Online learning at a South African University
Early Career Academic Experiences
Bibliographic Data
| ID | 6030399 |
|---|---|
| Authors | Khanyi Mbambo (0000-0002-6548-4064, University of KwaZulu-Natal, corresponding author) |
| Year | 2024 |
| Volume | 23 |
| Issue | 4 |
| Pages | 1-16 |
| Publication date | 2024-12-20 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | African Identities (JOURNAL) |
| Journal identifiers | ISSN: 1472-5843 • E-ISSN: 1472-5851 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/14725843.2024.2424332 |
| OpenAlex | W4405639922 |
| Language | EN |
| Citations received | 1 |
| References cited | 64 |
The South African Department of Higher Education has emphasised the use of online learning (e-learning). Educational technology resources were used for e-learning, replacing face-to-face learning during the coronavirus pandemic (COVID-19). Consequently, with this transition and new developments in learning technologies, early career academics (ECAs) in one of the universities in South Africa faced various challenges in teaching language modules online. This qualitative case study intended to explore the experiences of ECAs in teaching language modules at a university during the transition from face-to-face to online learning. Data is generated from five ECAs who were purposively and conveniently sampled from the School of Education using reflective journals, and one-on-one semi-structured interviews. The technological pedagogical content knowledge (TPACK) theory is used to guide the study towards understanding ECAs’ knowledge of technology, content, and pedagogy during online teaching of language modules. The Findings indicate that some of the ECAs expressed that online learning was not effective. The majority maintained that the online learning approach was effective. Nevertheless, there were numerous limitations, such as accessibility to technological devices (laptops), and language teacher’s state of readiness in adapting to the new approach. Therefore, more professional development programmes should be conducted and studies highlighting ECAs experiences
Blended Learning · Educational technology · Higher education · Language acquisition · Mathematics education · Multimedia · Online learning · Pedagogy · Political science · Qualitative research · Social science · Sociology · Computer Science · Online and Blended Learning · Psychology · Second Language Learning and Teaching · Technology-Enhanced Education Studies
Research Methods in Education
Exploratory Research in the Social Sciences
Theoretical considerations for understanding technological pedagogical content knowledge (TPACK)
Teacher educators' professional learning
Impact of Educational Technology on Teacher Stress and Anxiety
What is Technological Pedagogical Content Knowledge (TPACK)?
Tracing the development of teacher knowledge in a design seminar
Who gets to learn in a pandemic? Exploring the digital divide in remote learning during the Covid-19 pandemic in Nigeria
Revisiting technological pedagogical content knowledge
Exploratory Research
Exploring the Migration to a Digitalised Curriculum at UKZN
Working Methodology with Public Universities in Peru during the Pandemic—Continuity of Virtual/Online Teaching and Learning
Using the TPACK framework to unite disciplines in online learning
Learning about problem based learning
Those Who Understand
Metaphorically drawing the transition into teaching
Research methodology
E-Learning, online learning, and distance learning environments
Knowledge and Teaching
Pedagogical content knowledge in science education
Target-setting, early-career academic identities and the measurement culture of UK higher education
Effectiveness of higher diploma program for early career academics in Ethiopia
Preparedness to teach
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |