Online Teaching and Learning Pedagogy: Was the Access Programme in a Fit State?

Lerato Maletlala Sekonyela; Nosisa James

doi:10.29333/ejecs/2105

Authors

Lerato Maletlala Sekonyela University of the Free State https://orcid.org/0009-0002-2157-4401
Nosisa James University of the Free State https://orcid.org/0000-0003-0915-8907

DOI:

https://doi.org/10.29333/ejecs/2105

Keywords:

Facilitator, pedagogy, functionalism, University access programme

Abstract

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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Author Biographies

Lerato Maletlala Sekonyela, University of the Free State

Dr Lerato M Sekonyela, is an advocate for Higher Education for all, is the University Access Programme (UAP) Coordinator at the Centre for Teaching and Learning (CTL) at the University of the Free State. The programme is some nations known as "Widening Participation" or "Alternative education" is intended for students not qualifying for mainstream programmes. There is a growing need for similar programmes as pathways to access higher education, as many students are unable to meet university admission requirements. She is a former Module Coordinator in the Department of Sociology and Academic Facilitator at the Department of Psychology in the University Access Programme at the University of the Free State (UFS) in South Africa. Her research interests have centred on University Access Programme as one of the social justice programme to enable student access with success to higher education: students experienced challenges, a strategy to improve the academic support of first-year students in a university access programme, and Academic facilitators as interdisciplinary agents in the University Access Programme are some of her works. Dr. Sekonyela received her PhD in Education with specialisation in Higher Education Studies from the University of the Free State in 2019.

Nosisa James, University of the Free State

Nosisa James, is an inquisitive individual with a passion for understanding human dynamics. My academic journey began with a Higher Certificate in Sociology and Communication Science, which laid the foundation for my future studies. I then pursued a Bachelor of Social Science degree majoring in Psychology and Sociology. During this time, I developed an understanding of the complexities of human relationships and social structures. My undergraduate studies sparked a desire to further explore the intricacies of human behavior and social change, leading me to pursue an Honors degree in Psychology. As an Academic Facilitator in the Department of Sociology, I’ve had the opportunity to engage in advanced research and critical thinking, further refining my understanding of the complex dynamics that shape human relationships and societies. This role has not only honed my research skills but also allowed me to apply theoretical knowledge in practical settings, fostering a deeper appreciation for the nuances of social interactions. My research interests focus on exploring how people learn, develop, and interact with each other. I am particularly drawn to investigating social change and identifying innovative solutions to complex problems in human relationships. Through my work, I intend to contribute to a deeper understanding of how individuals and societies can thrive, and to inform strategies that promote positive social change and improved social relationships.

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