Higher Institution Dropouts in South Africa during COVID-19: Have We Got Our Priorities Right in Resolving Teaching and Learning Challenges?

Autor/in	Okoye, Felix Ifeanyichukwu
Titel	Higher Institution Dropouts in South Africa during COVID-19: Have We Got Our Priorities Right in Resolving Teaching and Learning Challenges?
Quelle	In: International Journal of Education and Development using Information and Communication Technology, 17 (2021) 4, S.144-147 (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-0556
Schlagwörter	Foreign Countries; COVID-19; Pandemics; College Students; At Risk Students; Barriers; Stress Variables; Coping; Dropout Prevention; Educational Technology; Technology Uses in Education; Government Role; Dropouts; Student Needs; South Africa + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Bewältigung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Apparently, the 'overwhelming' and abrupt changes and transformation that is on-going in teaching and learning at the higher education institutions (HEIs) due to COVID-19. Some learners are coping well, whilst the majority are grappling with the teaching and learning challenges as presented by COVID-19. Other learners (not would not) cannot cope with the pressure and abrupt changes that take place in HE which result in dropping out of these learners. This article poses the question of whether we have exhausted strategies to curtail the dropping out of learners due to teaching and learning challenges. The article intends to spur discussion on how we can effectively assist the higher education (HE) learners who are struggling or failing to cope with the COVID-19 teaching and learning challenges. The focus is on the challenges caused using technology for teaching and learning. Thus, the sudden imposition of e-learning on curriculum content designed for face-to-face contact learning due to COVID-19 has exposed how unprepared developing nations are towards embracing the predictable future of education. There are indications that the post COVID-19 teaching and learning environment will possibly maintain the current e-learning practices. Do we have we our priority right in supporting the struggling learners? (As Provided).
Anmerkungen	International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Cavehill, Bridgetown, Barbados, BB11000, West Indies. e-mail: chiefeditor-ijedict@open.uwi.edu; Web site: http://ijedict.dec.uwi.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01