Preprint Article Version 1 Preserved in Portico This version is not peer-reviewed

COVID-19 and the Digital Transformation of Education: What We Are Learning in South Africa

Version 1 : Received: 10 April 2020 / Approved: 12 April 2020 / Online: 12 April 2020 (14:39:03 CEST)

How to cite: Mhlanga, D.; Moloi, T. COVID-19 and the Digital Transformation of Education: What We Are Learning in South Africa. Preprints 2020, 2020040195 (doi: 10.20944/preprints202004.0195.v1). Mhlanga, D.; Moloi, T. COVID-19 and the Digital Transformation of Education: What We Are Learning in South Africa. Preprints 2020, 2020040195 (doi: 10.20944/preprints202004.0195.v1).

Abstract

The study sought to gauge the impact of COVID-19 pandemic in unleashing digital transformation in the education sector in South Africa. In order to gauge the impact, the study tracked the rate at which the 4IR tools were used by various institutions during the COVID-19 lockdown. Data were obtained from secondary sources, mainly newspaper articles, magazines and peer-reviewed journals. The findings are that, in South Africa, during the lockdown, a variety of 4IR tools were unleashed from primary education to higher and tertiary education where educational activities switched to remote learning (online learning). These observations point to the fact that South Africa generally has, some pockets of excellence to drive the education sector into the 4IR, which has the potential to increase access. Access to education, particularly at a higher education level, has always been a challenge due to a limited number of spaces available. Much as this pandemic has brought with it massive human suffering across the globe, there is an opportunity to assess successes and failures of deployed technologies, costs associated with them, and scaling these technologies to improve access.

Subject Areas

COVID-19; digital transformation; education; 4IR; South Africa

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