Critical Reflections on Professional Learning During Covid-19: Context, Practice and Change


Rosaline Govender (ed)
Anthea Jacobs (ed)


Reflections of South African higer education learning and teaching professionals in response to the changing higher education landscape during the Covid-19 pandemic.


  • Preliminary pages
    Rosaline Govender, Anthea Jacobs, Rieta Ganas
  • Chapter 01: Moving beyond the classroom to embrace teaching and learning in a virtual space
    Athiemoolam Logamurthie
  • Chapter 02: Transformative pedagogies in teaching, learning and assessment (TLA) during the Covid-19 crisis
    Anthea Jacobs
  • Chapter 03: The journey into e-learning is one of me-learning – reflection and changing pedagogical practices in an online world
    Vanessa Singh, Vasanthie Padayachee
  • Chapter 04: Online engagement with students during a pandemic: lessons learned in first- year mega psychology classes
    Mianda Erasmus, Christiaan Bekker, Hershel Meyerowitz
  • Chapter 05: Reflections from implementing a faculty strategy for academic professional learning during a global pandemic
    Greig Krull, Danie De Klerk, Fiona MacAlister
  • Chapter 06: Building online communities: Exploring the conditions for interpersonal and cognitive connections
    Kershree Padayachee, Marike Kluyts
  • Chapter 07: Catalytic power of a pandemic: On enacting agency in professional higher education spaces through communities of practice
    Danie De Klerk
  • Chapter 08: I am still here: Lessons learned from incorporating social presence in remote teaching
    Marike Kluyts, Annalene Nell, Zonnike Coetzer, Charlene Du Plooy, Gawain Norval
  • Chapter 09: Narrowing the geographical divide: A critical reflection of an a ordance of the Covid-19 pandemic for collaborative professional learning and development
    Danie De Klerk, Danny Fontaine-Rainen, Nelia Frade, Arthi Ramrung
  • Chapter 10: Exploring the interplay of confidence, authenticity and risk through professional learning
    Natashia Muna
  • Chapter 11: Reflecting on the online teaching space as a ‘boundary object’ in pandemic times: Making the invisible visible in an academic literacy course
    Moeain Arend, Gideon Nomdo, Aditi Hunma
  • Chapter 12: Reflecting on Pivoting to Emergency Remote Online Teaching and Learning during the Covid-19 pandemic lockdown: Feedback from three English Second Language (ESL) teachers
    Shannon Bishop-Swart
  • Chapter 13: Higher Education versus Covid-19 Impact: Toward an Inclusive Higher Education
    Reflections on UCT’s Emergency Remote Learning and Teaching from a student perspective
    Athenkosi Nzala
  • Chapter 14: Getting the balance right: Reflecting on the ‘study pack’ as a pedagogic tool for self-directed learning in an Extended Curriculum Programme during the Covid-19 pandemic
    Megan Alexander
  • Chapter 15: Using a transformative learning pedagogy remotely: Reflections of early career academics in the context of Covid-19
    Benita Bobo, Zandile Masango-Muzindutsi
  • Chapter 16: Developing learning partnerships in the Postgraduate classroom
    Rosaline Govender, Nereshnee Govender
  • Chapter 17: Guiding information-finding missiles: A reflection on adapting assessments to maximise student learning in the online environment
    Marianne McKay
  • Chapter 18: Reflections on a compulsory ‘dance-at-home’ course for pre-service student teachers during lockdown
    Marelize Van Heerden
  • Chapter 19: Writing centre tutors’ experiences and perceptions of online academic support: Reflecting on the digital transformation during the Covid-19 pandemic
    Nonhlanhla Khumalo, Krishna Naidoo, Nthabeleng Tamako, Hlanganani Shange
  • Chapter 20: Rethinking (English) academic literacy practices during a pandemic: Mobility and multimodality
    Taryn Bernard
  • Chapter 21: Transition to Online Pedagogy During Covid-19 Pandemic: Reflecting on Experiences and Perceptions of Lecturers and Students
    Frikkie George, Ekaterina Rzyankina
Critical Reflections book cover



October 26, 2022