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Download full textMavuru, Lydia; Ramaila, Sam – International Journal of Higher Education, 2022
The study examined the role of COVID-19 pandemic as a catalyst for fostering reformed pedagogy in science education within the South African context. The prevalence of COVID-19 pandemic compelled teachers as key agents of educational change to fundamentally rethink their pedagogical practices with a view to bring about reformed pedagogy. The study…
Descriptors: COVID-19, Pandemics, Instruction, Science Education
Direct linkOlowoyo, Mary Motolani; Ramaila, Sam; Mavuru, Lydia; Mugivhisa, Liziwe – Africa Education Review, 2022
Measures that were put in place to combat the spread of COVID-19, such as lockdowns, movement restrictions, and social distancing, resulted in remarkable changes in the traditional educational systems. Online learning was implemented to replace face-to-face teaching and learning, albeit with several challenges and varying levels of unpreparedness.…
Descriptors: Foreign Countries, COVID-19, Pandemics, College Students
Mavuru, Lydia; Pila, Oniccah Koketso; Kuhudzai, Anesu Gelfand – International Journal of Higher Education, 2022
The outbreak of COVID-19 pandemic has not only caused fear and uncertainty in the education systems across the globe, but it brought about a fundamental paradigm shift in the mode of teaching and learning. Higher education drastically transitioned to remote/online delivery even for the students who had enrolled for face-to-face mode of teaching…
Descriptors: COVID-19, Pandemics, Preservice Teachers, Adjustment (to Environment)
