Abstract
Lecturers were confronted with so many changes and new technologies during the Covid-era that it was deemed of utmost important to analyse the different perspectives of lecturers within a Business School, in South Africa. The primary objective of the study was to determine to what extent teaching practices needed to change as well as to determine whether learning could be applied effectively in the working environment. It should be noted that Business Schools lecture students on a post-graduate level and the students already have working experience. Therefore, further soft skills development, based on strong ethical and sustainable values, were core when teaching this specific cohort of students. This case study will follow a qualitative approach within the Social-Constructivist paradigm based on the theory of Interpretivism. Interviews were held with experienced lecturers of a post-graduate programme. These interviews were analysed on Atlas TI to determine themes and sub-themes. It was recommended that more real-life simulations within group cohorts should be utilised. A further recommendation was that Quiltbot and other AI (artificial intelligence) devices impacts negatively on the learning process. Also, students’ experiences in the work situation should be shared in the classroom as it impacts on a deeper understanding of the different roles of workers in the workplace which in turn enhances active learning. Implementation of the recommendations could introduce a new way of teaching in a more dynamic classroom environment.
Author Information
Nelda Mouton, North-West University, South Africa
Paper Information
Conference: SEACE2024
Stream: Teaching Experiences
This paper is part of the SEACE2024 Conference Proceedings (View)
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To cite this article:
Mouton N. (2024) Are Lecturers Teaching and Students Learning in a Post-pandemic Environment: A Case Study at a Business School in South Africa ISSN: 2435-5240 The Southeast Asian Conference on Education 2024: Official Conference Proceedings https://doi.org/10.22492/issn.2435-5240.2024.2
To link to this article: https://doi.org/10.22492/issn.2435-5240.2024.2
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