Professor Ruksana Osman, University of the Witwatersrand
SOUTH AFRICA
The coronavirus pandemic has presented us with an opportunity to hit the reset button – to reorganise, intentionally redesign and rethink teaching and learning as we know it.
COVID-19 has disrupted and displaced current orthodoxies, providing an opening to fundamentally reshape the relationship between teacher, student and content, both within the academy and broader society.
The emergency response to the pandemic highlighted technological and digital inequality, and at the same time presented opportunities to explore permeable boundaries between contact, online and distance teaching and learning, and the potential that this permeability allows.
Unfortunately, many in the higher education sector simplify this transition and surmise that, as we think of our return to campus, we have only two options from which to choose – contact or in-person teaching and learning, or virtual online options.
In this piece, I argue that we need to move away from this binary approach, consider our contextual realities, and start with the end goal in mind.
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