Lessons Learnt from Teaching and Learning During Disruptions

Potgieter, Marietjie; Pilcher, Lynne A.; Tekane, Rethabile; Louw, Ina; Fletcher, Lizelle

doi:10.1007/978-981-13-6998-8_6

Cited by 37 publications

(54 citation statements)

References 18 publications

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“…For instance, at the University of Pretoria, where three campuses were shut down for extended periods, many teaching activities went online virtually "overnight", exemplifying their lecturers' "resilience" (Potgieter, et al, 2018;Scheepers, et al, 2018). Meanwhile, at the University of Johannesburg, where protests were forcefully contained by the administration, the mild disruptions "did not lead to massive changes in blended learning", but rather small "tweaks, and a continuation of the slow move towards blended learning" that had started before the protests (de Wet, et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Online teaching in response to student protests and campus shutdowns: academics’ perspectives

Czerniewicz

Trotter

Haupt

2019

Int J Educ Technol High Educ

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During the period 2015-2017, student protests and university shutdowns rocked the higher education sector in South Africa, with key issues being raised regarding student exclusion based on financial, epistemological and cultural grounds. In this highly politicised and contested environment, some universities decided to use blended and online delivery as a strategy to enable the academic year to be completed and all curriculum to be covered, despite the disruptions. This was a controversial decision politically and a challenging one practically. From the perspective of the academics at the University of Cape Town (UCT), this paper draws on interviews with educators in three broad disciplinary areas to explore their views, practices, and experiences regarding the use of online materials in these unique circumstances. Activity Theory provides a framework to consider the issues systemically and to identify the tensions and contradictions in the system.

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Section: Literature Reviewmentioning

confidence: 99%

Online teaching in response to student protests and campus shutdowns: academics’ perspectives

Czerniewicz

Trotter

Haupt

2019

Int J Educ Technol High Educ

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“…Although major events (both positive and negative) occur on national, regional (i.e. #FeesMustFall, Potgieter et al 2019), or institutional levels all the time, the sort of far-reaching impact of something like a global pandemic is almost inconceivable. Higher education, like many other sectors of society, clearly struggles to meet the basic level of pandemic readiness recommended by the WHO (World Health Organization 2009).…”

Section: Introductionmentioning

confidence: 99%

The rapid transition from campus to online teaching – how are students’ perception of learning experiences affected?

Wärfvinge

Lofgreen

Andersson

et al. 2021

European Journal of Engineering Education

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The COVID-19 pandemic caused a global disruption to higher education, especially in engineering education, where many teaching and learning activities are difficult or impossible to conduct online. This study examines the changes in the students' experiences of this disruption using a 26-item process-oriented course experience questionnaire (CEQ) that was already in use in the Faculty of Engineering at Lund University (LTH), rather than a newly created pandemic questionnaire. This allowed results from spring 2020 to be compared with corresponding data for 2017-2019. Overall, the students expressed lower satisfaction with their courses, indicated they received less feedback and fewer valuable comments, and found it harder to understand the expectations and standards of work. On the positive side, students reported that assessment was less about facts and more about in-depth understanding. By gender, male students were overall more negative to the experience of online learning, whereas female students appeared better able to benefit from the shift to online learning. Our results show the great advantage of using a robust course evaluation system that focuses on students' learning experience rather than satisfaction, and suggest a way of being prepared to systematically study the effects of possible future disruptions to higher education.

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“…At present, the COVID‐19 pandemic has caused unprecedented disruptions in teaching across the globe. The requirements of physical distance and other restrictions prompted higher education institutions to adopt remote teaching practices 1,2 . The most challenging aspect of this was the speed of the shift from face‐to‐face lectures to completely remote or/and online pedagogies.…”

mentioning

confidence: 99%

An account of strategies and innovations for teaching chemistry during the COVID‐19 pandemic

Pilkington

Hanif

2021

Biochem Molecular Bio Educ

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Lessons Learnt from Teaching and Learning During Disruptions

Cited by 37 publications

References 18 publications

Online teaching in response to student protests and campus shutdowns: academics’ perspectives

Online teaching in response to student protests and campus shutdowns: academics’ perspectives

The rapid transition from campus to online teaching – how are students’ perception of learning experiences affected?

An account of strategies and innovations for teaching chemistry during the COVID‐19 pandemic

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