Conclusion: Re-Imagining the University

We never imagined that a global pandemic would lead to the lockdown of society, including higher education institutions. For at least two decades, some educational practitioners and researchers, private providers, technology companies and publishers had been imagining and developing more technology-enhanced strategies to improve student learning. Traditional universities were generally slow to follow suit, although there were early adopters. The lockdown became a catalyst, pushing lecturers to find solutions to the problems created by pivoting from a predominantly contact environment for teaching, learning and assessment to one that was almost completely online. It was not an easy journey but now many cannot imagine going forward without including some of the technologies to enhance their future contact pedagogy. Emergency remote teaching has brought about a tipping point in the use of educational technologies. In a survey conducted at the University, lecturers reflected on how technology improved both their teaching and assessment practices. For teaching, they became more proficient in using the tools already offered by the learning management system. However, they also became more knowledgeable about other technologies that helped them to interact with students or simulate practical work. Many noted greater student engagement around the subject matter by all students, not just the few who usually responded in class. The online environment also enabled tracking of students who were not engaging so they could contact them and resolve problems. In terms of assessment, most lecturers adopted the strategy of more continuous, shorter assessment opportunities, which proved to be good for keeping students on track. They also developed assessment that required application and higher-order thinking skills. Some faculties explored new marking tools, which they will

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continue to use post-pandemic because they saved time.

Students liked the opportunity to have access to pre-recorded lectures, narrated PowerPoints and recordings of synchronous interactions as they could go back and review to improve their grasp of the subject. They also enjoyed some of the other technologies that lecturers introduced to simulate what would have been practical classes. Most of all, they felt reassured by the contact afforded by synchronous communication or even discussion boards as they were worried about their studies and isolated at home or in places not conducive to study.

Students, parents and lecturers alike value a traditional university experience. At its best, a university is a community of scholars to preserve, grow and disseminate knowledge, to the public good. However, being on campus provides students with opportunities for holistic rather than just intellectual development. In classrooms, practical spaces, tutorials and self-organised groups, they bounce ideas off one another and learn to articulate their questions and their thoughts quickly and clearly. In a supportive environment, they learn to debate, critique and create knowledge and be critiqued in turn. In cultural and sporting activities, they learn the value of teamwork and develop interests and networks. Many have opportunities to become student leaders. They have opportunities for work-integrated learning, community service, internships, employment on campus, attendance at career days and meetings with employers, and other activities that develop work readiness. They have access to Wi-Fi, study spaces and computer laboratories as well as other spaces to study or socialise. Health services are available on campuses. Some have access to residential facilities. Being 21st-century students, they want technology included in their learning experiences, but they also want access to lecturers, fellow students and facilities—what they would term ‘student life’.

For academics, direct contact with students is part of the value proposition of being a lecturer and researcher. They enjoy getting to know the students and nurturing their intellectual and professional growth. They have colleagues who share their interests and stimulate their thoughts. Technology and access to the Internet and Wi-Fi matter to them as well. They have opportunities to attend events where they can continually hone their teaching and assessment skills as well as their disciplinary knowledge.

Campuses are not likely to re-open fully in 2021 but the University will continue to enhance its ability to teach and assess with technology and develop its students with access to technology, student support services like the library, advising and counselling, as well as learning opportunities. When classes can finally resume safely, we shall truly be able to say that we are using not just a hybrid approach, but technology-enhanced teaching and learning.

Prof Wendy Kilfoil

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Rita Dave Graphic Designer Department for Education Innovation University of Pretoria

Mariki Uitenweerde

EYEscape.co.za

Almero du Pisani Head Creative Studios & Communication Technology Department for Education Innovation University of Pretoria

Nathan Lowe Language Unit University of Pretoria

ISBN 978-1-77592-214-8

9 781775 922148 University of Pretoria Teaching and Learning Review 2020