Universities trailing behind: Unquestioned epistemological foundations constraining the transition to online instructional delivery and learning

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dc.article.end-page64en_ZA
dc.article.start-page52en_ZA
dc.contributor.authorDlamini, R.
dc.contributor.authorNdzinisa, N.
dc.date.accessioned2022-03-17T14:03:16Z
dc.date.available2022-03-17T14:03:16Z
dc.date.issued2020
dc.description.abstractUniversities across South Africa have positioned learning management systems (LMS) as central to remote teaching and learning in response to COVID-19. This fundamentally challenges traditional teaching and learning practices where lecturers typically have close personal contact with students. Our argument is underpinned by critical discourse analysis and social constructivist pedagogy to gain deeper insights into the dimensions of LMS pedagogical affordances and the notion of equitable access to tertiary education in the midst of COVID-19 and the subsequent education and economic depression. Conducting a social constructivist pedagogy inspired analytical argumentative evaluation, we interrogate how digital technologies and platforms challenge the status quo and then argue on the systemic deficits of placing LMS at the centre of the transition in the hope of automatically cultivating an equitable learning environment to enable ubiquitous learning. Our analysis highlights potential contradictions in universities’ reliance on lecturers’ ingenuity without developing enabling structures supporting digital pedagogies at grassroots. This is to ensure inclusivity and avoid creating systemic inequalities that affect individual students’ experiences.en_ZA
dc.description.librarianMS2022en_ZA
dc.facultyFaculty of Humanitiesen_ZA
dc.identifier.citationDlamini, R., and N. Ndzinisa. 2020. “Universities Trailing Behind: Unquestioned Epistemological Foundations Constraining the Transition to Online Instructional Delivery and Learning”. South African Journal of Higher Education 34 (6), 52-64.en_ZA
dc.identifier.issn1753-5913
dc.identifier.urihttps://hdl.handle.net/10539/32819
dc.journal.issue6en_ZA
dc.journal.linkhttps://doi.org/10.20853/34-6-4073en_ZA
dc.journal.titleSouth African Journal of Higher Educationen_ZA
dc.journal.volume34en_ZA
dc.language.isoenen_ZA
dc.rightsCopyright © 2021 South African Journal of Higher Educationen_ZA
dc.schoolWits School of Educationen_ZA
dc.titleUniversities trailing behind: Unquestioned epistemological foundations constraining the transition to online instructional delivery and learningen_ZA
dc.typeArticleen_ZA
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