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

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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