Emergency remote learning during the pandemic from a South African perspective

Abstract The COVID-19 pandemic created a situation for the implementation of emergency remote learning. This meant that as a lecturer at a traditionalist University of contact sessions, the pandemic forced us to teach remotely through online methods of communication, using online lectures, narrated...

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Autor principal:	Rashri Baboolal-Frank
Formato:	article
Lenguaje:	EN
Publicado:	BMC 2021
Materias:	Emergency remote learning Experiential learning Pandemic South Africa Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/9358968432df42d3abc639805f845f93
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spelling	oai:doaj.org-article:9358968432df42d3abc639805f845f932021-11-08T11:17:23ZEmergency remote learning during the pandemic from a South African perspective10.1007/s40979-021-00087-51833-2595https://doaj.org/article/9358968432df42d3abc639805f845f932021-11-01T00:00:00Zhttps://doi.org/10.1007/s40979-021-00087-5https://doaj.org/toc/1833-2595Abstract The COVID-19 pandemic created a situation for the implementation of emergency remote learning. This meant that as a lecturer at a traditionalist University of contact sessions, the pandemic forced us to teach remotely through online methods of communication, using online lectures, narrated powerpoints, voice clips, podcasts, interviews and interactive videos. The assessments were conducted online from assignments to multiple choice questions, which forced the lecturers to think differently about the way the assessments were presented, in order to avoid easy access to answers found in a textbook and online. This meant that more application questions of theory to practice were assessed in a more challenging way to prevent cheating and collaboration with peers. Formal assessments completed during emergency remote learning, have become the past practice, as innovative methods have been adopted for learning and for assessment purposes in order to preserve the integrity and attainment of the degree through online modes of learning. The aim of the paper investigates and explores the methods of teaching, together with the results obtained from the students of 2019 and 2020 in their final year relating to two final year modules against the literature relating to learning processes and methodologies.Rashri Baboolal-FrankBMCarticleEmergency remote learningExperiential learningPandemicSouth AfricaTheory and practice of educationLB5-3640ENInternational Journal for Educational Integrity, Vol 17, Iss 1, Pp 1-9 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Emergency remote learning Experiential learning Pandemic South Africa Theory and practice of education LB5-3640
spellingShingle	Emergency remote learning Experiential learning Pandemic South Africa Theory and practice of education LB5-3640 Rashri Baboolal-Frank Emergency remote learning during the pandemic from a South African perspective
description	Abstract The COVID-19 pandemic created a situation for the implementation of emergency remote learning. This meant that as a lecturer at a traditionalist University of contact sessions, the pandemic forced us to teach remotely through online methods of communication, using online lectures, narrated powerpoints, voice clips, podcasts, interviews and interactive videos. The assessments were conducted online from assignments to multiple choice questions, which forced the lecturers to think differently about the way the assessments were presented, in order to avoid easy access to answers found in a textbook and online. This meant that more application questions of theory to practice were assessed in a more challenging way to prevent cheating and collaboration with peers. Formal assessments completed during emergency remote learning, have become the past practice, as innovative methods have been adopted for learning and for assessment purposes in order to preserve the integrity and attainment of the degree through online modes of learning. The aim of the paper investigates and explores the methods of teaching, together with the results obtained from the students of 2019 and 2020 in their final year relating to two final year modules against the literature relating to learning processes and methodologies.
format	article
author	Rashri Baboolal-Frank
author_facet	Rashri Baboolal-Frank
author_sort	Rashri Baboolal-Frank
title	Emergency remote learning during the pandemic from a South African perspective
title_short	Emergency remote learning during the pandemic from a South African perspective
title_full	Emergency remote learning during the pandemic from a South African perspective
title_fullStr	Emergency remote learning during the pandemic from a South African perspective
title_full_unstemmed	Emergency remote learning during the pandemic from a South African perspective
title_sort	emergency remote learning during the pandemic from a south african perspective
publisher	BMC
publishDate	2021
url	https://doaj.org/article/9358968432df42d3abc639805f845f93
work_keys_str_mv	AT rashribaboolalfrank emergencyremotelearningduringthepandemicfromasouthafricanperspective
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Emergency remote learning during the pandemic from a South African perspective

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