Online Teaching and Learning in the COVID-19 Era: Perspectives on Equity and Epistemic Justice

Contents
Notes on Contributors
List of Figures
List of Tables
1 Rethinking Hybrid Teaching in the South African Higher Education System: Promoting Equity and Epistemic Justice
	Introduction
	The Conceptual Terrain
		What Is Equity?
	A Conceptual Overview of Hybrid Learning
	Understanding Epistemic Justice
	Higher Education as a Middle-Class Project: Understanding Inequity and Social Injustices Within Universities
	Resilience and the Need to Construct Resilient Universities
	Creating Resilient Institutions Through Hybrid Teaching and Learning in South Africa
	Synopsis of the Chapters of the Book
	Conclusion
	References
2 Digital Education Ecosystem to Achieve Instructional Equity and Cognitive Justice
	Introduction
	Theories of Learning
	The Modern Learning Environment
	Learners and Learning in a Modern Learning Environment
	Technology Affordances in a Modern Learning Environment
	Theoretical Contours to Teaching and Learning
	Meta-Analysis Approach
	Principles Underpinning Pedagogy of Personalisation
	Digital Competences for Teaching and Learning in Technology-Integrated Contexts
	References
3 Streaming Content Online and Supporting Initial Teacher Educators During Covid-19 Pandemic
	Introduction
	Background and Context
	Methodology
	Data Presentation and Analysis
		Identified Issues for Streaming Online to Support Initial Teacher Educators
			Cost of Data
			Emails
			Internet Connection
			Online Platforms
			Smart Devices
		Identified Barriers for Live Streaming Content to Support Initial Teacher Educators
		Identified Best Practices for Live-Streaming Content to Support Teaching and Learning
	Findings and Discussion
	Conclusions, Implications and Recommendations
	References
4 The Imperatives for Disadvantaged Students Support in HE in the COVID-19 and Post-COVID-19 Era
	Introduction
	A Historical Account of HE and the Place of Black/Disadvantaged Students
	Pre-COVID-19 Support for Disadvantaged Students
	Methodology
	COVID-19 and the Destabilisation of Higher Education
		Disruption of All Educational Activities
	Broad Scope of Interventions in Higher Education to Support All Students
		Online Teaching and Learning
		Student Infrastructure Support
		Psycho-Social Support
	Interventions Dedicated to Disadvantaged Students
		Student Infrastructure Support
		Psycho-Social Support
	Discussion
	Conclusion and Recommendations
	References
5 Psychological Barriers on Adjustment to Online Teaching and Learning in Universities During Covid-19 Pandemic: A Social Justice Perspective
	Introduction
	Social Justice and Education
	Psychological Barriers to Adjustment to Online Teaching and Learning
		Stress
		Anxiety and Depression
		Inadequate Social Interactions
		Lack of Experience and Preparedness
		Abrupt Switch to Online Instruction and Preparation
		Lack of Self-Motivation
		Inadequate e-learning Resources and Technical Difficulties
	Conclusion and Recommendation
	References
6 Digital Revolution in Higher Education in the Covid-19 and Post Covid-19 Era
	Introduction
	Method
	Digital Revolution in Higher Education
	The Social Determinants of Inequalities in Higher Education
	The Intersection of Digital Technology & Digital Education
	Discussion and Conclusion
	References
7 An Analysis of COVID-19 Related Factors that Affect the Girl Child’s Access and Participation in Education
	Introduction
	Background to the Study
	Purpose of the Study
	Research Questions
	Literature Panorama on Girl child’s PE
		Cultural Aspects Working Against the Girl child’s Opportunities
	Social and Gender Norms in COVID-19 Pandemic
	Methodology and Methods Used in the Study
	Findings and Discussions
	Transportation to and from Schools
	Other Discovered Themes
	COVID-19 Related Reasons that Caused the Girl Child to Drop Out of School
	Discussion of Findings
	Conclusions of the Study
	References
8 Managing Change from Face-to-Face to Online Teaching and Learning in Higher Education During the COVID-19 Pandemic: Implications for Equity and Epistemic Justice
	Introduction
	Background
	Conceptualizing Change Management in Higher Education: Addressing Equity and Epistemic Justice
	Conceptualizing Equity and Epistemic Justice
	Conceptualizing In-Person Face-to-Face Teaching and Learning (F2FTL), Online Teaching and Learning (ODL), and Emergency Remote Teaching and Learning (ERTL)
	Equity and Epistemic Justice in the Face of ERTL During COVID-19 in Higher Education
	Theoretical Framework and Research Objectives
	Research Objectives
	Methodology
	Results
	Biases and Ongoing Debates Surrounding Equity and Epistemic Justice in Online Learning During COVID-19
	Challenges and Opportunities Associated with the Transition to Online Teaching and Learning
	Implications of the COVID-19 Pandemic on Epistemic Justice in Higher Education, Particularly in Relation to Knowledge Production, Distribution, and Recognition.
	Effective Management of the Transition to Online Teaching and Learning to Promote Equity and Epistemic Justice
	Discussion of Results
		Recommendations
	Student Engagement
		Development and Implementation of Inclusive Pedagogical Frameworks
		Prioritisation of Professional Development for Faculty and Staff
		Ensuring Equitable Access to Online Learning Resources
		Facilitating Collaboration and Nurturing Community Building
		Aggregating Feedback and Conducting Rigoroud Evaluations
	Conclusion
	References
9 Protective Factors for Adjustment to Online Teaching During COVID-19 Pandemic: A Social Justice Perspective
	Introduction
	Social Justice in Education
	Protective Factors for Adjustment to Online Teaching During COVID-19 Pandemic
		Social Connectedness
	Conclusion & Recommendation
	References
10 Teaching and Learning in Higher Education in the Post-COVID-19 Era: A Prospective View
	Introduction
	Different Conceptions of Social Justice
	Emerging Themes
		Cognitive Justice in Hybrid and Online Teaching and Learning
		Digital Divide and Support for Marginalised Students
		Staff Barriers to Online Teaching and Learning
		Managing Crises in Unequal Societies
		Gender and Educational Crises
		Social Justice and Educational Crises
	Moving Beyond the Notions of Hybrid and Blended to Multimodal Teaching and Learning
		A Critical Reexamination of the COVID-19 Pandemic Discourses
	Towards the Multimodal Instructional Environment
	Beyond the Pandemic: Towards a More Resilient Higher Education
	Conclusion
	References
Index