| Emergent transition from face-to-face to online learning in a South African University in the context of the Coronavirus pandemic CB Mpungose Humanities and social sciences communications 7 (1), 1-9, 2020 | 460 | 2020 |
| Is Moodle or WhatsApp the preferred e-learning platform at a South African university? First-year students’ experiences CB Mpungose Education and information technologies 25 (2), 927-941, 2020 | 192 | 2020 |
| Lecturers’ reflections on use of Zoom video conferencing technology for e-learning at a South African university in the context of coronavirus CB Mpungose African Identities 21 (2), 266-282, 2023 | 156 | 2023 |
| Postgraduate students’ experiences on the use of Moodle and Canvas learning management system CB Mpungose, SB Khoza Technology, Knowledge and Learning 27 (1), 1-16, 2022 | 123 | 2022 |
| Digitalised curriculum to the rescue of a higher education institution SB Khoza, CB Mpungose African Identities 20 (4), 310-330, 2022 | 72 | 2022 |
| Beyond limits: Lecturers’ reflections on Moodle uptake in South African universities CB Mpungose Education and Information Technologies 25 (6), 5033-5052, 2020 | 71 | 2020 |
| Are Social Media Sites a Platform for Formal or Informal Learning? Students' Experiences in Institutions of Higher Education. CB Mpungose International journal of higher education 9 (5), 300-311, 2020 | 55 | 2020 |
| Students' reflections on the use of the Zoom video conferencing technology for Online learning at a South African University CB Mpungose International Journal of African Higher Education 8 (1), 159-178, 2021 | 45 | 2021 |
| Student teachers’ knowledge in the era of the Fourth Industrial Revolution CB Mpungose Education and Information Technologies 25 (6), 5149-5165, 2020 | 42 | 2020 |
| Is Moodle a platform to decolonise the university curriculum? Lecturers’ reflections CB Mpungose Africa Education Review 17 (1), 100-115, 2020 | 40 | 2020 |
| Use of the Moodle curriculum by lecturers at a South African University S Khoza, C Mpungose ICEL 2018 13th international conference on e-Learning, 171, 2018 | 30 | 2018 |
| Exploring lecturers’ reflections on the use of moodle to teach physical science modules at a South African university. CB Mpungose | 25 | 2017 |
| Teachers' reflections of the teaching of grade 12 physical sciences CAPS in rural schools at Ceza Circuit. CB Mpungose | 20 | 2015 |
| Rationale of teaching physical sciences curriculum and assessment policy statement content: Teachers’ reflections CB Mpungose International Journal of Educational Sciences 14 (3), 256-264, 2016 | 18 | 2016 |
| Postgraduate Students’ Experiences on the Use of Moodle and Canvas Learning Management System. Technology, Knowledge and Learning, 27 (1), 1–16 CB Mpungose, SB Khoza | 14 | 2022 |
| Lecturers’ technostress at a South African university in the context of coronavirus (COVID-19) R Govender, C Mpungose Cogent Education 9 (1), 2125205, 2022 | 12 | 2022 |
| Exploring lecturers’ reflections on the use of Moodle to teach physical sciences at a South African University CB Mpungose Doctor of Philosophy), University of KwaZulu-Natal, Durban, 2018 | 12 | 2018 |
| Emergent transition from face-to-face to online learning in a South African university in the context of the Coronavirus pandemic. Humanit Soc Sci Commun, 7, 113 CB Mpungose | 8 | 2020 |
| Is the self, them or it come to rescue of turnit in S Khoza, C Mpungose South Africa International Conference On Educational Technologies (SAICET …, 2017 | 6 | 2017 |
| CAN LECTURERS REFLECT ON AND IN THE USE OF MOODLE PLATFORM ON STUDENT SUCCESS? CB Mpungose Rethinking Education in the 21st Century, 89-100, 2017 | 6 | 2017 |
