The abrupt transition in teaching and learning styles and the challenges faced by online tutors as a result of the COVID-19 pandemic are increasing areas of research. At the University of the Western Cape (UWC) preparing for the transition had an impact on tutors who had to make major adjustments to their tutoring. The research presented here investigated the perceptions of tutors and the challenges they faced by restrictions caused by the COVID-19 pandemic as they adapted to teaching remotely, and the limitations of access to online resources. A mainly qualitative approach with an element of triangulation was followed, in which qualitative and quantitative methods were applied. All participants agreed that the abrupt transition to online teaching and learning highlighted the type of conversations that should take place to fast track processes and provide greater online resources and support for tutors. These findings agreed with research conducted by international scholars. More research that focuses on tutors and how they were affected by the abrupt transition to online teaching in relation to the provision of data is necessary.

Student success and the perceptions of success are growing areas of research. At the University of the Western Cape the impact that using a learning management system in blended learning approaches had on student success and perceptions of success was unknown. The research investigated perceptions of lecturers and students of the Arts Faculty regarding student success, and whether perceptions of student success, the use of technologies and blended teaching and learning approaches were interrelated. A mixed method approach was used, in which qualitative and quantitative methods were applied. All groups of participants agreed that the use of a learning management system to enhance a blended learning approach contributed to student success. These findings agreed with other research conducted by international scholars. More research that focuses on how technologies impact on the success of individual students, and the interrelatedness of technologies, learning approaches and student success is necessary.

The stimulus of collective leadership across all faculties is pertinent to the successful implementation and assessment of sustainable remote teaching and learning support. This study identified the role leadership had at a Higher Education Institution (HEI) in South Africa. Of particular interest was the collective leadership shown at all levels across academic faculties, departments, and professional support teams to ensure that remote teaching and learning were sustainable.A mixed-method research approach was used, in which qualitative and quantitative methods were applied. Leaders agreed that the influence of leadership affected the implementation and support of remote teaching and learning for students both negatively and positively. The findings of the study agreed with other research conducted in this field.The researchers concluded that the perceived sustainability of remote teaching and learning depends on HEI leaders' continuous review of programmes. This will ensure that improvements in the alignment of processes, technology and student-centricity are maintained.