Online Teaching and Learning in the COVID-19 Era : Perspectives on Equity and Epistemic Justice

This book examines the ongoing changes initially caused by the COVID-19 pandemic and the future prospects of teaching and learning in higher education institutions. It focuses on the impact of online education on issues of learning equity and epistemic justice. The transition from traditional face-to-face teaching to remote learning has exacerbated existing inequalities in epistemological access among higher education students, despite the shortcomings of the former in this regard. The book features essays by African academics who reflect on the challenges of epistemological access during the sudden shift to hybrid, blended and remote teaching and learning. It specifically explores the question of equitable learning in diverse home contexts, drawing on both theoretical and empirical studies conducted by the authors in South African universities and the region. The chapters employ the conceptual framework of epistemic injustice to define and explore various forms of such injustice, providing a basis for analyzing the implications of the transition to online pedagogy. Contents Notes on Contributors List of Figures List of Tables 1 Rethinking Hybrid Teaching in the South African Higher Education System: Promoting Equity and Epistemic Justice Introduction The Conceptual Terrain What Is Equity? A Conceptual Overview of Hybrid Learning Understanding Epistemic Justice Higher Education as a Middle-Class Project: Understanding Inequity and Social Injustices Within Universities Resilience and the Need to Construct Resilient Universities Creating Resilient Institutions Through Hybrid Teaching and Learning in South Africa Synopsis of the Chapters of the Book Conclusion References 2 Digital Education Ecosystem to Achieve Instructional Equity and Cognitive Justice Introduction Theories of Learning The Modern Learning Environment Learners and Learning in a Modern Learning Environment Technology Affordances in a Modern Learning Environment Theoretical Contours to Teaching and Learning Meta-Analysis Approach Principles Underpinning Pedagogy of Personalisation Digital Competences for Teaching and Learning in Technology-Integrated Contexts References 3 Streaming Content Online and Supporting Initial Teacher Educators During Covid-19 Pandemic Introduction Background and Context Methodology Data Presentation and Analysis Identified Issues for Streaming Online to Support Initial Teacher Educators Cost of Data Emails Internet Connection Online Platforms Smart Devices Identified Barriers for Live Streaming Content to Support Initial Teacher Educators Identified Best Practices for Live-Streaming Content to Support Teaching and Learning Findings and Discussion Conclusions, Implications and Recommendations References 4 The Imperatives for Disadvantaged Students Support in HE in the COVID-19 and Post-COVID-19 Era Introduction A Historical Account of HE and the Place of Black/Disadvantaged Students Pre-COVID-19 Support for Disadvantaged Students Methodology COVID-19 and the Destabilisation of Higher Education Disruption of All Educational Activities Broad Scope of Interventions in Higher Education to Support All Students Online Teaching and Learning Student Infrastructure Support Psycho-Social Support Interventions Dedicated to Disadvantaged Students Student Infrastructure Support Psycho-Social Support Discussion Conclusion and Recommendations References 5 Psychological Barriers on Adjustment to Online Teaching and Learning in Universities During Covid-19 Pandemic: A Social Justice Perspective Introduction Social Justice and Education Psychological Barriers to Adjustment to Online Teaching and Learning Stress Anxiety and Depression Inadequate Social Interactions Lack of Experience and Preparedness Abrupt Switch to Online Instruction and Preparation Lack of Self-Motivation Inadequate e-learning Resources and Technical Difficulties Conclusion and Recommendation References 6 Digital Revolution in Higher Education in the Covid-19 and Post Covid-19 Era Introduction Method Digital Revolution in Higher Education The Social Determinants of Inequalities in Higher Education The Intersection of Digital Technology & Digital Education Discussion and Conclusion References 7 An Analysis of COVID-19 Related Factors that Affect the Girl Child’s Access and Participation in Education Introduction Background to the Study Purpose of the Study Research Questions Literature Panorama on Girl child’s PE Cultural Aspects Working Against the Girl child’s Opportunities Social and Gender Norms in COVID-19 Pandemic Methodology and Methods Used in the Study Findings and Discussions Transportation to and from Schools Other Discovered Themes COVID-19 Related Reasons that Caused the Girl Child to Drop Out of School Discussion of Findings Conclusions of the Study References 8 Managing Change from Face-to-Face to Online Teaching and Learning in Higher Education During the COVID-19 Pandemic: Implications for Equity and Epistemic Justice Introduction Background Conceptualizing Change Management in Higher Education: Addressing Equity and Epistemic Justice Conceptualizing Equity and Epistemic Justice Conceptualizing In-Person Face-to-Face Teaching and Learning (F2FTL), Online Teaching and Learning (ODL), and Emergency Remote Teaching and Learning (ERTL) Equity and Epistemic Justice in the Face of ERTL During COVID-19 in Higher Education Theoretical Framework and Research Objectives Research Objectives Methodology Results Biases and Ongoing Debates Surrounding Equity and Epistemic Justice in Online Learning During COVID-19 Challenges and Opportunities Associated with the Transition to Online Teaching and Learning Implications of the COVID-19 Pandemic on Epistemic Justice in Higher Education, Particularly in Relation to Knowledge Production, Distribution, and Recognition. Effective Management of the Transition to Online Teaching and Learning to Promote Equity and Epistemic Justice Discussion of Results Recommendations Student Engagement Development and Implementation of Inclusive Pedagogical Frameworks Prioritisation of Professional Development for Faculty and Staff Ensuring Equitable Access to Online Learning Resources Facilitating Collaboration and Nurturing Community Building Aggregating Feedback and Conducting Rigoroud Evaluations Conclusion References 9 Protective Factors for Adjustment to Online Teaching During COVID-19 Pandemic: A Social Justice Perspective Introduction Social Justice in Education Protective Factors for Adjustment to Online Teaching During COVID-19 Pandemic Social Connectedness Conclusion & Recommendation References 10 Teaching and Learning in Higher Education in the Post-COVID-19 Era: A Prospective View Introduction Different Conceptions of Social Justice Emerging Themes Cognitive Justice in Hybrid and Online Teaching and Learning Digital Divide and Support for Marginalised Students Staff Barriers to Online Teaching and Learning Managing Crises in Unequal Societies Gender and Educational Crises Social Justice and Educational Crises Moving Beyond the Notions of Hybrid and Blended to Multimodal Teaching and Learning A Critical Reexamination of the COVID-19 Pandemic Discourses Towards the Multimodal Instructional Environment Beyond the Pandemic: Towards a More Resilient Higher Education Conclusion References Index