On 18 November 2020, the Faculty of Law (UP Law) at the University of Pretoria (UP) hosted a Teaching and Research Forum for its academic and professional staff members. 

After opening and contextualising the objectives of the Forum, Deputy Dean Professor Charles Maimela welcomed attendees, whereafter he introduced Dean Professor Elsabe Schoeman, who in turn welcomed and introduced Professor Norman Duncan, UP Vice-Principal: Academic to the audience.

Duncan started his presentation by referring to his ‘ear worm’ since the onset of the COVID-19 lockdown, with reference to the Tale of Two Cities by Charles Dickens (1959). 

“It was the best of times, it was the worst of times,

it was the age of wisdom, it was the age of foolishness,

it was the epoch of belief, it was the epoch of incredulity,

it was the season of light, it was the season of darkness,

it was the spring of hope; it was the winter of despair.”

Duncan used this passage in reference to the situation that South African citizens and UP found themselves in at the onset of and during lockdown. He elucidated on the disparity between those living in South Africa that were able to cope and survive financially, and those that found themselves in a state of utter poverty and starvation. 

In his reflection of the past academic year, Duncan continued by saying that ‘The lockdown also had a direct impact on UP’s academic programmes as UP immediately had to implement Emergency Remote Teaching (ERT) to maintain continuous quality lectures during the COVID-19 lockdown.’ 

Duncan also explained the difference between ERT and online-learning, i.e. ‘Well-planned online learning experiences for UP students that were meaningfully different from courses offered online in response to a crisis or disaster.’ He continued by saying that ‘Fortunately most South African tertiary educational institutions were able to adjust and continue their academic programmes with ERT, although regrettably there were some higher education institutions that were unable to immediately switch to ERT, with the result that their students will only be able to complete the current academic year early in 2021.’

He further referred to the 2016 disruptions of classes, which forced UP to diverge and develop ERT responses. This was not welcomed with open arms by some academic staff members, who believed in the traditional method of teaching and learning.’  He also added that ‘A while before this crisis period, UP proactively started planning and developing hybrid teaching and learning methods that were not overly-reliant on in-person class attendance. This stood us in good stead when the national lockdown was enforced.  Thus, UP was fairly well-equipped to implement and sustain the pace of teaching and learning equal to normal times.’

Duncan elaborated on ‘The key hybrid teaching and learning resources that were in place at UP prior to lockdown, such as ClickUP, Blackboard (Bb) Collaborate, the Bb app, open educational resources (OER), UP study guides, etc.  He also indicated that ‘there is a realisation within UP that students should be exposed to e-technologies from their first day at university, in particular those from disadvantaged backgrounds, so that they can pivot with ease between in-person class attendance, hybrid-learning and fully online learning.

He further said that ‘UP’s proactiveness in developing hybrid teaching and learning was fortuitous, as it resulted in the University coping better with the crisis circumstances when the country went into lockdown in March 2020.’  He reiterated that ‘UP’s most important resource was its lecturers’, and he expressed ‘great appreciation towards academic staff whose commitment, resourcefulness and innovation resulted in a successful academic year, albeit in extraordinary circumstances.  He stated that ‘UP’s hybrid teaching and learning model articulated well with remote teaching and learning.

Data from our learning management system (LMS), clickUP, reflected that on average 34 098 of 35 943 students actively used the LMS daily during lockdown.  The statistics further revealed that on average 21 314 students attended the 2 470 live Bb Collaboration virtual classes on a daily basis.  The data reflects that engagement between students and lecturers remained similar prior to lockdown.’

Duncan also stated that ‘Obviously, remote teaching requires connectivity and internet-enabled devices, and in this regard, UP made tablets and laptops available to students in need of these devices.’  He also gratefully referred to the ‘600 tables that were donated by Aspen to the Faculty of Health and Medical Science students.’ He confirmed that more than 2 000 laptops were dispatched to students in need of these devices during the lockdown period. Additionally, data bundles were made available to students during this period.

Duncan further said that ‘For next year and beyond there was support within UP to maintain a hybrid approach to teaching and learning. 

UP has to adapt to students’ needs, making it possible for them to attend lectures physically and virtually.  The advantage of online teaching that makes use of recordings is that students may revisit recordings, particularly the recordings of work that they do not grasp at first.’  He further pointed out that ‘UP’s challenge was to ensure that all students had the same level of technological access and competency, as innovation was key.’ Consequently, the University has to tackle the digital divide.

Duncan concluded his session by thanking lecturers and students for their positive approach towards ERT and the sacrifices they have made during the past academic year.  He concluded with a quote from Tony Bates, a distinguished author in the field of online-learning: ‘I don’t think we will go back to pre-COVID 19 teaching… or it will be a pity if we do.’

Hereafter the Teaching and Research Forum continued with UP Law academic and professional staff and Education Innovation staff members conducting presentations on various topics as per the enclosed programme.