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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
Dhurumraj, Thasmai; Ramaila, Sam; Raban, Ferhana; Ashruf, Ahmed – Journal of Baltic Science Education, 2020
COVID-19 posed formidable challenges to the teaching and learning of subjects with abstract concepts such as Science, Technology, Engineering and Mathematics (STEM). The study explored how STEM teachers transformed their pedagogical practices as an integral part of the transition to online teaching and learning in response to COVID-19 and further…
Descriptors: COVID-19, Pandemics, Foreign Countries, Socioeconomic Influences
