Georgina Mokganya

On entering higher education, students from disadvantaged schools struggle to cope with new academic demands and all too often the need for adjustment is attributed to under-preparedness. The purpose of this chapter is to identify the factors contributing to and mitigating the alienation of students in institutions of higher learning. The narrative inquiry with a qualitative method was employed to obtain the perceptions of 51 selected first-level science university students on their experiences. This is a case of the South African rural-based university first-year level students registered in the 2023 academic year. The findings of this chapter build on and contribute to the literature on understanding alienation in higher education. In particular, the key findings of this chapter reveal the following factors perpetuating first-year students’ alienation in higher education. These encompass failure to quickly adapt to a different culture of teaching and learning; the academic workload being overwhelming, and the lecturers being quite unapproachable. Students especially struggled to assimilate into the online learning platforms and were challenged with computer illiteracy, unclear expectations in their assessments, and lack of funding for their studies. This chapter concludes by recommending that universities and their teaching staff should recognise the prior knowledge and educational backgrounds of the student body and thereby restructure teaching and assessment to foster social justice to promote student success.

There are clear signs that the COVID-19 pandemic has had a straining impact on the higher education sector in South Africa and the far reaches of the world. This chapter examines (Science, Technology, Engineering, Mathematics) STEM lecturers’ experiences with digital assessments and perspectives on the continuity of digital transformation in the higher education sector in the post-COVID-19 era at one of South Africa’s rural universities. In 2022, a survey of ten (10) lecturers was conducted and the reports were also consulted by four (4) e-learning practitioners to obtain their views on the use of online learning and contact courses in the post-pandemic period. A qualitative research approach was used to understand the puzzling issues faced by STEM lecturers at a previously disadvantaged institution in Limpopo Province. The results of this study show that there is a puzzling conundrum that hinders the integration of effective online learning. Furthermore, online education as the new normal in the post-COVID-19 era seems unattainable due to extremely complex and difficult-to-understand mathematical symbols. Software and tools proved to be limitations in terms of establishing an interactive learning environment for students and lecturers on online learning platforms. Lecturers’ use of learning and teaching platforms deteriorated due to numerous unknown challenges, but also the tightening of COVID-19 restrictions. Furthermore, the results showed that science and mathematics lecturers believe that contact learning remains irreplaceable across generations and eras as some are not technology enthusiasts. This paper recommends that the lack of technological systems as well as technological resistance and reluctance to adopt transformative pedagogy and innovative practices, should not be viewed as a thorny issue to end the dominance of online education in STEM courses. Keywords: connectivism, Learning Management Systems, affordances, technological resistance, Moodle, transformative pedagogy

There are clear signs that the COVID-19 pandemic has had a straining impact on the higher education sector in South Africa and the far reaches of the world. This chapter examines (Science, Technology, Engineering, Mathematics) STEM lecturers’ experiences with digital assessments and perspectives on the continuity of digital transformation in the higher education sector in the post-COVID-19 era at one of South Africa’s rural universities. In 2022, a survey of ten (10) lecturers was conducted and the reports were also consulted by four (4) e-learning practitioners to obtain their views on the use of online learning and contact courses in the post-pandemic period. A qualitative research approach was used to understand the puzzling issues faced by STEM lecturers at a previously disadvantaged institution in Limpopo Province. The results of this study show that there is a puzzling conundrum that hinders the integration of effective online learning. Furthermore, online education as the new normal in the post-COVID-19 era seems unattainable due to extremely complex and difficult-to-understand mathematical symbols. Software and tools proved to be limitations in terms of establishing an interactive learning environment for students and lecturers on online learning platforms. Lecturers’ use of learning and teaching platforms deteriorated due to numerous unknown challenges, but also the tightening of COVID-19 restrictions. Furthermore, the results showed that science and mathematics lecturers believe that contact learning remains irreplaceable across generations and eras as some are not technology enthusiasts. This paper recommends that the lack of technological systems as well as technological resistance and reluctance to adopt transformative pedagogy and innovative practices should not be viewed as a thorny issue to end the dominance of online education in STEM courses.

On entering higher education, students from disadvantaged schools seem unable to cope with new academic demands and all too often the need for adjustment is attributed to under-preparedness. The purpose of this paper is to identify the factors contributing to and mitigating the alienation of students in institutions of higher learning. The narrative inquiry with a qualitative method was employed to obtain the perceptions of 51 selected first-level science university students on their experiences. This is a case of the University of Venda first-year level students registered in the 2023 academic year. The findings of this paper build on and contribute to the literature on understanding alienation in higher education. In particular, the key findings of this paper reveal that the students failed to quickly adapt to a different culture of teaching and learning; the academic workload was overwhelming, and lecturers were unapproachable Students from previously disadvantaged backgrounds especially struggled to assimilate into the new university culture of teaching and learning. This paper concludes by recommending that there is a serious need to take cognisance of the influx of previously disadvantaged students into institutions that were not created with them in mind. Universities and their teaching staff should recognise the culturally diverse nature of the student body and thereby restructure teaching and assessment to foster social justice to promote student success.

