A comparative analysis on impact of Covid-19 on Bachelor of Indigenous Knowledge Systems students in South Africa

Abstract

The emergence of Covid-19 influenced the implantation of lockdown regulations. Pedagogies transitioned from online to face-to-face frequently depending on the rate spread of the virus. Hence, the researcher explored and compared the impact of Covid-19 on Bachelor of Indigenous Knowledge Systems students in the North-West University (NWU) and University of Venda(UNIVEN). Furthermore, challenges and benefits of using Information Communication Technologies (ICTs) and transitioning from online back to face-to-face pedagogy were investigated by implementing a mixed method approach. Qualitative data was collected from 5 NWU students and 3 students from UNIVEN by using focus group interviews and analysed using of thematic analysis whereas quantitative data was gathered from 33 NWU students and 15 UNIVEN students via Conjoint analysis survey platform and automatically analysed by the system in the form of bar graphs and pie charts. Qualitative data indicated that n = 8 while quantitative data showed that n = 48 of participants from NWU and UNIVEN combined. Among these participants, there were undergraduates from different level of years. Interpretivist paradigm was applied to assist in interpreting qualitative data collected with relevant theories such as Indigenous theory of contagious disease, Cultural discontinuity theory, Constructivist learning theory and Ubuntu as an African moral theory. This was done to give the study a good theoretical base to shape the perspective and direction of the study. Major findings revealed that 24.2% of NWU students gained from transition of pedagogy while 75% of participants demonstrated that they were negatively affected the transition due to Covid-19 lockdown. Consequently, 13.3% of UNIVEN students benefited from the transition of pedagogy while the other 80% confirmed to have been challenged by the transition. Similar challenges experienced with the use of ICTs were a lack of knowledge on how to use devices, lack of devices and data, poor network connectivity, lack of interaction with peers and lecturers. However, NWU students benefited from the use of ICTs by being able to review recorded class sessions, development skills of using technology, access to devices and communication skills while UNIVEN students indicated that they experienced flexibility of online learning, gained time management skills and independence. NWU students stated that the transition from online to face-to-face challenged them as they experienced cancellation of lectures without notice from their lecturer and inability to interacteffectively due to face masks. 81.8% of participants from NWU declared that they benefited from the transition of pedagogy while 18.2% confirmed that they did not benefit. UNIVEN students mentioned that there was lack of opportunity to use technology, low self-confidence to ask questions and respond, and receiving study materials on time. Results of this study influence the emergence of the hybrid learning model to be implemented in higher education as part of pedagogical approaches to education because students have shown the benefits they harvested from online teaching and learning and interest in using it as part of their learning model. NWU is in a quest to pilot hybrid learning on selected courses to increase success of students and meet the needs and preferences of students