreased to an average of IDR 15,788,989 per year, indicating a decline of IDR 4,631,719 or 22.68%.

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“…Most students expressed dissatisfaction with online lectures, tutorials, and practical work (Alex, 2022;Ally et al, 2022), disruptions in their academic lives (Govender, Reddy & Bhagwan, 2021), difficulties with concentration, time management, content comprehension, and self-motivation for learning (Alex, 2022;Cupido, Gordon & Behardien, 2022), perceived lag in their academic progress (Knoetze & Toit, 2022;Ross, 2021), communication difficulties, insufficient lecturer support, and perceived lack of engagement in content uploading on LMS (Jordaan, 2022;Knoetze, Booysen & Khuhlane, 2022;Maphalala, 2021), disengagement, decreased motivation, non-submission of assessments, absenteeism, and dropouts (Maringe & Chiramba, 2022;Menon & Motala, 2022), students needed enhanced support, guidance, and effective LMS training (Buthelezi & Van Wyk, 2020), no ICT exposure in schools (Jordaan, 2022), lack of technology skills (Phejane, 2022).…”

Section: Online Learningmentioning

confidence: 99%

A systematic review of the implications for teaching, learning and assessment at South African universities after the Covid-19 pandemic

Mahlaba,

Sekano

2023

pie

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This paper presents the results of a systematic review of literature, reported in research journals, on the experiences of higher educational institutions regarding teaching, learning, and assessment during the Covid-19 pandemic. Different studies related to the Covid-19 pandemic have been conducted within the South African context, but there has not been a systematic review of these studies highlighting the lessons learned, how these lessons have affected education in higher education institutions (HEIs), and how these lessons can inform future planning. This study aims to summarise literature on teaching, learning and assessment in higher education institutions and to conceptualise possible guidelines for future planning. An analysis of 52 research articles revealed 7 implications for the lessons learnt from the pandemic for future teaching, learning and assessment (TLA) in South African HEIs (realisation of the affordances of technology for TLA, institutional changes related to online TLA during the pandemic, students’ experiences related to TLA, lecturer’s experiences related to TLA, the need for care, assessment related matters, approaches to teaching, learning and assessment) and several recommendations for how these lessons can be leveraged to help HEIs to prepare effectively for future catastrophic disruptions to education in South African HEIs. The discussion shows the digital divide that exists within the South African population and other contextual challenges faced by higher education institutions during the pandemic, and the different sacrifices by both institutions and students to survive the pandemic. Overall, the findings of this review provide valuable guidance for HEIs and stakeholders involved in TLA, offering insights on how to integrate the lessons learned from the pandemic into their future planning and strategies.

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Impact of the COVID-19 pandemic on the academic life of higher education students: A rural South African perspective from a global study

Cited by 8 publications

References 8 publications

Navigating through COVID-19 Pandemic Period in Implementing Quality Teaching and Learning for Higher Education Programmes: A Document Analysis Study

Navigating through COVID-19 Pandemic Period in Implementing Quality Teaching and Learning for Higher Education Programmes: A Document Analysis Study

Islamic higher education students’ expenditure before and during pandemic in Indonesia

A systematic review of the implications for teaching, learning and assessment at South African universities after the Covid-19 pandemic

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