The shift to emergency online teaching and learning following the break of COVID-19 Pandemic provided manifold curriculum digitisation opportunities and challenges for institutions of higher learning in South Africa. The Council on Higher Education, which is the Quality Council for Higher Education in South Africa, in 2020, 2021 and 2022 provided a concession to institutions accredited for the contact mode of delivery continued to be deemed to be accredited despite the shift to emergency remote teaching and learning. This concession has been extended to the year 2023 subject to: a) Teaching, learning and research remain responsive to the needs of students from diverse backgrounds; b) Ongoing monitoring and quality assurance of all teaching, learning and research activities; c) Enhanced support and training of academics, support units, and students for the different modalities; and d) Appropriate and sufficient resourcing of teaching and learning strategies. This paper reports on how selected IHLs embraced and implemented the shift to emergency online teaching and learning during 2020 to 2022. Preliminary research results show mixed success stories, for example: students left behind due to limited or no access to WiFi/Internet; exponential increase of pass rates in some courses and sharp drop in others; intermittent cases of academic misconduct by students such as contract cheating; and possible lapses in quality assurance measures and reputational risks. This paper aims to provide insights into how IHLs addressed multi-modal teaching and learning policies; administration structures and practices to align to online environment; and student support measures and assessment designs.

Authors:
Omphemetse Sibanda, University of Limpopo, South Africa

About the Presenter(s)
Professor Omphemetse Sibanda is a University Professor/Principal Lecturer at University of Limpopo in South Africa

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