Inadvertent Use of ICTs in the South African Higher Education Sector During the Pandemic: Benefits and Challenges

Globally, higher education (HE) is under pressure to include more diverse groups of students and produce the skills needed to adapt to a rapidly changing world. One of the key catalysts which has been touted to drive the changes is information communication and technologies (ICTs) but the uptake has not been to the optimum levels especially in developing countries. However, after the COVID-19 pandemic, HE sectors, in South Africa particularly, have experienced an increase in ICT uptake for the purpose of responding to educational needs. This paper examines how harnessing the positives of ICT's could benefit the higher education sector in the post-COVID-19 era. In particular, the paper explores the benefits and challenges of ICTs in catering for educational needs within higher education during the COVID-19 pandemic. We used information systems (IS) continuation theory to move from academic theorising about inadvertent use of ICT tools toward harnessing their continued successful implementation. Documents were analysed using thematic analysis. The results showed several positive potentials from ICT uptake such as self-regulated learning and the saving of the academic calendar as well as student lives in the face of any future pandemics. This paper suggests a continued maintenance of the infrastructure growth model necessitated by the pandemic. Furthermore, we propose that the Department of Higher Education and Training must regulate establishment of ICT infrastructure funding in institutions of higher education. © 2022 IEEE.

A continuous feedback system during COVID-19 online teaching

Due to the COVID-19 pandemic, universities had to change to online teaching and learning at short notice. This presented a number of challenges to both lecturers and students. One of the challenges for lecturers is a lack of continuous feedback from students. In a traditional class, the lecturer gets non-verbal feedback from students, for example nodding heads, and verbal feedback, for example questions and comments. It is difficult to lecture without these feedback mechanisms. To overcome this challenge, a weekly rating system was implemented to provide students with the opportunity to give continuous, anonymous feedback to the lecturer. © 2021 IEEE.