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World of Media ; 2022(2):46-63, 2022.
Article in English | Scopus | ID: covidwho-1994904


The paper explores journalism pedagogy in selected Southern African journalism schools. It draws from two South African Universities: The Cape Peninsula University of Technology (CPUT) Journalism Department and the School of Communication at the University of Johannesburg (UJ). From Zimbabwe, it draws on Journalism and Media Departments: The National University of Science and Technology (NUST) and Media and Society Studies at Midlands State University (MSU). The paper utilises the Domestication theory and Replacement model as theoretical paradigms to assess how the selected journalism schools reconfigured teaching and learning on their practical and theoretical subjects during the Covid-19 pandemic era. Semi-structured interviews are used with students and journalism educators to understand strategies adopted in the deployment of lectures. The study aims at understanding the teaching techniques that were adopted by journalism educators during the pandemic and how students adopted to virtual delivered education. Lastly, we solicit views from students who were already seeking or had been placed on attachment or work-related learning to establish how they readjusted, if at all. The study found that teaching practical courses was a challenge because, for example, editing suits for film and radio courses are housed on campus. For Zimbabwean universities, the challenge was that students were not given data by the University for online learning while lecturers’ data was not enough for their teaching. This is in contrary to South Africa were both lecturers and students were given data, laptops and other gadgets for online learning. Despite challenges faced during the Covid-19 pandemic, lecturers received training on how to conduct online lessons and restructured their syllabus to ensure that it meets the demands of the ‘new normal’. © 2022, Lomonosov Moscow State University, Faculty of Journalism. All rights reserved.

Journal of African Media Studies ; 14(2):189-207, 2022.
Article in English | Scopus | ID: covidwho-1902655


This article inquires why humour flourishes in face of tragedy. Memes, as we argue, give people a sense of power as they offer commentary that critiques and mocks the government policies and ineptness, simultaneously offering a sense of hope and relief in face of the pandemic. With a focus on the COVID-19 pandemic, this study probed the nature, character and the why of humour in two southern African countries: South Africa and Zimbabwe. Findings show that memes were used to comment on lockdown regulations and speak against public authorities, to raise awareness of COVID-19 and expose poor health delivery systems. Our findings show that memes in South and Zimbabwe were used to bring dialogue about the COVID-19 pandemic and communicate health-related issues. © 2022 Intellect Ltd.

Education in Africa: Perspectives, Opportunities and Challenges ; : 93-115, 2021.
Article in English | Scopus | ID: covidwho-1306133


This qualitative chapter explores the implications of online teaching in Africa. The case study focuses on Universities in two southern African nations namely, South Africa and Zimbabwe. Both countries provide interesting historical similarities and different dynamics to this study. These include the shared colonial legacy, high internet connectivity, high literacy rates, differences in teaching cultures, economic realities and how “the digital inequality” impacted the institutional capacity to deliver during a pandemic. The study explores the implications of online teaching in as far as it relates to issues of teacher skills, access to digital connectivity and affordability of digital tools. The study purposively surveys eight communications institutions with a sample of 16 respondents to find out the rate of adoption of online teaching in the aftermath of the coronavirus global pandemic (Covid-19). The pandemic forced countries to rethink teaching delivery methods, especially in institutions, predisposed toward contact learning. Many empirical studies have examined issues in delivering online courses (Kim and Bonk 2006;Oliver 1999;Salmon 2012). However, few have explored how topics such as “the digital divide, " teacher technical skills and affordability impact on online teaching, a gap that this chapter seeks to fill. Theoretically, the chapter employs the social constructivist lens and the traditional perspective of the technology model. © 2021 Nova Science Publishers, Inc.