Towards Flexible Learning and Teaching: Lessons Learned for Blended Learning and Teaching Post COVID-19 Pandemic

Autor/inn/en	Van der Westhuizen, Marichen; Hlatshwayo, Lindokuhle
Titel	Towards Flexible Learning and Teaching: Lessons Learned for Blended Learning and Teaching Post COVID-19 Pandemic
Quelle	In: Perspectives in Education, 41 (2023) 2, S.151-165 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Van der Westhuizen, Marichen) ORCID (Hlatshwayo, Lindokuhle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
Schlagwörter	Foreign Countries; Higher Education; Electronic Learning; Online Courses; Blended Learning; Conventional Instruction; COVID-19; Pandemics; Educational Environment; Teaching Methods; College Students; Instructional Effectiveness; College Faculty; Educational Technology; South Africa + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Online course; Online-Kurs; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Unterrichtserfolg; Fakultät; Unterrichtsmedien; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This discussion explores student and educator academic experiences of online learning and teaching (OLT) at the University of the Western Cape, South Africa during the COVID-19 pandemic. The purpose was to report on lessons learned during the pandemic, and how this may contribute to a flexible blended learning and teaching (BLT) approach within higher education post the pandemic. While most South African Higher Education Institutions (HEIs) used a BLT approach prior to the pandemic, the face-to-face component was used as the primary method of learning and teaching, with the online component used as a support or 'add-on' to face-to-face practices. We reflected on student social workers and their educators' academic experiences during the pandemic, and how these experiences may guide the planning and implementation of a stronger combination of online and face-to-face learning and teaching in higher education settings going forward. The findings describe study environments that influenced OLT, academic participation and performance during the pandemic when no face-to-face learning and teaching took place, OLT resources and support for OLT during the pandemic, and suggestions for BLT that could support flexible learning and teaching practices at HEIs post the pandemic. The discussion concludes with some recommendations for aspects to consider when planning and implementing a BLT at HEIs post the pandemic. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: https://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01