Online teaching in response to student protests and campus shutdowns: academics’ perspectives

 

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dc.contributor.author Czerniewicz, Laura
dc.contributor.author Trotter, Henry
dc.contributor.author Haupt, Genevieve
dc.date.accessioned 2020-01-14T06:51:40Z
dc.date.available 2020-01-14T06:51:40Z
dc.date.issued 2019-12-20
dc.identifier.citation International Journal of Educational Technology in Higher Education. 2019 Dec 20;16(1):43
dc.identifier.uri https://doi.org/10.1186/s41239-019-0170-1
dc.identifier.uri http://hdl.handle.net/11427/30722
dc.description.abstract Abstract During the period 2015–2017, student protests and university shutdowns rocked the higher education sector in South Africa, with key issues being raised regarding student exclusion based on financial, epistemological and cultural grounds. In this highly politicised and contested environment, some universities decided to use blended and online delivery as a strategy to enable the academic year to be completed and all curriculum to be covered, despite the disruptions. This was a controversial decision politically and a challenging one practically. From the perspective of the academics at the University of Cape Town (UCT), this paper draws on interviews with educators in three broad disciplinary areas to explore their views, practices, and experiences regarding the use of online materials in these unique circumstances. Activity Theory provides a framework to consider the issues systemically and to identify the tensions and contradictions in the system.
dc.subject Online education
dc.subject Blended learning
dc.subject Activity theory
dc.subject Contestations
dc.subject Protests
dc.subject #FeesMustFall
dc.subject South Africa
dc.subject University of Cape Town
dc.title Online teaching in response to student protests and campus shutdowns: academics’ perspectives
dc.type
dc.type
dc.type
dc.date.updated 2019-12-22T05:18:27Z
dc.language.rfc3066 en
dc.rights.holder The Author(s)


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