 Editorial |
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| | · Equity, access and success in higher education in times of disruption: contemporary and future imaginaries
Maringe, F.; Chiramba, O.
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| Leading Article |
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| | · Disruptions in higher education: mitigating issues of access and success in the COVID-19 pandemic
Maringe, F.; Chiramba, O.
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| General Articles |
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| | · Postgraduate pedagogy in pandemic times: online forums as facilitators of access to dialogic interaction and scholarly voices
Mendelowitz, B.; Fouche, I.; Reed, Y.; Andrews, G.; Vally Essa, F.
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| | · Pandemic disruptions to access to higher education in South Africa: a dream deferred?
Menon, K.; Motala, S.
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| | · From pandemic disruption to post-pandemic transformation: new possibilities for teaching in South African higher education
Brodie, K.; Joffe, A.; Dukhan, S.; Godsell, S.; de Klerk, D.; Padayachee, K.
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| | · A crisis like no other: disruptions of the COVID-19 pandemic in the neoliberal African higher education era
Ndofirepi, A.; Hungwe, J. P.
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| | · The impact of COVID-19 pandemic on TVET students' learning process: a case of one polytechnic college in Harare
Masina, R.; Mawonedzo, A.
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| | · Mediating epistemological access through asynchronous online discussion forums during the COVID-19 pandemic: implications for re-imagining online collaborative self-directed peer engagement and learning
Moosa, R.
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| | · Pedagogies of access and success among South African university students in the extended curriculum programmes amidst COVID-19 disruptions
Nyoni, P.
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| | · Possibilities for long-term shifts in higher education assessment praxis: reflecting on COVID-19 as a stimulus for change
Dison, L.; Padayachee, K.
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| | · The effects of COVID-19 on higher education: experiences of family and religious studies final year students at great Zimbabwe University
Mashonganyika, D.; Muyambo, T.
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| | · Student experiences in accessing learning higher education during COVID-19: case of a University in Malawi
Banda, T.
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| | · The pedagogic domain and epistemic access in South African higher education: the challenges for students with disabilities during the COVID-19 pandemic
Ndlovu, S.
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| | · COVID-19 and learners with disabilities: towards divergent praxis in teacher preparation for equity and epistemic justice
Adigun, O. T.; Nzima, D. R.; Maphalala, M. C.; Ndwandwe, N. D.
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Todo el contenido de esta revista, excepto dónde está identificado, está bajo una Licencia Creative Commons
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