Special Issue 2021
Back...Covid-19 Crisis and teachers’ micropolitics of online learning in one tertiary education institution in Lesotho
Julia Chere-Masopha and David Makafane
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Do we need ‘triggers’ to embrace online teaching and learning in higher education? A reflection paper
Bruce Lesiba Chidi, Hlologelo Climant Khoza and Lesedi Senamele Matlala
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Shifting the goal posts: From traditional to online learning during Covid-19 at a university in South Africa
Nkhangweleni Patrick Mafenya
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Student diversity and online teaching and learning of mathematics in higher education during Covid-19 lockdown: planning towards post Covid-19 era
Farai Julius Mhlanga and Tlou Millicent Ramoroka
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The pandemic is our portal: Re-imagining teaching and learning in the time of Covid-19
Mlamuli Nkosingphile Hlatshwayo, Samukelisiwe Dorothy Khumalo and Nomkhosi Nzimande
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Teaching in the Time of Crisis: A Decolonial Take of My Experiences of Online Teaching at a Rural University in South Africa
Paul Maluleka
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Towards an evidence-based multimodal mental health intervention framework for rural South African university students
Jabu Mokwena, Peter Mphekgwana, Thembinkosi Mabila, Lufuno Makhado, Mandu Selepe, Mpsanyana Makgahlela and Tebogo Mothiba
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Integrating resilience in teaching and learning in South African universities in the Covid-19 era: A scoping review
Otilia Chiramba
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Reimagining support for learning and teaching in post-covid-19 South African higher education
Greig Krull, Rieta Ganas, Nicola Pallitt, Neil Kramm and Alanna Riley
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Transitioning to online mode for a supervisor-led PhD community of practice
Maistry Suriamurthee Moonsamy, Samuel Michael Anthony and Reddy Sarasvathie
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Co-constructed Transnational Learning in Postgraduate Research Supervision: Exploring Issues of Power and Trust
Rachel Martin and Mark Price
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