South African universities have been forced to transit from face-to-face to online learning (e-
learning) as a result of the coronavirus pandemic (COVID-19). However, various challenges …

First-year students are compelled by South African universities to use the Moodle e-learning
management platform. Recent studies outline that this creates challenges during the …

It is argued that learning management systems (LMS) are mainly used for formal and
informal learning at the expense of non-formal learning. This ignites reluctance in students …

In this study, we argue that the different curriculum reforms South Africa embarked on have
not really helped break the existing socio-economic inequalities. Precisely, the various …

The mandatory phasing in of the Moodle learning environment within South African
universities has met with a variety of uptake challenges. Specifically, Moodle was officially …

The world was drastically changed by the 2019 outbreak of the novel Coronavirus
pandemic. Teaching and learning practices had to be revised and reconceptualised in order …

By being oblivious to the recent paradigm shift from formal learning to informal learning
platforms, higher education institutions (HEIs) disadvantage student learning in the digital …

Exploring teachers' identities while teaching in the Fourth Industrial Revolution (4IR) is
essential. Such assists teachers to reflect, improving their teaching through various …

Social realism (SR), as a movement that argues for 'bringing knowledge back in'to
curriculum (Young 2008a), is significant globally, especially in South Africa. This article …

Digital and network society learning happens in new, timeless and borderless spaces. Such
society members are always connected and online, sharing and co-creating knowledge, and …