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

International Journal of Educational Technology in Higher Education

Laura Czerniewicz¹  Henry Trotter¹  Genevieve Haupt¹ 

[1] University of Cape Town;

关键词: Online education;    Blended learning;    Activity theory;    Contestations;    Protests;    #FeesMustFall;   

DOI  :  10.1186/s41239-019-0170-1

来源: DOAJ

【 摘 要 】

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.

【 授权许可】

Unknown