Teaching and Learning in Higher Education in the Time of COVID-19

Abstract

Alternation research groups have made decisive and far-sighted knowledge production contributions in the interdisciplinary Arts and Humanities arena for more than twenty-five years. From 2020, it adds the Alternation African Scholarship Book Series (AASBS) to its research outputs system. Via its incisive thematically-focused inter-, multi-, and transdisciplinary, as well as digitally-informed, research approaches, the AASBS not only advances the frontiers of knowledge in Africa's institutions of Higher Learning in designated focus areas, but also critically generates scholarship of, by and with the people(s) of our continent. Historically the research draws on the rich traditions of interactive African intellectualisations, from its earliest civilisations, through struggles for liberation and freedom, to independence and growth. It opens up future epistemic opportunities through intellectual initiative and resourcefulness, while critically contributing to the international advancement of knowledge on all relevant levels. Contributing to research-led constructive, transformative and substantial discourse development in our programmes and disciplines, it also aims at impacting the wellbeing of our people foundationally and all-inclusively in the present. All forms of scientific and social challenge which Africa's societies and communities face, need to be problematised and researched in the Arts and Humanities, in the interest of cooperative and conscientious responsible knowledge generation and foundational conceptual and methodological research impacts. We serve the hopes and aspirations of the people of Africa.AASBS is committed to the highest levels of inclusive, factually correct and critical, sociallyresponsive and socially-accountable evidence-based research analyses and outputs. Each chapter is reviewed by at least two independent peer reviewers. Through its editing and peerreview system, each volume also builds research leadership, research expertise, and interactive research acumen, capacity and capabilities.

Exploring Autoethnographic and Arts-Based Approaches to Planetary Health: Honoring Diversity through Creativity, Indigenous Knowledge Systems and Loving Relationships

“…It requires challenging Western-centric paradigms and recognizing the validity and relevance of diverse ways of knowing, including oral traditions, storytelling, and experiential learning. By embracing the plurality of knowledge systems and valuing indigenous perspectives, Planetary Health movement can foster a more inclusive and transformative approach to addressing the complex challenges of our time [29,30]. Indigenous knowledge systems (IKS) encompass a rich body of knowledge, beliefs, practices, and worldviews that have been developed and passed down through generations within indigenous communities worldwide.…”

New Education Technologies in Higher Education: E Leadership Perspectives on South African Student Learning During and Post-Covid Reality

“…The Covid-19 pandemic and impact on higher education Research conducted within South African higher education by Mkhize et al (2020) focused on the impact of Covid-19 on higher education, specifically from a curriculum perspective. The research echoed that institutions were required to "save the academic year" and notably to ensure "no student is left behind" despite Covid-19 disruptions (Mkhize et al, 2020). As reflected by UNESCO, "9.8 million African students were experiencing challenges due to institutions being closed.…”

“…As reflected by UNESCO, "9.8 million African students were experiencing challenges due to institutions being closed. The transition to online mode was not feasible as only 24% of the population had access to the internet" (Mkhize et al, 2020). This raised further concerns in emergency remote teaching and learning, where economic disparities created an obvious digital divide.…”

RECTEMA (Recount Text Maze): An Educational Game to Facilitate Reading Recount Text

“…Globally, the scope of education from basic to higher education has stopped due to the COVID-19 pandemic (Mkhize, et al, 2020). Educational institutions must continue the teaching and learning process and ensure that no students are left behind as a result of this situation.…”