Digital Transformation in South African Public Higher Education Institutions – A Pedagogical Approach
Philani Gumede 
, Andrisha Beharry-Ramraj , Sindisiwe Nzimande & Shakti M. Ramson
Issue: Vol.4 No.14 Special Issue Article 12 pp.141-152
DOI: https://doi.org/10.38159/ehass.202341413 | Published online 22nd December, 2023
© 2023 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Traditional teaching and learning approaches were disrupted by COVID-19, which led to a considerable movement towards online and remote education, with public universities having to adapt to new remote learning methods and a delayed academic calendar. While these changes allowed for continued learning during the pandemic, they also came with challenges and had implications on student performance and well-being. This transition brought to light the necessity for effective pedagogical practices to engage students in virtual classrooms, which also exposed existing disparities in access to technology and internet connectivity. Studies have focused on student access and success in transformative digital learning by redressing socioeconomic issues. Keeping students engaged and connected to what is being delivered has yet to be explored in Public Higher Education Institutions (PHEIs). Numerous tools are available to engage and connect students during teaching and learning. However, these are not optimally utilised in PHEIs due to a lack of knowledge of their existence; lecturers’ preferences; lack of skills in using engaging tools; conventional teaching style that is assumed to be working; and lack of will to adapt and change with the times. Changing from conventional classrooms to hybrid and online classrooms requires changing teaching methods and especially pedagogies. This study aimed to identify how PHEIs could better benefit from using 21st-century pedagogies in virtual classrooms now that the pandemic is over. A qualitative research approach was used to gather data. A desktop literature review was used from a constructivist paradigm to assess and select data to include in the study methodologically. Data was analysed using theme analysis. This study found that blended learning and virtual learning have high propensity and knowledge retention rates amongst students, given that the pedagogies used by lecturers align with the new requirements of active and engaging learning. This study covered a broad aspect of pedagogies underpinning learning in 21st-century classrooms and theories. Recommendations were made for improved active engagement in the 21st-century classroom.
Keywords: Pedagogies, Covid19, Learning, Public Higher Education Institutions, Student Engagement
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Philani Gumede, University of KwaZulu-Natal (UKZN), South Africa.
Dr Andrisha Beharry Ramraj is a Senior Lecturer at the University of KwaZulu-Natal, holds a PhD in Management studies majoring in management, leadership and governance. Further to this she holds a Diploma in Higher Education and a Post Graduate in Human Resources Management. In 2004 and 2005 she received NRF scholarships to complete her Honours and Masters degrees respectively. She has presented at local and international conferences in Management, Leadership, Marketing, Global Business and Entrepreneurship. She has published in the fields of Leadership, Entrepreneurship, Human Resources and Business Management. She recently published book chapters on entrepreneurial suitability and employee wellness across the globe. In 2016 and 2017 she received best presentation awards for best paper delivered at conferences, she serves on the Teaching and Learning committee within the University of KwaZulu Natal (UKZN) and served as the Bachelor of Business Administrator Programme Manager (Self-Funding Teaching Programme) for a one term. She teaches across levels within the Discipline of Management and Entrepreneurship, from entry level to masters level. She is keen on developing undergraduate curriculum transformation within the discipline. Redesigning curricular to suite the dynamics of the modern world enabling sustainability is fast becoming her passion.
Sindisiwe Nzimande – Management College of Southern Africa (MANCOSA, South Africa.
Shakti M. Ramson – Varsity College Westville, South Africa.
Gumede, Philani, Beharry-Ramraj, Andrisha, Nzimande, Sindisiwe & Ramson, Shakti M. “Digital Transformation in South African Public Higher Education Institutions – A Pedagogical Approach.” E-Journal of Humanities, Arts and Social Sciences 4, no.14 Special Issue (2023): 141-152. https://doi.org/10.38159/ehass.202341413
© 2023 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
