3 minute read
5.1 Online Resource for Higher Education Transformation (ORHET
This transformation pillar offers digital transformation in education as the response to the COVID-19 crisis in the spirit of ‘leave no one behind’. It also supports the principle of the educational value of ‘learning anywhere, anytime’ by adopting digital solutions that make e-learning more accessible than ever, empower digital-ready teaching ecosystems, and upgrade activities while cutting costs, risks and efforts.
The COVID-19 pandemic and other emergencies will continue to have wide ranging implications for education. According to UNESCO Institute for Statistics (2020), the pandemic has led to the closure of schools in 188 countries, affecting more than 1.5 billion students at 63 million primary and secondary schools and universities worldwide. This education interference from COVID-19 serves as a reminder of the need for digital transformation to address social justice deficits.
The CHE, DHET and USAf have approved the Online Resource for Higher Education (ORHET) as one of the pillars of the Transformation Barometer. These advanced technologies have the ability to plan, manage, and support digital transformation in the education industry, helping institutions shift their focus from traditional learning models to digital. They motivate immersive learning experiences, future-ready staff and digital tools for delivering educational content to students.
The higher education sector is now responding to new realities in addressing value chain social justice risks. In addition, research shows the value of ‘learning anywhere, anytime’. The developing levels of academic institutions are driving the ‘new’ tradition of digital learning. Online classes are now the most suitable solution to a continuous rise in education. The following are some digital transformation practices around the world:
a) Use of video broadcasting tools
Various institutions have developed the intranet system, empowering a move towards video broadcasting tools – for example, Zoom, Google Hangout and WebEx – for learning at home. Choosing a video solution helps educators to organise live stream classroom sessions for students. Video broadcasting includes virtual learning like recording, live video, audio, live Q&A chat via mobile apps or websites.
b) Use of asynchronous learning programmes
Barriers caused by the pandemic have encouraged educational institutions to rely on asynchronous learning programmes. Asynchronous learning is student-focused. It allows learners to complete courses without the compulsion to be present at a particular time or place. Learners can share ideas and feedback, and query with educators and fellow learners, but they do not receive an immediate response. Digital libraries and discussion boards, for example, assist students to connect online without a facilitator.
c) Use of real-time social media channels
To address the remote learning challenges, various institutions have developed real-time messaging and social media channels through Facebook, WhatsApp and YouTube, to create online learning opportunities to guarantee education reaches every student’s doorstep. These social media channels are helping universities and other institutions to disseminate information with a multiplier impact and embrace the ‘learning anytime, anywhere’ tradition.
Simultaneously, ORHET has raised a number of pertinant issues:
• Rethinking the educator’s role
COVID-19 has challenged educators to reinvent themselves. The educator must adopt digital transformation by accessing Smartphones, tablets and computers to encourage online lectures and smart classes. This will help in the long-term as the ‘new’ future is e-learning, where teaching will rely on remote, digital platforms.
• Encouraging life skills for the future
In this ever-changing worldwide condition, students need versatility and flexibility. Both are imperative for exploring through this pandemic. In the future, the vital skills that educational institutes will espouse are the 3Cs: creativity, communication and collaboration. Collaboration across demographic lines means
‘going digital’, bringing long-term benefits.
• Multi-sectoral partnership
Confronted with the COVID-19 crisis, digital transformation in the education sector is on the rise, leaving behind traditional teaching styles. The education sector is adopting digital solutions that make e-learning more accessible than ever, empowering digital-ready teaching ecosystems and upgrading activities while cutting cost, risk and effort.
This pandemic has brought an opportunity for institutions of higher learning to broaden their stakeholder partnerships beyond those of IT stakeholders only, to include government and community engagements as they augment online resources. For example:
• The Department of Cooperative Governance and Traditional Affairs (COGTA)
This can be a valuable partner because South Africa has 4 392 wards, 205 local municipalities, 53 districts and 8 metros. Each municipality is comprised of wards, the lowest level of governance.
Each and every ward has a school and a clinic available for students in cases where there is no safe space to study or connectivity. COGTA has an intergovernmental (IGR) system, a coordinating model system in every province with resources. A partnership with COGTA and their partners can assist universities to reach students ‘anytime, anywhere’ through innovative technology.
