Readiness for the Fourth Industrial Revolution

This chapter explored the readiness of a South African university to take part in the fourth industrial revolution by exploring the experiences of students in science and technology on the impact of COVID-19 in the learning of their practical modules. Guided by two research questions, namely how the COVID-19 has impacted students' engagement with their practical modules and students' readiness to learn remotely and carry out the practical aspects of their modules, the chapter employ a qualitative case study approach to explore the views of students that offer courses that involve practical. Seven fourth-year students were purposively selected as study sample. Data were generated online using Google forms and were analysed thematically. The chapter was framed using the technology acceptance model. Findings revealed the following: ease and clarity of concept, lack of interaction with others, lack of motivation, lack of access to ICT facilities, lack of relevant materials to execute practical tasks, and lack of conducive learning environment. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Asynchronous Pre-Service Teaching Practicum and Work-Integrated Learning amid COVID-19 Pandemic

In South Africa – as is also the case worldwide – schools are closed due to the current COVID-19 pandemic but learning is open. Hence, in a bid to avoid disruption to the academic calendar – which may result in postponing or cancelling teaching practicums – institutions of higher learning, particularly those running teacher education programmes (TEPs), have embraced the idea of conducting teaching practice (TP) online. Pre-service teachers – who usually visit schools for their TP in order to gain work experience – have, therefore, been forced to conduct their teaching practicums not only online but asynchronously. The following questions arose: Is there any link between the asynchronous pre-service teaching practicum, characterised by lack of engagement between the teacher and the learner, and the tenets of work-integrated learning (WIL)? And what is the implication for teacher education programme developers? The authors sought to investigate the impact of the asynchronous model of TP adopted in South African TEPs on adequately preparing pre-service teachers for future teaching practice. The authors also investigated the contribution of this teaching model to the realisation of WIL objectives – particularly preparing pre-service teachers for authentic classroom teaching experiences. Underpinned by the interpretivist paradigm, a qualitative research approach, narrative inquiry as research design, was followed. Moreover, purposive sampling was employed. The data were collected by means of reflective narrative essays and documentary evidence. The main findings revealed that there is a mismatch between the asynchronous teaching model and WIL. The findings also showed that the asynchronous model of teaching practicum was beneficial to TEPs, as it helped to keep learning open;however, it did not provide the required experience and serious engagements for authentic classroom teaching and learning experiences.