Proceedings of The Focus Conference (TFC 2022)

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Student-Centred and Transformative Online Pedagogies Employed by Lecturers During the COVID-19 Pandemic at a South African Higher Education Institution

Authors
N. Mashiyi1, *
1University of Fort Hare, East London, Eastern Cape, South Africa
*Corresponding author. Email: nmashiyi@ufh.ac.za
Corresponding Author
N. Mashiyi
Available Online 7 February 2023.
DOI
10.2991/978-2-38476-006-0_11How to use a DOI?
Keywords
COVID-19 pandemic; teaching and learning; online pedagogies; transformation; challenges
Abstract

During an unprecedented period of disruption unleashed by the COVID-19 pandemic, lecturers were forced to embrace change and integrate digital tools into their teaching. When the pandemic broke out, some higher education institutions in South Africa were already facilitating most of their lectures online while others were not. Whilst there is abundant research from the Global North on the impact of the pandemic on teaching and learning and how lecturers facilitated online learning, more research on this topic from the Global South is needed in order to fully understand the teaching challenges and successes experienced with the transition to online teaching. The case study explored online pedagogies employed by lecturers at an Historically-Disadvantaged Institution (HDI) during the pandemic. The SAMR model of technology integration was used to interpret the findings. Content Analysis was employed to analyse the interview data collected from two purposively-selected lecturers in two faculties. The study revealed lecturers’ student-centred and transformative practices as they went through the various levels of the SAMR model and used educational tools to mediate knowledge construction. The findings suggest that despite the many challenges associated with emergency remote and online teaching at the time, the pandemic provided a blue-print for the transformation of teaching and learning, ushered in blended learning and fast-tracked change in a resource-challenged university context. The findings have implications for staff and student development.

Copyright
© 2023 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of The Focus Conference (TFC 2022)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
7 February 2023
ISBN
10.2991/978-2-38476-006-0_11
ISSN
2352-5398
DOI
10.2991/978-2-38476-006-0_11How to use a DOI?
Copyright
© 2023 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - N. Mashiyi
PY  - 2023
DA  - 2023/02/07
TI  - Student-Centred and Transformative Online Pedagogies Employed by Lecturers During the COVID-19 Pandemic at a South African Higher Education Institution
BT  - Proceedings of The Focus Conference (TFC 2022)
PB  - Atlantis Press
SP  - 120
EP  - 133
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-006-0_11
DO  - 10.2991/978-2-38476-006-0_11
ID  - Mashiyi2023
ER  -