Technological influence in changing the higher education environment: Developmental & transformative potential, and challenges for the African context

Daniel Maposa

Daniel Maposa Department of Statistics and Operations Research, University of Limpopo, Private Bag X1106, Sovenga, South Africa

Keywords: Digital world, Higher Education, Technology, Blended learning, Virtual learning, Challenges, Opportunities

Abstract

This study provides a reflection on how technology is changing the higher education (HE) curricula and environment, its developmental and transformative potential, and challenges for the South African and/or African context, as well as the need for re-designing the curricula in line with new technologies in HE in these challenging times of the coronavirus of 2019 (COVID-19). In particular, the HE case study in this paper will be constrained to a certain HE institution although it can be generalised to other HE institutions curricula in South Africa and other African countries, particularly, in the fields of mathematics and statistics. Some knowledge paradigms and learning theories are provided in this study, as well as a reflection on re-designing of the HE curriculum as influenced by ICT. The study provides a discussion on blended learning HE curriculum design which involves both face-to-face and digital technology (online learning) as modes of delivery. The study further discusses the challenges and opportunities of incorporating digital technology in the HE mathematical statistics curriculum design. The study culminates with an application of connectivism to the mediation of the HE curriculum.

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