Educational Innovations for Coping Up with Covid-19 Situation in South African Universities

Adelowotan, Michael

doi:10.14689/ejer.2021.95.8

Cited by 9 publications

(10 citation statements)

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“…Considering all technological advancement proliferation across the globe there was common effort to use them, but issues of ICT infrastructure was the point of difference. For example, University A in south Africa suggested that use of 4th industrial revolution technologies such augmented reality, virtual reality, and robotics in managing virtual classes or online classes [14]. However, erratic electricity and poor ICT infrastructure disrupted the potential of operating artificial intelligence based technologies in higher institution of learning in South Africa [25].…”

Section: Methodsmentioning

confidence: 99%

Section: Educational Innovationsmentioning

confidence: 99%

“…Challenges of face to face lessons were totally disrupted because of the lockdown measures announced by the government for students to vacate the university premises except for the foreign students who could not travel during the pandemic period [14]. In South Africa, universities introduced zero based data facility to help both the lecturers and students to use online resources [14]. The author also revealed that educational innovations such as the virtual and augmented reality, flipped classrooms, social media-based platforms (Facebook), teleconferencing (Skype, Zoom, GoToMeeting and WebEx) were common educational innovation implemented during the pandemic.…”

Section: Educational Innovationsmentioning

confidence: 99%

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Education Innovations during COVID-19 Pandemic: “A Case of Zimbabwe and South Africa Universities”

Mutanho¹

2023

Higher Education - Reflections From the Field - Volume 2

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The study investigated educational innovations in universities in South Africa and Zimbabwe respectively using a desktop research design. Only peer reviewed journal articles were considered to solicit data on educational innovations and challenges that these institutions faced and examination management online. Thirty-five articles were originally obtained and were reduced to nineteen after filtering them to relevant themes linked to the topic under consideration. The results showed that most of the universities were not utilizing digital tools available to them, and the usage only accelerated during the COVID-19 pandemic. Internet infrastructure, user capability, data bundle cost, erratic power supply, personal electronic devices and home space were among the challenges that hindered smooth running of online teaching. Examinations were difficult to manage under the uncertain conditions. Universities have a lot of work to do to ensure that migration from face-to-face teaching to online platforms sufficiently, effectively, and efficiently take place.

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Section: Methodsmentioning

confidence: 99%

Section: Educational Innovationsmentioning

confidence: 99%

Section: Educational Innovationsmentioning

confidence: 99%

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Education Innovations during COVID-19 Pandemic: “A Case of Zimbabwe and South Africa Universities”

Mutanho¹

2023

Higher Education - Reflections From the Field - Volume 2

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“…and Augmented Reality (A.R. ); Flipped classrooms; Teleconferencing; and Social-media based platforms [ 6 ]. Education for the 21st Century recognises that technology positively transforms society and all its facets, including education [ 7 ].…”

Section: Introductionmentioning

confidence: 99%

Innovations and Strategies During Online Teaching in an EdTech Low-Resourced University

et al. 2023

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The study focused on identifying innovations deployed by lecturers when teaching online during the COVID-19 pandemic at the University of Zambia. The interpretivist worldview anchors the study. Researchers adopted a descriptive qualitative case study design. Purposefully and conveniently sampled lecturers ( n = 21) took part in key informant interviews from the university faculties: the school of education, the school of humanities and social sciences and the school of health sciences. Thematic analyses were applied to the data collected using face-to-face and telephone interview schedules. Results show that all lecturers fully know online instruction’s possible challenges. Lecturers have devised innovations that are lecturer-oriented, lesson-oriented, resource-oriented and student-oriented in managing online teaching and learning. The success of online teaching in an EdTech low-resourced university depends on the lecturers’ desire to learn, the availability of essential ICT devices, the use of open educational resources-OER, the potential of the use of devices and the availability of internet connectivity. However, intermittent internet connectivity, student absenteeism, a lack of primary ICT devices, and EdTech illiteracy persist. External support—such as continuous professional development programs (CPDs), import duty exemptions or corporate sponsorships and donations—should be sought to facilitate online lessons. Innovation in teaching and learning does not only entail high-tech educational technologies but the use of what works best for a community of learners in a particular context. Though focused on Zambia, the study results reflect the situation and experience of universities in other countries with similar characteristics.

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“…The education sector, particularly higher education, is not immune to the effects of COVID-19, which has resulted in a slew of modifications and regulations implemented by administrators of such institutions (Adelowotan ,2021). Efforts have been put in place to control the transmission of the virus by avoiding huge gatherings therefore the switch to virtual graduation.…”

mentioning

confidence: 99%

Transition to Virtual Graduation: Experiences of 2021 University Graduates in Zimbabwe

Chikusvura

Nkomo

Sibanda

2022

Rand. Inter. Edu. Ling. Sci. J.

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The research sought to investigate graduates' experiences with the shift to virtual graduation. The interpretive paradigm used in this study aided the current researchers in maintaining the integrity of the phenomenon being investigated, which comprehends the experiences of graduates on various platforms used at graduation. Qualitative method was utilized. The research included thirty randomly chosen graduates from three different institutions. Data was gathered using a semi-structured questionnaire. According to the report, institutions focused more on physical ceremony arrangements, despite the fact that the majority of students participated digitally. The study also found that other graduates enjoyed the graduation because they attended physical virtual graduation events planned by student representatives and held at various locations. Graduates, on the other hand, were financially burdened since they had to invest additional graduation expenditures in order to attend these physical virtual graduation festivities. The study concluded that the effectiveness of various virtual graduation formats as measured by participant satisfaction, ease of access, ability to optimize social presence, and engagement was not achieved. In this aspect, the survey indicated that colleges prioritized actual graduation ceremonies over virtual ceremonies. The research suggests that colleges collaborate with various event planners to supply and host their grads, allowing all graduates to experience a feeling of connection and success.

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Educational Innovations for Coping Up with Covid-19 Situation in South African Universities

Cited by 9 publications

References 0 publications

Education Innovations during COVID-19 Pandemic: “A Case of Zimbabwe and South Africa Universities”

Education Innovations during COVID-19 Pandemic: “A Case of Zimbabwe and South Africa Universities”

Innovations and Strategies During Online Teaching in an EdTech Low-Resourced University

Transition to Virtual Graduation: Experiences of 2021 University Graduates in Zimbabwe

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