Reasons why self-directed learning is important in South African during the COVID-19 pandemic

Mahlaba, Sfiso C.

doi:10.20853/34-6-4192

Cited by 55 publications

(70 citation statements)

References 70 publications

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“…Anxiety and stress have been reported in a number of studies because of social isolation, uncertainty about the future, fear of COVID-19 infection, frustration, financial uncertainty when family members lose their jobs, lack of social support and exposure to excessive social media. 20,21 Natural and environmental social disasters are almost always accompanied by increases in depression, post-traumatic stress disorder and mental and behavioural disorders, 22 making it understandable why students reported not being in a good head space to engage with online learning.…”

Section: Discussionmentioning

confidence: 99%

Learning in a time of crises: The learning experiences of 5th year medical students at the University of KwaZulu-Natal during the COVID-19 pandemic in 2020

Ross

2021

African Journal of Primary Health Care & Family Medicine

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Background: The coronavirus disease 2019 (COVID-19) global pandemic led to the closure of the University of KwaZulu-Natal (UKZN) in March 2020 and the migration to online teaching for all students, with modules and assessments being modified to accommodate the new form of teaching.Aim: The aim of this research was to assess the 5th year students’ experience of emergency on-line learning during the Family Medicine module, which was adapted in response to the pandemic.Setting: The research was conducted among 5th year medical students at the University of KwaZulu-Natal in December 2020.Methods: A questionnaire was used to assess the experiences of the 5th year MBChB students of on-line learning.Results: Of the 256 students, 43.8% completed the questionnaire; 43 (38.4%) spent lockdown in an urban area; 30 (26.8%) in semi-urban and 39 (34.8%) in rural area; 34 (30.4%) always had internet connectivity; 41 (36.6%) mostly or often; and 28 (25%) sometimes or occassionally whilst 9 (8%) did not have any connectivity. Despite data bundles being provided by the UKZN, 47 did not have access to sufficient data for their academic needs. Only 35 students felt that their environment during lockdown was conducive to online learning and 71 students were not in a good headspace to engage with online learning.Conclusion: Whilst there are undoubted advantages of online teaching and learning in terms of access and reach, this potential is limited by structural and economic factors. These issues had a major impact on the ability of students to engage with this form of instruction.

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Section: Discussionmentioning

confidence: 99%

Learning in a time of crises: The learning experiences of 5th year medical students at the University of KwaZulu-Natal during the COVID-19 pandemic in 2020

Ross

2021

African Journal of Primary Health Care & Family Medicine

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“…This idea of learning is shown to be a model, an assumption of learning, and a process to new knowledge (van der Walt, 2019). From medical schools to helping individual students, this old fashioned idea of SDL could be the new way of learning for a different and safer world (Franch, Magudia, & Rasheed, 2020;Mahlaba, 2020).…”

Section: Introduction and Literaturementioning

confidence: 99%

Self Directed Learning: A Longstanding Tool for Uncertain Times

Roberson¹,

Zach²,

Choresh³

et al. 2021

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Education has had to change and adapt due to the implications of COVID-19. The unknown dynamic about the virus has resulted in a variety of programs from school closings to more independent education. In many situations traditional classes have been closed and people have had to become more independent and self-directed. The purpose of this study is to examine more about the concept named self-directed learning (SDL). This will take place by examining two different research projects on the topic of SDL. The wide gap between these two research programs indicates the flexibility of self-directed learning to assist with the gaps due to closing many aspects of our educational systems.

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“…Various students with learning disabilities find online learning flexible (Crespo, 2020), hence suiting their academic needs. Flexible learning conditions require self-directed learners who are autonomous, responsible, show initiative in formulating and assessing their learning goals and requirements, and adopting strategies to attain goals or achieve expected learning outcomes (Mahlaba, 2020;Knowles, 1975). Students with learning disabilities might not have the same kind of control over the learning process because of difficulties with time management, problem-solving, and planning (Lee Booksh et al, 2010) -common clinical symptoms of learning disabilities.…”

Section: Online Learning For Students With Disabilitiesmentioning

confidence: 99%

“…Zhang et al (2020) established that students with disabilities are affected by isolation and loneliness during the lockdown. Prolonged isolation can cause stress, anxiety, and depression (Galea et al, 2020;Benke et al, 2020), forcing students to turn to social media (Mahlaba, 2020). Asuncion et al (2012) established that students with disabilities spend at least double the time on social media than on academic work, thus exhausting resources on non-academic activities and increasing the risk of depression and anxiety, as noted by Dobson-Lohman and Potcovaru (2020).…”

Section: Introductionmentioning

confidence: 99%

Disguised Blessings amid Covid‑19: Opportunities and Challenges for South African University Students with Learning Disabilities

Manase

2021

Journal for Students Affairs in Africa

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The Covid‑19 pandemic has led to changes from traditional face-to-face teaching and learning to online systems. These changes have resulted in a concerted focus by local and international scholars on how some students are disadvantaged from accessing pedagogy due to a lack of resources and supportive living conditions that enable meaningful off‑campus learning. Simultaneously, disabilities in higher education is getting international attention, too, highlighting how students with disabilities are vulnerable to further exclusions and mental health problems. This article focuses on the pedagogical arrangements during the Covid‑19 pandemic and the challenges and opportunities associated with online and remote learning for university students with learning disabilities. The article draws on the narratives of fifteen students with learning disabilities from a university in South Africa. An analysis of students’ narratives within the Capability Approach’s concept of conversion factors revealed how circumstances could enable or constrain students’ abilities to achieve what they value in higher education. Students’ narratives show that they engage better with online and remote learning despite some notable challenges. In conclusion, the pedagogical arrangements aimed at alleviating the disruptions caused by the Covid‑19 pandemic can address the unmet educational needs of students with learning disabilities even though they have to overcome specific barriers.

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Reasons why self-directed learning is important in South African during the COVID-19 pandemic

Cited by 55 publications

References 70 publications

Learning in a time of crises: The learning experiences of 5th year medical students at the University of KwaZulu-Natal during the COVID-19 pandemic in 2020

Learning in a time of crises: The learning experiences of 5th year medical students at the University of KwaZulu-Natal during the COVID-19 pandemic in 2020

Self Directed Learning: A Longstanding Tool for Uncertain Times

Disguised Blessings amid Covid‑19: Opportunities and Challenges for South African University Students with Learning Disabilities

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