Browsing by Author "Oliver, Sijabulile Happiness."

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The impact of remote teaching and learning on engineering students at University of KwaZulu-Natal.
(2022) Oliver, Sijabulile Happiness.; Ngwenya, Charles Tony Simphiwe.
The outbreak of the novel coronavirus (COVID-19) crisis in December 2019 had adversely affected humankind globally in an immeasurable way. Higher education throughout the world was affected as continued learning amidst massive universities closures required the unprecedented decision to make a rapid transition from face-to-face to online learning. This sudden and immediate shift to remote online learning due to COVID-19 pandemic was characterised in South Africa by the Department of Higher Education and Training as Remote Teaching and Learning (RTL). Using a qualitative research methodology, this study is aimed at exploring and evaluating the impact and influence of the COVID-19 pandemic on the curriculum and quality of teaching and learning delivery using the method of RTL for engineering students at the University of KwaZulu-Natal (UKZN). Fifteen (15) participants were selected for the study within UKZN’s department of Civil Engineering & Land Surveying (CE&LS) cluster; these participants comprised both students and academics where data was collected from, using unstructured, open-ended, online interviews. Non-probability purposive sampling was utilised as a sampling method and a thematic analysis method was used to outline codes, themes and patterns in the presentation, discussion and analysis of data. The results revealed that the effective of use of blended learning is dependence on educational technology (Ed-Tech). Having a conducive home environment, access to study materials, interactive and effective participation in blended learning is paramount for assessing the impact of RTL on UKZN engineering students amid COVID-19 pandemic. Moreover, inadequate network connectivity and/or load shedding and not having appropriate resources are some of the challenges that students were faced with which hinders their participation in online learning. The study found that most of the students RPs that indicated that they did not have a conducive environment at home, had to change their daily routine, and / or move from their homes to residences in order for them to be in a conducive environment for online learning. The findings revealed that RPs had sufficient digital skills to participate seamlessly and effectively in online v learning. Furthermore, the results revealed that there was suitable support from ICS staff / LAN Manager when students had to access systems remotely.