Massification in higher education has made the satisfaction of students’ needs unattainable among university lecturers. In contrast, the use of innovative strategies for collaborative learning enhances student engagement in the heterogeneous student context. Moreover, this paper aims to explore strategies for fostering student engagement through collaborative learning among first-year students at the University of Venda. To answer the research question of whether innovative learning designs in teaching and learning can foster students’ engagement and collaborative learning, subsequently, this paper employed a mixed-methods approach to gauge the effectiveness of different teaching strategies on student outcomes. Significantly, the purposive sampling approach was used to sample a group of 200 students in the Extended Curriculum Programme (ECP). The researchers used participant observation and narrative inquiry as data collection instruments in this paper. Furthermore, the students in their respective groups were assigned topics from the English and Biology modules to use their talents to demonstrate their understanding of certain complex concepts in these modules. The non-surprising findings of this paper elucidated that collaborative learning expedites students’ mastery of key concepts and subject content through the integration of talents. The module lecturers introduced students to these innovative designs to ensure collaborative learning and effective student engagement. The key findings articulated that these aspects, namely role-playing exercises, group projects, peer-to-peer learning, use of talents, peer feedback, and so forth, have the potential to improve student performance and academic success. The implication of this study is that students learn to work together, delegate responsibilities, improve participation, and communicate effectively to attain a common goal. Using these strategies, lecturers promote collaboration among students and foster a more engaging and interactive learning experience. This paper further recommends the integration of students’ talents as an effective strategy to foster student engagement and collaborative learning to track and monitor at-risk students at an early stage.

Teaching and learning in the contemporary era require technological or digital advancement. Various learning technologies offer a wide range of opportunities to enhance effective engagements between lecturers and students in institutions of higher learning. Consequently, this study explored the understanding of higher institutions in maximising the use of digital teaching and learning strategies to foster student success. In addition, the researchers investigated the proper provisioning of digital tools to successfully utilise online learning platforms. A total of 239 Science Foundation Students in the 2021 cohort participated in this study. A questionnaire with open and closed-ended questions regarding the availability of gadgets, university data provisions and network connectivity was administered. Results of this study revealed that 95 students had laptops while the rest used their smartphones, 52 students received university data during the investigation period and 186 managed to connect to the Internet mostly by utilising the universitys free Wi-Fi. These findings have significant implications for the development of effective planning prior to the implementation of digital teaching and learning. Furthermore, results showed reasonable students engagement regarding viewing quiz questions from the Modular Object-Orientated Dynamic Learning Environment (Moodle) platform and an infectiveness for the report posting exercises.

Massification in higher education has made the satisfaction of students’ needs a difficult conundrum among university lecturers. In contrast, the use of innovative design for collaborative learning enhances student engagement in the populous student’s context. Moreover, this paper aims to extensively explore innovative designs for fostering student engagement and collaborative learning among first-year students at the University of Venda. The study employed a qualitative research method with the purposive sampling technique. Subsequently, a group of 200 students was the population of this study. Participant Observation and narrative inquiry were used as data collection instruments. The students in their respective groups were assigned topics from the module content to use their talents to demonstrate their understanding of certain content in the module. The non-surprising findings of this paper elucidated that collaborative learning expedites students’ mastery of key concepts and subject content. The module lecturers introduced students to these innovative designs to ensure collaborative learning and effective student engagement. The key findings elucidated these aspects namely, role-playing exercises, group projects, peer-to-peer learning, use of talents, and peer feedback. The implication of this study is that students learn to work together, delegate responsibilities and communicate effectively to attain a common goal. Using these strategies, the lecturers promote collaboration among students and foster a more engaging and interactive learning experience. This paper further recommends efficient and effective techniques and strategies to foster student engagement and collaboration to track and monitor at-risk students timeously.

There is no doubt that the COVID-19 pandemic has greatly affected the higher education sector in South Africa. However, academics and students’ preparedness and competencies have been considered a major conundrum concerning the integration of online learning in the classroom. The purpose of this paper is to examine the academics’ perspectives on a blend of a metaverse in the higher education sector in the post-COVID-19 era at one of the South African rural-based universities. A survey was administered in 2022 to ten (10) academics and the reports were consulted from four (4) E-learning practitioners to solicit their perceptions regarding the use of online learning and contact classes in the post-pandemic era. A qualitative research approach was employed to comprehend the challenges encountered in a historically disadvantaged rural-based university in Limpopo Province. The findings of this study show that there are major issues and challenges impeding the establishment of effective e-learning education. Consequently, technological continuity as a new normal in the post-COVID-19 era appears to be unattainable due to the challenges encountered by the students and lecturers. The use of Learning Management Systems among academics seems to have deteriorated due to the adjustments in COVID-19 rules and regulations. Furthermore, the findings revealed that most academics believed that contact learning remains irreplaceable throughout generations and ages as some are technophilic. This paper recommends that the incompetence and technological resistance and reluctance in adopting transformative pedagogies may not be used as a stumbling block to consider e-learning as a viable option to discontinue online education.

Blended learning has become immensely integrated in contemporary times owing to the emergence of COVID-19. Consequently, it was seen as an effective approach to meet the accelerated demands of the diverse student population in universities and colleges. The rapid progress of the online world has made it essential to switch from face-to-face to online space. However, first-year Science Foundation students appear to encounter challenges using various learning platforms. While the demands of the online spectrum have changed due to the advent of COVID-19, this paper aimed to assess student participation and experience while teaching online on numerous platforms including Microsoft Teams, Google Teams, Moodle, and WhatsApp. The qualitative approach was employed to obtain descriptive data which was later quantified. Semi-structured questionnaires were used to conduct interviews with a total of 120 Science Foundation students at the University of Venda in the academic year 2021 to obtain the students’ online learning experiences. The findings of this study showed that due to the variety of online platforms used in the various modules, the students are unable to interact with the lecturers since the online learning platforms were quite new and tricky to navigate through. In addition, the researchers tried to fill the gap and implement strategies for effectively engaging pedagogy on online platforms. Students’ experiences were related to poor network connectivity, computer illiteracy, difficulty adapting to the Moodle platform, intermittent home learning environment, lack of interaction, and heavy workload. There is a need for a holistic understanding of how technology has transformed the teaching and training landscape to enable academics and students to stay relevant in a rapidly evolving educational landscape.