HomePublicationsOpen Access SeriesOnline, Open, and Equitable EducationSection 1 Chapter 2: Remote Teaching during the COVID-19 Pandemic: A Personal ReflectionDownload Chapter Book MenuOnline, Open, and Equitable Education SectionsSection 1Section 2ChaptersChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7Chapter 8Chapter 9Chapter 10Chapter 11Chapter 12Book Resources Contributors Download BookOpen access PDFdoi.org/10.36284/celelon.oa7ISBN: 978-1-951414-12-2July 20243.7 MBMetrics: 1088 views | 246 downloadsISBN: 978-1-951414-13-9Print Edition Coming Soon Ufuoma Akpojivi“Remote Teaching During the COVID-19 Pandemic: A Personal Reflection” by Ufuoma Akpojivi reflects on the emergency shift to remote teaching at the University of the Witwatersrand, South Africa. This transition was influenced by the COVID-19 lockdown but accentuated pre-existing challenges in higher education such as inclusivity and access, which were already under scrutiny from the #FeesMustFall movement. Akpojivi contrasts the experiences of teaching two different courses—one that transitioned mid-semester from face-to-face to online, and another designed from the outset for remote delivery during the pandemic. The reflection highlights various adopted pedagogical strategies, such as asynchronous learning to cater to diverse student needs, and the challenges of maintaining student engagement and integrity in an online environment. The courses’ outcomes suggest that while pass rates remained high, deeper issues of equitable access and effective engagement remained significant barriers, necessitating thoughtful pedagogical approaches and infrastructural support to truly democratize education in crisis contexts. Chapter DOI: https://doi.org/10.36284/celelon.oa7.2. Discussion Questions How did the historical and societal challenges faced by South African universities impact the transition to online learning during the pandemic? What pedagogical adjustments did Akpojivi make to accommodate the shift to online teaching, and how effective were these strategies in maintaining student engagement? In what ways did asynchronous learning platforms help address issues of accessibility and equity among students? What were the main challenges in student participation and engagement noted during remote teaching, and how might these be addressed in future course designs? How do the experiences shared by Akpojivi reflect broader issues of digital divide and educational equity in the context of South African higher education? Reflecting on the shift to online learning during the pandemic, what long-term changes should institutions consider to better prepare for future disruptions in higher education? Share:
