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

Rosaline Govender; Anthea Jacobs; Athiemoolam Logamurthie; Vanessa Singh; Vasanthie Padayachee; Mianda Erasmus; Christiaan Bekker; Hershel Meyerowitz; Greig Krull; Danie De Klerk; Fiona MacAlister; Kershree Padayachee; Marike Kluyts; Annalene Nell; Zonnike Coetzer; Charlene Du Plooy; Gawain Norval; Danny Fontaine-Rainen; Nelia Frade; Arthi Ramrung; Natashia Muna; Moeain Arend; Gideon Nomdo; Aditi Hunma; Shannon Bishop-Swart; Athenkosi Nzala; Megan Alexander; Benita Bobo; Zandile Masango-Muzindutsi; Nereshnee Govender; Marianne McKay; Marelize Van Heerden; Nonhlanhla Khumalo; Krishna Naidoo; Nthabeleng Tamako; Hlanganani Shange; Taryn Bernard; Frikkie George; Ekaterina Rzyankina; Rieta Ganas

doi:10.51415/DUT.48

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

Authors

Rosaline Govender (ed)

Anthea Jacobs (ed)

DOI: https://doi.org/10.51415/DUT.48

Synopsis

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

Chapters

Preliminary pages

Rosaline Govender, Anthea Jacobs, Rieta Ganas

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Chapter 01: Moving beyond the classroom to embrace teaching and learning in a virtual space

Athiemoolam Logamurthie

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Chapter 02: Transformative pedagogies in teaching, learning and assessment (TLA) during the Covid-19 crisis

Anthea Jacobs

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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

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Chapter 04: Online engagement with students during a pandemic: lessons learned in first- year mega psychology classes

Mianda Erasmus, Christiaan Bekker, Hershel Meyerowitz

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Chapter 05: Reflections from implementing a faculty strategy for academic professional learning during a global pandemic

Greig Krull, Danie De Klerk, Fiona MacAlister

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Chapter 06: Building online communities: Exploring the conditions for interpersonal and cognitive connections

Kershree Padayachee, Marike Kluyts

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Chapter 07: Catalytic power of a pandemic: On enacting agency in professional higher education spaces through communities of practice

Danie De Klerk

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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

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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

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Chapter 10: Exploring the interplay of confidence, authenticity and risk through professional learning

Natashia Muna

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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

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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

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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

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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

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Chapter 15: Using a transformative learning pedagogy remotely: Reflections of early career academics in the context of Covid-19

Benita Bobo, Zandile Masango-Muzindutsi

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Chapter 16: Developing learning partnerships in the Postgraduate classroom

Rosaline Govender, Nereshnee Govender

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Chapter 17: Guiding information-finding missiles: A reflection on adapting assessments to maximise student learning in the online environment

Marianne McKay

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Chapter 18: Reflections on a compulsory ‘dance-at-home’ course for pre-service student teachers during lockdown

Marelize Van Heerden

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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

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Chapter 20: Rethinking (English) academic literacy practices during a pandemic: Mobility and multimodality

Taryn Bernard

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Chapter 21: Transition to Online Pedagogy During Covid-19 Pandemic: Reflecting on Experiences and Perceptions of Lecturers and Students

Frikkie George, Ekaterina Rzyankina

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