Post Covid-19: The new (ab)normal in South African Higher Education – Challenges with Emergency Remote Learning
The pandemic has compelled Higher Education Institutions around the world to resort to Emergency Remote Learning (ERL). This abrupt ‘pivot to online’ learning has exacerbated existing challenges in Higher Education, particularly in South Africa. This paper interrogates whether the sudden move to ER...
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| Format: | Article |
| Language: | English |
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Research and Postgraduate Support Directorate
2022-07-01
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| Series: | African Journal of Inter-Multidisciplinary Studies |
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| Online Access: | https://journals.dut.ac.za/index.php/ajims/article/view/1008 |
| _version_ | 1811323085527187456 |
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| author | Dianna Moodley |
| author_facet | Dianna Moodley |
| author_sort | Dianna Moodley |
| collection | DOAJ |
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The pandemic has compelled Higher Education Institutions around the world to resort to Emergency Remote Learning (ERL). This abrupt ‘pivot to online’ learning has exacerbated existing challenges in Higher Education, particularly in South Africa. This paper interrogates whether the sudden move to ERL has compounded or ameliorated existing academic challenges for students in Higher Education Institutions. The study summarised herein draws on ‘critical humanising pedagogy’, an approach that centres student needs in the teaching and learning process. In employing student experiences and perceptions of ERL, the study adopted a qualitative approach, with specific focus on students from one of SA’s top five universities. A perturbing finding is that teaching and learning under ERL has regressed into impersonal methodologies, devoid of any notion of pedagogy as the science and art of teaching. More unsettling is that ERL has alienated and disengaged students from learning as a collaborative process. The increased transactional distance between students and academics has desensitised the latter to the peculiar challenges students encounter in the virtual classroom. The study recommends Higher Education should consider student difficulties in adapting to online remote learning and find ways of fostering student-centred pedagogy in virtual classrooms.
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| first_indexed | 2024-04-13T13:47:35Z |
| format | Article |
| id | doaj.art-4addfdf5cd2244e9ab3e1750a040af13 |
| institution | Directory Open Access Journal |
| issn | 2663-4597 2663-4589 |
| language | English |
| last_indexed | 2024-04-13T13:47:35Z |
| publishDate | 2022-07-01 |
| publisher | Research and Postgraduate Support Directorate |
| record_format | Article |
| series | African Journal of Inter-Multidisciplinary Studies |
| spelling | doaj.art-4addfdf5cd2244e9ab3e1750a040af132022-12-22T02:44:26ZengResearch and Postgraduate Support DirectorateAfrican Journal of Inter-Multidisciplinary Studies2663-45972663-45892022-07-014110.51415/ajims.v4i1.1008Post Covid-19: The new (ab)normal in South African Higher Education – Challenges with Emergency Remote LearningDianna Moodley0Durban University of Technology, South Africa The pandemic has compelled Higher Education Institutions around the world to resort to Emergency Remote Learning (ERL). This abrupt ‘pivot to online’ learning has exacerbated existing challenges in Higher Education, particularly in South Africa. This paper interrogates whether the sudden move to ERL has compounded or ameliorated existing academic challenges for students in Higher Education Institutions. The study summarised herein draws on ‘critical humanising pedagogy’, an approach that centres student needs in the teaching and learning process. In employing student experiences and perceptions of ERL, the study adopted a qualitative approach, with specific focus on students from one of SA’s top five universities. A perturbing finding is that teaching and learning under ERL has regressed into impersonal methodologies, devoid of any notion of pedagogy as the science and art of teaching. More unsettling is that ERL has alienated and disengaged students from learning as a collaborative process. The increased transactional distance between students and academics has desensitised the latter to the peculiar challenges students encounter in the virtual classroom. The study recommends Higher Education should consider student difficulties in adapting to online remote learning and find ways of fostering student-centred pedagogy in virtual classrooms. https://journals.dut.ac.za/index.php/ajims/article/view/1008post Covid-19emergency remote learninghigher education teaching and learning pedagogy |
| spellingShingle | Dianna Moodley Post Covid-19: The new (ab)normal in South African Higher Education – Challenges with Emergency Remote Learning African Journal of Inter-Multidisciplinary Studies post Covid-19 emergency remote learning higher education teaching and learning pedagogy |
| title | Post Covid-19: The new (ab)normal in South African Higher Education – Challenges with Emergency Remote Learning |
| title_full | Post Covid-19: The new (ab)normal in South African Higher Education – Challenges with Emergency Remote Learning |
| title_fullStr | Post Covid-19: The new (ab)normal in South African Higher Education – Challenges with Emergency Remote Learning |
| title_full_unstemmed | Post Covid-19: The new (ab)normal in South African Higher Education – Challenges with Emergency Remote Learning |
| title_short | Post Covid-19: The new (ab)normal in South African Higher Education – Challenges with Emergency Remote Learning |
| title_sort | post covid 19 the new ab normal in south african higher education challenges with emergency remote learning |
| topic | post Covid-19 emergency remote learning higher education teaching and learning pedagogy |
| url | https://journals.dut.ac.za/index.php/ajims/article/view/1008 |
| work_keys_str_mv | AT diannamoodley postcovid19thenewabnormalinsouthafricanhighereducationchallengeswithemergencyremotelearning |