Online teaching and learning in the COVID-19 era : perspectives on equity and epistemic justice / Felix Maringe, Otilia Chiramba, editors.
Maringe, Felix, editor.; Chiramba, Otilia, editor.
2023
LB2395.7
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Title Online teaching and learning in the COVID-19 era : perspectives on equity and epistemic justice / Felix Maringe, Otilia Chiramba, editors.
ISBN 9783031424021 (electronic bk.)
3031424026 (electronic bk.)
9783031424014
3031424018
DOI https://doi.org/10.1007/978-3-031-42402-1
Published Cham : Palgrave Macmillan, [2023]
Copyright ©2023
Language English
Description 1 online resource (xvii, 255 pages) : illustrations (chiefly color)
Other Standard Identifiers 10.1007/978-3-031-42402-1 doi
Call Number LB2395.7
Dewey Decimal Classification 371.33/44678
Summary This book examines the ongoing changes initially caused by the COVID-19 pandemic and the future prospects of teaching and learning in higher education institutions. It focuses on the impact of online education on issues of learning equity and epistemic justice. The transition from traditional face-to-face teaching to remote learning has exacerbated existing inequalities in epistemological access among higher education students, despite the shortcomings of the former in this regard. The book features essays by African academics who reflect on the challenges of epistemological access during the sudden shift to hybrid, blended and remote teaching and learning. It specifically explores the question of equitable learning in diverse home contexts, drawing on both theoretical and empirical studies conducted by the authors in South African universities and the region. The chapters employ the conceptual framework of epistemic injustice to define and explore various forms of such injustice, providing a basis for analyzing the implications of the transition to online pedagogy. Felix Maringe is Professor in Higher Education and Leadership at the University of Kigali, Rwanda. Otilia Fortunate Chiramba is a research fellow at the University of Johannesburg, South Africa.
Note Includes index.
Bibliography, etc. Note References -- 4 The Imperatives for Disadvantaged Students Support in HE in the COVID-19 and Post-COVID-19 Era -- Introduction -- A Historical Account of HE and the Place of Black/Disadvantaged Students -- Pre-COVID-19 Support for Disadvantaged Students -- Methodology -- COVID-19 and the Destabilisation of Higher Education -- Disruption of All Educational Activities -- Broad Scope of Interventions in Higher Education to Support All Students -- Online Teaching and Learning -- Student Infrastructure Support -- Psycho-Social Support -- Interventions Dedicated to Disadvantaged Students
Access Note Access limited to authorized users.
Source of Description Online resource; title from PDF title page (SpringerLink, viewed December 11, 2023).
Added Author Maringe, Felix, editor.
Chiramba, Otilia, editor.
Available in Other Form Print version: 9783031424014
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1. Rethinking Hybrid Teaching in the South African Higher Education System: Promoting Equity and Epistemic Justice
2. Digital Education Ecosystem to Achieve Instructional Equity & Cognitive Justice
3. Streaming Content Online and Supporting Initial Teacher Educators During Covid-19 Pandemic
4. The Imperatives for Disadvantaged Students Support in He in the Covid-19 and Post Covid-19 Era
5. Psychological Barriers on Adjustment to Online Teaching and Learning in Universities During Covid-19 Pandemic: a Social Justice Perspective
6. Digital Revolution in Higher Education in the Covid-19 and Post Covid-19 Era
7. An Analysis of Covid-19 Related Factors That Affect the Girl-child’s Access and Participation in Education
8. Managing Change From Face-to-face to Online Teaching and Learning in Higher Education During the Covid-19 Pandemic: Implications for Equity and Epistemic Justice
9. Protective Factors for Adjustment to Online Teaching During Covid-19 Pandemic: A Social Justice Perspective
10. Teaching and Learning in Higher Education in the Post-covid-19 Era: A Prospective View.

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