Higher Education in the Face of a Global Pandemic

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The book reflects on the extent to which the coronavirus (COVID-19) pandemic influenced the education system in Africa, notably South Africa. The advent of the pandemic has brought a new context to the challenges of access, deepening the precarious position of African higher education systems. The pandemic underscored that African higher education systems are fragile and not uniformly resilient. The book discusses the challenges created or further entrenched by COVID-19 and how the typology of inequality across the differentiated institutions impacted the management of education delivery during COVID-19. Per se, lessons learned were documented to inform decision-making and practice while drawing conclusions for future usage. Even though the shift to emergency remote teaching was not foreseen and thus not coordinated, the authors argue that students’ learning styles, perceptions of online learning and digital pedagogy should be considered in the post-COVID-19 curricula development processes.

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  • Chapter 1 Introduction
  • Chapter 2 The Challenges of Online Learning in African Higher Education
  • Chapter 3 Teacher Unions and the State’s Management of the COVID-19 Pandemic in the Provision of Basic Education in South Africa
  • Chapter 4 Higher Education Institutions’ Readiness for Alternative Delivery Modes and Online Pedagogy in the Face of a Global Crisis
  • Chapter 5 Students’ Learning Styles and Perception of Online Learning
  • Chapter 6 Responses and Mechanisms for Mitigating the Effects of the COVID-19 Pandemic on East African Higher Education
  • Chapter 7 Information Literacy as a Meta-Literacy Prerequisite for Teaching and Learning in an ICT Environment
  • Chapter 8 Determining the Outcome of an Information Literacy Initiative for Postgraduate Students
  • Chapter 9 South Africa’s University Teaching and Learning Dynamics amid a COVID-19 Pandemic
  • Chapter 10 Conclusion
Emnet Tadesse Woldegiorgis, Ph.D. (2015), is an Associate Professor and Director at the Ali Mazrui Center for Higher Education Studies, University of Johannesburg. He has published several academic works on issues of higher education in Africa, including a recent article in Educational Philosophy and Theory.

Petronella Jonck, Ph.D. (2011), University of the Free State, is an Associate Professor at the North-West University. She has published scholarly outputs, including a recent article in International Journal of Innovation, Creativity and Change.
Foreword
Robert J . Balfour
List of Figures and Tables
List of Abbreviations
Notes on Contributors

1 Introduction
Emnet Tadesse Woldegiorgis and Petronella Jonck
2 The Challenges of Online Learning in African Higher Education: A Critical Reflection on the Digital Divide Associated with the COVID-19 Pandemic
Emnet Tadesse Wolgegiorgis
3 Teacher Unions and the State’s Management of the COVID-19 Pandemic in the Provision of Basic Education in South Africa
Logan Govender
4 Higher Education Institutions’ Readiness for Alternative Delivery Modes and Online Pedagogy in the Face of a Global Crisis: A Case Study
Verona Leendertz, Clarise Mostert, Jhalukpreya Surujlal and Herman van der Merwe
5 Students’ Learning Styles and Perception of Online Learning: Exploring a Multimodal Approach to Teaching and Learning
Freda van der Walt and Andile Nkoyi
6 Responses and Mechanisms for Mitigating the Effects of the COVID-19 Pandemic on East African Higher Education
Emnet Tadesse Woldegiorgis
7 Information Literacy as a Meta-Literacy Prerequisite for Teaching and Learning in an ICT Environment
Anna-Marie Pelser and Eben Swanepoel
8 Determining the Outcome of an Information Literacy Initiative for Postgraduate Students: A Case Study
Petronella Jonck
9 South Africa’s University Teaching and Learning Dynamics Amid a COVID-19 Pandemic
Phefumula Nyoni and Kholekile Hazel Ngqila
10 Conclusion
Emnet Tadesse Woldegiorgis and Petronella Jonck

Index
This volume is interesting for academics working in Higher Educational Institutions and Research Centres in Africa and beyond as well as for post-graduate students interested in e-learning and the impact of COVID on student’s learning perceptions.