Exploring the Migration to a Digitalised Curriculum at UKZN

The COVID-19 revolution has demanded that higher education institutions (HEIs) in South Africa, as in most other countries globally, migrate to a digitalised curriculum (DC). The DC is a plan for or of digital technology-driven education. The COVID-19 revolution compelled the University of KwaZulu-N...

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Autor principal:	Simon Bheki. Khoza
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	COVID-19 digitalised curriculum educational experience natural identity pragmatic curriculum Education L
Acceso en línea:	https://doaj.org/article/f2a02d3e9d2243b091ee01f89645dbc5
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spelling	oai:doaj.org-article:f2a02d3e9d2243b091ee01f89645dbc52021-11-25T17:23:19ZExploring the Migration to a Digitalised Curriculum at UKZN10.3390/educsci111106822227-7102https://doaj.org/article/f2a02d3e9d2243b091ee01f89645dbc52021-10-01T00:00:00Zhttps://www.mdpi.com/2227-7102/11/11/682https://doaj.org/toc/2227-7102The COVID-19 revolution has demanded that higher education institutions (HEIs) in South Africa, as in most other countries globally, migrate to a digitalised curriculum (DC). The DC is a plan for or of digital technology-driven education. The COVID-19 revolution compelled the University of KwaZulu-Natal (UKZN) to migrate to a DC in order to complete the 2020 academic year or calendar. Pragmatism, critical discourse analysis (CDA), and community of inquiry (CoI) with natural identity (NI) framed the document analysis used to generate data for this study. Purposive convenience sampling was used to select the published documents that carry information on the migration to a DC at UKZN. It was for this reason that this study explored and understood the migration to a DC at UKZN through the use of digital resources. Findings suggested that, while the UKZN had the professional identity of migration through engaging Moodle, it began the migration through the use of WhatsApp, Facebook, Skype, and Zoom video conferencing technology (ZVCT), promoting societal identity. The migration seemed to miss the personal or pragmatic identity as an important ingredient of a DC, which addresses individual personal needs. Consequently, this study recommends a DC that balances performance-based, competence-based, and pragmatic/personal identities in order to address professional, societal, and personal needs, respectively, for natural identity realisation.Simon Bheki. KhozaMDPI AGarticleCOVID-19digitalised curriculumeducational experiencenatural identitypragmatic curriculumEducationLENEducation Sciences, Vol 11, Iss 682, p 682 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	COVID-19 digitalised curriculum educational experience natural identity pragmatic curriculum Education L
spellingShingle	COVID-19 digitalised curriculum educational experience natural identity pragmatic curriculum Education L Simon Bheki. Khoza Exploring the Migration to a Digitalised Curriculum at UKZN
description	The COVID-19 revolution has demanded that higher education institutions (HEIs) in South Africa, as in most other countries globally, migrate to a digitalised curriculum (DC). The DC is a plan for or of digital technology-driven education. The COVID-19 revolution compelled the University of KwaZulu-Natal (UKZN) to migrate to a DC in order to complete the 2020 academic year or calendar. Pragmatism, critical discourse analysis (CDA), and community of inquiry (CoI) with natural identity (NI) framed the document analysis used to generate data for this study. Purposive convenience sampling was used to select the published documents that carry information on the migration to a DC at UKZN. It was for this reason that this study explored and understood the migration to a DC at UKZN through the use of digital resources. Findings suggested that, while the UKZN had the professional identity of migration through engaging Moodle, it began the migration through the use of WhatsApp, Facebook, Skype, and Zoom video conferencing technology (ZVCT), promoting societal identity. The migration seemed to miss the personal or pragmatic identity as an important ingredient of a DC, which addresses individual personal needs. Consequently, this study recommends a DC that balances performance-based, competence-based, and pragmatic/personal identities in order to address professional, societal, and personal needs, respectively, for natural identity realisation.
format	article
author	Simon Bheki. Khoza
author_facet	Simon Bheki. Khoza
author_sort	Simon Bheki. Khoza
title	Exploring the Migration to a Digitalised Curriculum at UKZN
title_short	Exploring the Migration to a Digitalised Curriculum at UKZN
title_full	Exploring the Migration to a Digitalised Curriculum at UKZN
title_fullStr	Exploring the Migration to a Digitalised Curriculum at UKZN
title_full_unstemmed	Exploring the Migration to a Digitalised Curriculum at UKZN
title_sort	exploring the migration to a digitalised curriculum at ukzn
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/f2a02d3e9d2243b091ee01f89645dbc5
work_keys_str_mv	AT simonbhekikhoza exploringthemigrationtoadigitalisedcurriculumatukzn
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Exploring the Migration to a Digitalised Curriculum at UKZN

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