Online Teaching and Learning Pedagogy: Was the Access Programme in a Fit State?
DOI:
https://doi.org/10.29333/ejecs/2105Keywords:
Facilitator, pedagogy, functionalism, University access programmeAbstract
Unprecedented situations present numerous challenges, as seen during the recent global pandemic, which significantly impacted all areas of human activity. In South Africa, educational institutions shifted to online learning due to government-imposed lockdowns. Traditional and residential institutions faced the most difficulties in this transition. This paper examines students’ perceptions of how COVID-19 intensified existing challenges in higher education, particularly within the University Access Programme at one South African university. Key issues identified include physical and mental health disruptions, limited resource access, and a sense of collegiality. This paper provides an analysis of the secondary data gathered from students’ assignments discussing their challenges in learning and teaching, using a functionalist perspective to better understand their experiences.
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