Introduction / Emnet Tadesse Woldegiorgis and Petronella Jonck -- The challenges of online learning in African higher education : a critical reflection on the digital divide associated with the COVID-19 pandemic / Emnet Tadesse Wolgegiorgis -- Teacher unions and the state's management of the COVID-19 pandemic in the provision of basic education in South Africa / Logan Govender -- Higher education institutions' readiness for alternative delivery modes and online pedagogy in the face of a global crisis : a case study / Verona Leendertz, Clarise Mostert, Jhalukpreya Surujlal and Herman van der Merwe -- Students' learning styles and perception of online learning : exploring a multimodal approach to teaching and learning / Freda van der Walt and Andile Nkoyi -- Responses and mechanisms for mitigating the effects of the COVID-19 pandemic on East African higher education / Emnet Tadesse Woldegiorgis -- Information literacy as a meta-literacy prerequisite for teaching and learning in an ICT environment / Anna-Marie Pelser and Eben Swanepoel -- Determining the outcome of an information literacy initiative for postgraduate students : a case Study / Petronella Jonck -- South Africa's university teaching and learning dynamics amid a COVID-19 pandemic / Phefumula Nyoni and Kholekile Hazel Ngqila -- Conclusion / Emnet Tadesse Woldegiorgis and Petronella Jonck.
Summary:
"The book reflects on the extent to which the coronavirus (COVID-19) pandemic influenced the education system in Africa, notably South Africa. The advent of the pandemic has brought a new context to the challenges of access, deepening the precarious position of African higher education systems. The pandemic underscored that African higher education systems are fragile and not uniformly resilient. The book discusses the challenges created or further entrenched by COVID-19 and how the typology of inequality across the differentiated institutions impacted the management of education delivery during COVID-19. Per se, lessons learned were documented to inform decision-making and practice while drawing conclusions for future usage. Even though the shift to emergency remote teaching was not foreseen and thus not coordinated, the authors argue that students' learning styles, perceptions of online learning and digital pedagogy should be considered in the post-COVID-19 curricula development processes"-- Provided by publisher.
Series:
African higher education: developments and perspectives ; volume 12
This resource is supported by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by State Library of Iowa.