Arts and Social Sciences Journal

School of Education, University of KwaZulu-Natal, Durban, South Africa

Publications

• Commentary   
  Foundation Phase Teachers′ Practices of E−Learning Strategies in a Rural Context: Challenges and Opportunities for Innovations during the COVID−19 Pandemic
  Author(s): Dumisani W Mncube* and Blanche Hadebe-Ndlovu
  
  This study explored Foundation Phase (FP) teachers' practices in their quest to improve curriculum implementation by using e-learning strategies in rural schools. Most studies underscore the significance of using contemporary curriculum approaches to guide teachers towards innovations to expedite the decolonisation of rural education using e-learning strategies. The purpose of this study was to understand how FP teachers' practices of using e-learning strategies helped improve the curriculum while ensuring quality education and an improvement in learner behaviour and rural education. The COVID-19 pandemic has raised serious questions about design flaws in the current curriculum and implementation, as it fails to respond to the challenges faced by the majority of learners in schools located in rural areas. This qualitative study used semi-structured interviews, .. Read More»
  DOI: 10.37421/2161-6200.2022.13.543

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