Immediate and long-term impact of the COVID-19 pandemic on South African higher education
The COVID-19 pandemic has impacted the higher education sector significantly. It forced the stakeholders to do new things and brought many innovations to educational activities. As the pandemic hit the shores of many countries, among other things and sectors, education activities were disrupted. Ma...
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Format: | Article |
Language: | English |
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Universidad de Deusto
2023-11-01
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Series: | Tuning Journal for Higher Education |
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Online Access: | https://tuningjournal.org/article/view/2277 |
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author | Olutayo Oyeyemi Oyerinde Ada Mukanya Dienga |
author_facet | Olutayo Oyeyemi Oyerinde Ada Mukanya Dienga |
author_sort | Olutayo Oyeyemi Oyerinde |
collection | DOAJ |
description |
The COVID-19 pandemic has impacted the higher education sector significantly. It forced the stakeholders to do new things and brought many innovations to educational activities. As the pandemic hit the shores of many countries, among other things and sectors, education activities were disrupted. Many, not well-advanced universities in terms of technology and learning management systems (LMS) embarked on a forced recess, using the period to put online education platforms in place. The advanced universities immediately migrated contact teaching and learning to online platforms. This paper aimed to investigate the immediate effects that the pandemic has on South Africa’s higher education systems in terms of how both lecturers and students were made to use new technologies/tools, how the tools enhanced teaching and learning, how assessments transformed due to the pandemic, and if some of the interventions employed during the pandemic will find usefulness when the pandemic has finally retreated. In this study, universities that are offering engineering degrees in South Africa are used as a case study, and data were obtained from both engineering students and engineering lecturers at these universities through qualitative (survey with open-ended questions) together with quantitative (surveys with closed-ended questions) research methods. The study shows that higher education activities cannot go back to the way they were before the pandemic. The study brings to light that some old techniques will be combined with some innovations employed during the pandemic to ensure effectiveness and greater throughputs in the higher education systems going forward.
Received: 2 December 2021
Accepted: 1 August 2023
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first_indexed | 2024-03-09T13:55:52Z |
format | Article |
id | doaj.art-36a56b6d949442879d53e48050895ab5 |
institution | Directory Open Access Journal |
issn | 2340-8170 2386-3137 |
language | English |
last_indexed | 2024-03-09T13:55:52Z |
publishDate | 2023-11-01 |
publisher | Universidad de Deusto |
record_format | Article |
series | Tuning Journal for Higher Education |
spelling | doaj.art-36a56b6d949442879d53e48050895ab52023-11-30T14:08:08ZengUniversidad de DeustoTuning Journal for Higher Education2340-81702386-31372023-11-0111110.18543/tjhe.2277Immediate and long-term impact of the COVID-19 pandemic on South African higher educationOlutayo Oyeyemi Oyerinde0Ada Mukanya Dienga1University of the WitwatersrandEngineering Council of South Africa The COVID-19 pandemic has impacted the higher education sector significantly. It forced the stakeholders to do new things and brought many innovations to educational activities. As the pandemic hit the shores of many countries, among other things and sectors, education activities were disrupted. Many, not well-advanced universities in terms of technology and learning management systems (LMS) embarked on a forced recess, using the period to put online education platforms in place. The advanced universities immediately migrated contact teaching and learning to online platforms. This paper aimed to investigate the immediate effects that the pandemic has on South Africa’s higher education systems in terms of how both lecturers and students were made to use new technologies/tools, how the tools enhanced teaching and learning, how assessments transformed due to the pandemic, and if some of the interventions employed during the pandemic will find usefulness when the pandemic has finally retreated. In this study, universities that are offering engineering degrees in South Africa are used as a case study, and data were obtained from both engineering students and engineering lecturers at these universities through qualitative (survey with open-ended questions) together with quantitative (surveys with closed-ended questions) research methods. The study shows that higher education activities cannot go back to the way they were before the pandemic. The study brings to light that some old techniques will be combined with some innovations employed during the pandemic to ensure effectiveness and greater throughputs in the higher education systems going forward. Received: 2 December 2021 Accepted: 1 August 2023 https://tuningjournal.org/article/view/2277higher educationCOVID-19teaching and learningassessmentlearning management systemuniversity education |
spellingShingle | Olutayo Oyeyemi Oyerinde Ada Mukanya Dienga Immediate and long-term impact of the COVID-19 pandemic on South African higher education Tuning Journal for Higher Education higher education COVID-19 teaching and learning assessment learning management system university education |
title | Immediate and long-term impact of the COVID-19 pandemic on South African higher education |
title_full | Immediate and long-term impact of the COVID-19 pandemic on South African higher education |
title_fullStr | Immediate and long-term impact of the COVID-19 pandemic on South African higher education |
title_full_unstemmed | Immediate and long-term impact of the COVID-19 pandemic on South African higher education |
title_short | Immediate and long-term impact of the COVID-19 pandemic on South African higher education |
title_sort | immediate and long term impact of the covid 19 pandemic on south african higher education |
topic | higher education COVID-19 teaching and learning assessment learning management system university education |
url | https://tuningjournal.org/article/view/2277 |
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