Cedric Bheki Mpungose
Biographic Data
| ID | 4052276 |
|---|---|
| NAME | Cedric Bheki Mpungose |
| GIVEN NAMES | Cedric Bheki |
| FAMILY NAME | Mpungose |
| SIGNATURE | MPUNGOSE C B |
| AFFILIATIONS | University of KwaZulu-Natal |
| ORCID | 0000-0001-9828-8599 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Lecturers’ reflections on using educational technology resources in teaching at two South African TVET colleges
Educational technology (EdTech) resources are essential in modern pedagogy; however, their implementation often prioritises physical tools over pedagogical theories. This study aims to explore TVET college lecturers’ reflections on their use of educational technology resources to facilitate teaching and learning. A qualitative case study was conducted with 20 lecturers at two South African TVET colleges in KwaZulu-Natal, using focus group discuss…
Teaching reading comprehension in the digital age
Digitalisation has significantly reshaped education, including reading instruction. The integration of Educational Technology (EdTech) promises to boost engagement, personalise learning, and deepen comprehension. However, the digital divide, characterised by unequal access and digital literacy, obstructs equitable education and limits EdTech’s potential. This systematic review explores EdTech integration in reading comprehension instruction among…
Inner-self in the teaching of physical sciences according to the Curriculum and Assessment Policy Statement (Caps) in South African schools
Teachers of Physical Sciences (PS) according to the Curriculum Assessment Policy Statement (CAPS) are blamed for the high failure rate of learners resulting from inadequate subject content and pedagogy. However, little research has been done to look at the inner-self (self-identity) of those who teach. A qualitative interpretive case study was carried out on eight teachers of PS in rural schools in the province of KwaZulu-Natal in South Africa, t…
Lecturers’ reflections on use of Zoom video conferencing technology for e-learning at a South African university in the context of coronavirus
The coronavirus pandemic (COVID-19) outbreak forced all universities to demand that lecturers move their services fully online and use video conferencing technology (VCT) to supplement learning management systems for online learning (e-learning). They were not given any framework prior to this request, nor sufficient training. This qualitative interpretive case study explores lecturers' reflections on the use of Zoom VCT for e-learning at a South…
Digitalised curriculum to the rescue of a higher education institution
This time of COVID-19 has compelled higher education institution (HEI) academics to embrace a digitalised curriculum in teaching, learning, and research. A digitalised curriculum is a plan for and/or a plan of teaching, learning, and research, driven by specific hardware, software, and theories. HEI leaders of teaching and learning have been unsuccessful over the years in promoting the use of various kinds of learning management systems (LMSs) wi…
Emergent transition from face-to-face to online learning in a South African University in the context of the Coronavirus pandemic
South African universities have been forced to transit from face-to-face to online learning (e-learning) as a result of the coronavirus pandemic (COVID-19). However, various challenges hinder disadvantaged students from realising the full potential of e-learning. Therefore, this study’s main objective is to propose alternative pathways to overcome such challenges for students, to enable them to have access to effective e-learning. This study draw…
Digitalised curriculum to the rescue of a higher education institution
This time of COVID-19 has compelled higher education institution (HEI) academics to embrace a digitalised curriculum in teaching, learning, and research. A digitalised curriculum is a plan for and/or a plan of teaching, learning, and research, driven by specific hardware, software, and theories. HEI leaders of teaching and learning have been unsuccessful over the years in promoting the use of various kinds of learning management systems (LMSs) wi…
Lecturers’ reflections on use of Zoom video conferencing technology for e-learning at a South African university in the context of coronavirus
The coronavirus pandemic (COVID-19) outbreak forced all universities to demand that lecturers move their services fully online and use video conferencing technology (VCT) to supplement learning management systems for online learning (e-learning). They were not given any framework prior to this request, nor sufficient training. This qualitative interpretive case study explores lecturers' reflections on the use of Zoom VCT for e-learning at a South…
Emergent transition from face-to-face to online learning in a South African University in the context of the Coronavirus pandemic
South African universities have been forced to transit from face-to-face to online learning (e-learning) as a result of the coronavirus pandemic (COVID-19). However, various challenges hinder disadvantaged students from realising the full potential of e-learning. Therefore, this study’s main objective is to propose alternative pathways to overcome such challenges for students, to enable them to have access to effective e-learning. This study draw…
Digitalised curriculum to the rescue of a higher education institution
This time of COVID-19 has compelled higher education institution (HEI) academics to embrace a digitalised curriculum in teaching, learning, and research. A digitalised curriculum is a plan for and/or a plan of teaching, learning, and research, driven by specific hardware, software, and theories. HEI leaders of teaching and learning have been unsuccessful over the years in promoting the use of various kinds of learning management systems (LMSs) wi…
Inner-self in the teaching of physical sciences according to the Curriculum and Assessment Policy Statement (Caps) in South African schools
Teachers of Physical Sciences (PS) according to the Curriculum Assessment Policy Statement (CAPS) are blamed for the high failure rate of learners resulting from inadequate subject content and pedagogy. However, little research has been done to look at the inner-self (self-identity) of those who teach. A qualitative interpretive case study was carried out on eight teachers of PS in rural schools in the province of KwaZulu-Natal in South Africa, t…
Lecturers’ reflections on use of Zoom video conferencing technology for e-learning at a South African university in the context of coronavirus
The coronavirus pandemic (COVID-19) outbreak forced all universities to demand that lecturers move their services fully online and use video conferencing technology (VCT) to supplement learning management systems for online learning (e-learning). They were not given any framework prior to this request, nor sufficient training. This qualitative interpretive case study explores lecturers' reflections on the use of Zoom VCT for e-learning at a South…
Teaching reading comprehension in the digital age
Digitalisation has significantly reshaped education, including reading instruction. The integration of Educational Technology (EdTech) promises to boost engagement, personalise learning, and deepen comprehension. However, the digital divide, characterised by unequal access and digital literacy, obstructs equitable education and limits EdTech’s potential. This systematic review explores EdTech integration in reading comprehension instruction among…
Lecturers’ reflections on using educational technology resources in teaching at two South African TVET colleges
Educational technology (EdTech) resources are essential in modern pedagogy; however, their implementation often prioritises physical tools over pedagogical theories. This study aims to explore TVET college lecturers’ reflections on their use of educational technology resources to facilitate teaching and learning. A qualitative case study was conducted with 20 lecturers at two South African TVET colleges in KwaZulu-Natal, using focus group discuss…
Pedagogy (5 works) · Political science (5 works) · Sociology (5 works) · Mathematics education (4 works) · Psychology (4 works) · Curriculum (3 works) · Educational technology (3 works) · Law (3 works) · Online and Blended Learning (3 works) · Blended Learning (2 works)