Learning with Low Tech: Challenges of Moving to Remote Learning in a Time of Disruption

Abstract

In 2020, universities faced a period of unprecedented disruption due to the coronavirus pandemic. Many universities in South Africa decided to continue their academic programmes by devising emergency plans for remote teaching and learning. This had a significant impact on both staff and students at contact universities. However, socio-economic issues compounded the challenge of remote teaching and learning, with some students forced to study in less than ideal conditions at home, without access to typical campus resources. Within the South African context, social inequalities and affordable access to quality internet and devices suitable for learning remain considerable challenges in higher education. The aim of this chapter is to consider a South African university’s pedagogical responsiveness to the global coronavirus pandemic, with a particular focus on contextual and digital access challenges. This chapter reviews the adoption of teaching with low-bandwidth (or low-tech) strategies to overcome digital access challenges in this complex educational context. It then analyses the impact thereof on students who had to quickly transition to a completely new way of learning during a period of great uncertainty. Finally, some considerations are proposed for low-tech teaching and learning strategies for future disruptions.KeywordsLow bandwidthLow-tech strategiesPedagogical responsivenessRemote teaching and learning