Abstract
The COVID-19 pandemic precipitated significant changes in higher education, compelling lecturers to rapidly adapt to new pedagogical methods. This paper explores how academics at a University of Technology have integrated digital technology into their curriculum, focusing on adopting hybrid teaching methods and learner management systems. Using Laurillard’s conversational framework, which highlights the importance of dialogue and interaction for deeper understanding, the study examines the experiences of ten senior academics involved in curriculum development. The findings reveal the challenges associated with unlearning traditional, teacher-centred approaches and the complexities of embracing student-centred pedagogies that require lecturers to rethink their roles and engagement strategies. The research underscores the discipline-specific nature of pedagogical adaptations, demonstrating that different faculties have tailored hybrid pedagogies to meet the unique needs of their disciplines. This process has led to refining and innovating teaching practices as academics strive to integrate digital technology effectively. The paper argues that mere technology adoption is insufficient; it must be aligned with sound pedagogical principles and guided by a clear understanding of educational goals. Ongoing professional development and support for academics are crucial in making informed decisions about the use of technology in ways that genuinely enhance student learning. The study advocates for a guided and reflective approach to technological integration, ensuring that digital tools are utilised to enrich the learning process. The insights provided offer valuable guidance for academics, administrators, and policymakers in the evolving landscape of higher education.
Presenters
Najwa Norodien-FataarHead of Department: Curriculum Development, Cape Peninsula University of Technology, Western Cape, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Higher education, Digital technology integration, Pedagogical adaptation, Student-centred pedagogy, Professional development
