Technology and Its Impacts in Higher Education Post COVID-19

Mawere, Talent; Sambo, Paul

doi:10.2139/ssrn.3817344

Cited by 3 publications

(5 citation statements)

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“…This digitization had to be accelerated to respond to the health crisis [38] and to enable the continuation of teaching in different environments produced by different health scenarios. The digital transformation accelerated by COVID-19 has meant that university professors have had to adapt and train, in record time, in the use of new platforms and digital tools in order to continue with educational activity [3,27,29,31], causing situations of stress and exhaustion among professors [33]. This heterogeneous situation, in terms of emotional management in the face of the use of ICTs, has slowed down the progress of educational quality required by Goal 4 of sustainable development, part of the 2030 Agenda and the SDGs, but it has also created new opportunities.…”

Section: Discussionmentioning

confidence: 99%

“…Blended education, massively imposed since September 2020, has had a great impact on the education sector [1], which had, in the previous months, suffered one of the biggest disruptions in history [2]. ICT has been the key to counteracting the closures and overcoming the constraints of the return of lockdown, and it will be used to meet the future challenges of healthcare crises with uncertain end dates [3]. ICT has also made it easier to continue training in different environments [4].…”

Section: Introductionmentioning

confidence: 99%

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The Massive Implementation of ICT in Universities and Its Implications for Ensuring SDG 4: Challenges and Difficulties for Professors

et al. 2021

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Education has undergone the greatest revolution since the 19th century. The pandemic has massively launched teaching towards the use of ICTs and online education. The main objective of this research is to study the relationship between the adaptation of university faculty to the massive use of ICTs and educational digitization, and the promotion of SDG 4, which establishes Target 4.3, ensuring access to quality university education. To achieve this, a descriptive study methodology is used, in which the results of a validated survey, on a sample of 245 teachers from 32 public and private Spanish universities, were analyzed. The main results consist of the different emotional reactions among professors, finding that, on the one hand, ICTs allow for the development of new skills, the introduction of new methodological proposals, and the development of a positive attitude towards the use of digital tools in order to reach all of their students. However, on the other hand, the results also show that the use of ICTs caused an increase in anxiety, workloads, and the need for ongoing training. There is a need to continue improving the digital competencies of faculty professors in order to favor access to ICTs by university students and, thus, promote quality education worldwide.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Massive Implementation of ICT in Universities and Its Implications for Ensuring SDG 4: Challenges and Difficulties for Professors

et al. 2021

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“…Before the pandemic, the number of students dropping out of their registered programmes had increased (Letseka and Maile 2008). It is likely that several students will not drop out mostly for academic reasons during COVID-19 but will mainly do so due to their inability to use technology to learn (Mawere and Sambo 2021). Government idea of digital transformation is for everyone to access (Department of Telecommunication and Postal Services, The National e-Government Strategy and Roadmap, 2017).…”

Section: Methodsmentioning

confidence: 99%

The status of digital innovation and data security in South African Higher Education

Adeyemo

2023

SAJHE

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Most Higher Education Institutions (HEIs) in South Africa have moved teaching and learning to online platforms due to the COVID-19 pandemic. With this new development, the responsibility falls upon HEIs to ensure the security of their data. The policy expectation is that HEIs adopt innovative strategies to manage disruptions in teaching and learning processes. This article problematises digital innovation as a post-COVID strategy for data security in Higher Education (HE) in South Africa. It uses the Model of Enterprise Intelligence to make a case for digital innovation and the transformation of teaching and learning in South Africa. Within this conceptual framework, evidence from literature and the digital policies from 2004 to 2020 (see Table 1) were analysed to have a better understanding of digital innovation, collaboration, and transformation in South Africa. Methodologically, the article reviewed the literature, secondary data, and the South African policy document on National Digital and Future Skills Strategy (Notice 513 2020). The findings show that the status of digital innovation and data security in South African Higher Education need further review. More specifically, this review should be collaborative, eliminate a top-down approach to digital policy formulation and reduce the effect of inequality through an effective funding for poor students and institutions.

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“…In order to achieve such preparedness, HEIs should invest in ICT infrastructure sooner rather than later because the future of the pandemic is not known. It is generally thought that investment in technology will help to mitigate the negative effects the COVID-19 pandemic has had on the higher education landscape (Shava, 2022;Mawere et al, 2020). Mawere et al (2020) see the need for HEIs to become leaders in digital trends and disruptive technologies to allow them to compete both locally and globally.…”

Section: Perspectives In Educationmentioning

confidence: 99%

“…It is generally thought that investment in technology will help to mitigate the negative effects the COVID-19 pandemic has had on the higher education landscape (Shava, 2022;Mawere et al, 2020). Mawere et al (2020) see the need for HEIs to become leaders in digital trends and disruptive technologies to allow them to compete both locally and globally. In promoting this paradigm shift in education post-pandemic Mbhiza (2021) agrees that there needs to be a paradigm shift in education post-COVID-19 and that alternative ways of teaching, learning and doing research must be implemented.…”

Section: Perspectives In Educationmentioning

confidence: 99%

Advances made by the University of the Western Cape in the support of remote online teaching and learning for student success and access

Dankers,

Scholtenkamp

2023

pie

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During the COVID-19 pandemic, ongoing advances were made by higher education institutions (HEIs) to support remote online teaching and learning for student success and access, which are increasing areas of research. The major objective of this paper is to address the shift to remote teaching and learning practices that Covid precipitated in higher education. We report on literature that captures the ongoing shift to remote teaching and learning practices. The response of the University of the Western Cape (UWC) to the crisis of the pandemic will be highlighted. Various themes related to the pedagogical value of emergency remote teaching (ERT), online learning, and continual post-pandemic support are discussed. We examine how challenges presented new opportunities for curriculum innovation and transformation at the UWC. The focus is the importance of a continual professional academic support structure and post-covid awareness campaigns in order to sustain fully online and hybrid teaching and learning approaches. Recommendations highlight that departments across faculties need to focus on training and support with regard to the attainment and effective application of eSkills and eTools; and that there is a need to intensify this, especially as part of the broader curriculum transformation agenda. More research that focuses on ongoing advances in the support of remote online teaching and learning for student success and access during a pandemic is necessary.

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Technology and Its Impacts in Higher Education Post COVID-19

Cited by 3 publications

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The Massive Implementation of ICT in Universities and Its Implications for Ensuring SDG 4: Challenges and Difficulties for Professors

The Massive Implementation of ICT in Universities and Its Implications for Ensuring SDG 4: Challenges and Difficulties for Professors

The status of digital innovation and data security in South African Higher Education

Advances made by the University of the Western Cape in the support of remote online teaching and learning for student success and access

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