Vol. 41 No. 3 (2023): Academic literacy and writing centre practitioners’ responses to COVID-19 and the move to online/blended teaching and learning

Guest edited by:
Pineteh Angu (University of Pretoria)
Avasha Rambiritch (University of Pretoria)
Brian Sibanda (University of the Free State)
Laura Drennan (University of the Witwatersrand)
Michelle Joubert (University of the Free State)
Puleng Sefalane (Cape Peninsula University of Technology)

DOI: https://doi.org/10.38140/pie.v41i3

Published: 2023-09-30

Editorial

Sept 2023 Editorial

Michelle Joubert
- PDF

COVID-19 and the impact on higher education

The social uses of the online chatroom as a boundary object for the acquisition of academic literacy in pandemic times

Aditi Hunma, Moeain Arend, Gideon Nomdo

4-22
- PDF
Optimising academic writing assessment during Covid-19: The development multiple choice tests to develop writing without writing

Anneen Church

23-38
- PDF
Exploring multimodal approaches for writing centres in remote and in-person configurations

Arlene Archer

39-49
- PDF
From 'business as usual' to 'business unusual': Online academic literacy development for education students during the Covid-19 pandemic.

Halima Namakula, Emure Kadenge, Sarah Blessed-Sayah

50-63
- PDF
The role of the Writing Centre in negotiating inclusive learning spaces in the context of Covid-19

Nereshnee Govender

64-76
- PDF
Course correction: the role of reflective writing assessment in a post-pandemic academic literacy course

Nicole Schutte, Zhandi van Zyl

77-94
- PDF
‘It does not feel like I am a university student’: Considering the impact of online learning on first-year students’ sense of belonging in a ‘post pandemic’ academic literacy module

Martina van Heerden, Sharita Bharuthram

95-106
- PDF
Ubuntu in the Academic Literacy class: establishing a sense of community for inclusivity and effective learning establishing a sense of community for inclusivity and effective learning

Linda Sparks, Louri Louw

107-123
- PDF
An academic facilitator’s commentary on teaching in a post-Covid-19 South Africa

Lorette Marais

124-133
- PDF

Vol. 41 No. 3 (2023): Academic literacy and writing centre practitioners’ responses to COVID-19 and the move to online/blended teaching and learning

Editorial

Sept 2023 Editorial

COVID-19 and the impact on higher education

The social uses of the online chatroom as a boundary object for the acquisition of academic literacy in pandemic times

Optimising academic writing assessment during Covid-19: The development multiple choice tests to develop writing without writing

Exploring multimodal approaches for writing centres in remote and in-person configurations

From 'business as usual' to 'business unusual': Online academic literacy development for education students during the Covid-19 pandemic.

The role of the Writing Centre in negotiating inclusive learning spaces in the context of Covid-19

Course correction: the role of reflective writing assessment in a post-pandemic academic literacy course

‘It does not feel like I am a university student’: Considering the impact of online learning on first-year students’ sense of belonging in a ‘post pandemic’ academic literacy module

Ubuntu in the Academic Literacy class: establishing a sense of community for inclusivity and effective learning establishing a sense of community for inclusivity and effective learning

An academic facilitator’s commentary on teaching in a post-Covid-19 South Africa

Make a Submission

Information