Vol. 41 No. 1 (2023): Adaptable, Resilient and Future-Centric Higher Education during COVID-19

View Vol. 41 No. 1 (2023): Adaptable, Resilient and Future-Centric Higher Education during COVID-19
                     Guest edited by: Prof Elizabeth Archer (UWC) and Mr Taabo Mugume (UFS)
DOI: https://doi.org/10.38140/pie.v41i1
Published: 2023-06-07

Editorial

  • Editorial

    Elizabeth Archer, Taabo Mugume
    1-2
    DOI: https://doi.org/10.38140/pie.v41i1.7317

Research articles

  • Factors affecting students’ use of a data-free instant messenger for on-line peer tutoring: a large, undergraduate class at a historically disadvantaged university

    Fazlyn Petersen
    18-37
    DOI: https://doi.org/10.38140/pie.v41i1.6318

  • Connection, desperation and disillusionment: Exploring student wellbeing at a university in South Africa during the COVID-19 pandemic

    Sarina de Jager
    38-55
    DOI: https://doi.org/10.38140/pie.v41i1.6140

  • Students' sense of belonging at a South African university during COVID-19

    Taabo Mugume
    56-73
    DOI: https://doi.org/10.38140/pie.v41i1.6649

  • Cross-cultural collaboration through virtual teaming in higher education

    Barbara Howard, Natalia Ilyashenko, Lynette Jacobs
    74-87
    DOI: https://doi.org/10.38140/pie.v41i1.6319

  • Flexible work arrangements and gender differences in research during the COVID-19 period in Zimbabwean higher learning institutions

    Promise Zvavahera, Ngonidzashe Elizabeth Chirima
    88-102
    DOI: https://doi.org/10.38140/pie.v41i1.6300

  • Lessons learnt from teaching an Applied Drama and Theatre pedagogy online in a digitally divided South Africa

    Moratoa Trinity Mokoena, Petro Janse van Vuuren
    103-118
    DOI: https://doi.org/10.38140/pie.v41i1.6284

  • Technology-driven proctoring: Validity, social justice and ethics in higher education

    Elizabeth Archer
    119-136
    DOI: https://doi.org/10.38140/pie.v41i1.6666

  • Flexible curriculum design for quantitative skills development: Building on the insights gained during COVID-19

    Corlia Janse van Vuuren, Annari Muller, Francois Strydom
    137-154
    DOI: https://doi.org/10.38140/pie.v41i1.6337

  • Perceptions of pre-service teachers on breakout room micro-teaching with Zoom

    Timothy Buttler, Jacob Scheurer
    155-179
    DOI: https://doi.org/10.38140/pie.v41i1.6176

  • Student perspectives on the challenges of an online orientation at a large South African university during the COVID-19 pandemic

    Takalani Muloiwa-Klenam, Kristan Sharpley, Mpho Thahale , Neo Taimo, Tshegofatso Mogaladi, Jerome September
    180-194
    DOI: https://doi.org/10.38140/pie.v41i1.6295

  • Using WhatsAppbased mobile learning environments during abrupt switches to online learning: A duoethnographic account

    Christa van Staden, Liezel Nel
    195-210
    DOI: https://doi.org/10.38140/pie.v41i1.6294

  • Optimising students’ participation during emergency remote teaching in the Covid-19 pandemic

    Paul Svongoro, Fennie Mudzi
    211-227
    DOI: https://doi.org/10.38140/pie.v41i1.6182

  • Beckoning a new post- Covid higher education engagement agenda: Lessons from Nelson Mandela University Covid-19 responses

    Joseph Besigye Bazirake, Hashali Hamukuaya, Tinyiko Chauke, Anele Mngadi, Amy De Raedt
    3-17
    DOI: https://doi.org/10.38140/pie.v41i1.6292