Sarasvathie Reddy
Biographic Data
| ID | 3941121 |
|---|---|
| NAME | Sarasvathie Reddy |
| GIVEN NAMES | Sarasvathie |
| FAMILY NAME | Reddy |
| SIGNATURE | REDDY S |
| AFFILIATIONS | University of KwaZulu-Natal |
| ORCID | 0000-0001-9344-7431 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 0 |
Digital Curricular Transformation and Fourth Industrial Revolution 4.0 (4IR): Deepening Divides or Building Bridges
As the COVID-19 pandemic brought the world to a standstill, many traditional contact higher education institutions, such as the University of KwaZulu-Natal (UKZN), embraced the technologies of the Fourth Industrial Revolution (4IR) to pursue their mandates. Such transitions necessitate transforming existing curricula into digitised versions that infuse digital technologies into programme delivery and embed digital learning experiences students ne…
Unintended Pedagogical Consequences of Emergency Remote Teaching at a Rural-Based University in South Africa
In this empirical article, we argue that while emergency remote teaching (ERT) may have achieved its goal of saving the academic years during the COVID-19 pandemic, it also constructed unintended pedagogical consequences that were possibly overlooked at the time of advocating for it. We also contend that students and lecturers from rural-based universities (RBUs) in South Africa experienced different unintended pedagogical consequences compared t…
Cross-disciplinary synergy: First-year students' experiences of learning academic writing through integrated writing support at a University of Technology
An important role in socialising first-year students into universities is initiating them into \ndifferent conventions of academic writing. Support programmes, such as writing centres, \nhave been established in several South African universities to help students with this \nobjective and the broader issue of academic literacy. The assumption is that such interventions \nbridge the articulation gap between basic and higher education phases and ex…
A balancing act: Facilitating a University Education Induction Programme for (early career) academics
This article examines the University Education Induction Programme (UEIP), an academic development programme, delivered at the University of KwaZulu-Natal, South Africa. The authors, who developed and now facilitate the UEIP, deliver the programme to early career academics and senior academics as per a senate-mandated requirement. Drawing on Kolb’s experiential model of learning and Knowles’ ideas of andragogy, the article interrogates how indivi…
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A balancing act: Facilitating a University Education Induction Programme for (early career) academics
This article examines the University Education Induction Programme (UEIP), an academic development programme, delivered at the University of KwaZulu-Natal, South Africa. The authors, who developed and now facilitate the UEIP, deliver the programme to early career academics and senior academics as per a senate-mandated requirement. Drawing on Kolb’s experiential model of learning and Knowles’ ideas of andragogy, the article interrogates how indivi…
Cross-disciplinary synergy: First-year students' experiences of learning academic writing through integrated writing support at a University of Technology
An important role in socialising first-year students into universities is initiating them into \ndifferent conventions of academic writing. Support programmes, such as writing centres, \nhave been established in several South African universities to help students with this \nobjective and the broader issue of academic literacy. The assumption is that such interventions \nbridge the articulation gap between basic and higher education phases and ex…
Digital Curricular Transformation and Fourth Industrial Revolution 4.0 (4IR): Deepening Divides or Building Bridges
As the COVID-19 pandemic brought the world to a standstill, many traditional contact higher education institutions, such as the University of KwaZulu-Natal (UKZN), embraced the technologies of the Fourth Industrial Revolution (4IR) to pursue their mandates. Such transitions necessitate transforming existing curricula into digitised versions that infuse digital technologies into programme delivery and embed digital learning experiences students ne…
Unintended Pedagogical Consequences of Emergency Remote Teaching at a Rural-Based University in South Africa
In this empirical article, we argue that while emergency remote teaching (ERT) may have achieved its goal of saving the academic years during the COVID-19 pandemic, it also constructed unintended pedagogical consequences that were possibly overlooked at the time of advocating for it. We also contend that students and lecturers from rural-based universities (RBUs) in South Africa experienced different unintended pedagogical consequences compared t…
Pedagogy (4 works) · Sociology (4 works) · Mathematics education (3 works) · Political science (3 works) · Psychology (3 works) · Computer Science (2 works) · Social science (2 works) · Academic writing (1 works) · Adult and Continuing Education Topics (1 works) · Adult education (1 works)