Abstract:

Student protests severely disrupted the South African Higher Education environment in 2015 and 2016. During this period students at the University of Pretoria (UP) rallied behind campaigns such as #FeesMustFall, #OutsourcingMustFall and #AfrikaansMustFall. These campaigns led to disruption of classes and assessments which resulted in periods where three residential UP campuses were closed for a few days at a time. In October 2016 the #FeesMustFall protests escalated to such an extent that the executive of the university announced that students would not have general access to campus, but the academic year would continue by implementing alternatives to on-campus lectures, such as making lecture and study materials available online. The aim was to protect staff, students and property while finishing the academic year in December 2016 as originally scheduled.

This decision was reasonable as UP has been using various models of blended learning in support of their residential classroom teaching since 1998. At the end of 2015, 84% of all undergraduate modules used the Learning Management System. Universities elsewhere also used online learning as an academic continuity solution after natural disasters, during threats of pandemics and political upheaval. Regehr, Nelson and Hildyard proposed a model for academic continuity planning in higher education which includes elements such as policies and guidelines, course design for resilience and development of online learning and communication systems. The focus of this model is on the preparation of the institution, faculty and curricula, only mentioning the willingness to accommodate students and the need to communicate with students.

This paper investigates student experiences of the sudden implementation of online learning within UP, as well as the impact on their learning. A sequential mixed-methods research design, supported by both qualitative and quantitative methodologies, was used to collect data. I used activity theory as described by Cole & Engeström to explore student responses and to determine how they perceived the change in the teaching, learning and assessment rules as well as the impact it had on their learning.

Students preparedness to cope with such a sudden move to online learning varied. Most undergraduate students reported a preparedness to use the technological tools the lecturers employed: 53% indicated that they were fully prepared, while 33% said they were prepared to use most of the technology. The bigger problem lay in the students’ ability for self-directed learning. Only 30% of the respondents indicated that they were prepared for stronger reliance on self-study. Students also described the impact of negative emotions, the impact of change in teaching, learning and assessment practices as well as the impact campus closure had on their learning in 2017.

This case study highlights aspects of residential student preparation that need to form part of the institutional academic continuity plans to be ready for future disruptive events.

Keywords:

Academic continuity, online learning, blended learning.