JOURNAL

Addressing individual learning needs through effective eLearning design

‘What any person in the world can learn, almost all persons can learn if provided with appropriate prior and current conditions of learning.’ – Benjamin Bloom (1976: 7) Traditionally, learning has taken place in face-to-face contexts, where educators have relied on...

Social learning: Buzzword or best practice?

‘Social learning’ has become a buzzword among eLearning professionals, and it continues to gain traction in the wake of Covid-19, where digital learning solutions are becoming even more prolific. This is hardly surprising – for years, eLearning experts have advocated...

The digital divide: Overcoming barriers to digital learning in post-Covid-19 South Africa

The worldwide progress in digital education has been exciting to watch, with new advances being made seemingly each week. Following the onset of the Covid-19 pandemic, the reliance on digital learning solutions has undoubtedly increased (Dwolatzky and Harris, 2019)....

The objectives of this Journal are to:

  • Contribute to critical dialogues in academic EdTech – the study, innovation and development of pedagogical practices in 21st-century education
  • Engage academic and non-academic stakeholder communities in dialogues relating to academic EdTech across a range of modalities, including traditional research and scholarship, academic essays, articles, opinion pieces and documentary films, as well as the curation of national and international dialogues, blogs and social media posts related to academic EdTech and pedagogic identities
  • Expand participation in, and consumption of, dialogues in academic EdTech studies
  • Contribute to innovation and transformation in curriculum design, the provision of teaching and learning, and related academic EdTech practices
  • Test the viability of interdisciplinary and digital knowledge production as well as content reproduction practices that intentionally operate across traditional disciplinary boundaries and through a range of digital modes and modalities

The vision is therefore to engender broader public and academic dialogues in pedagogical innovation by providing an accessible digital platform, in order to innovate, reimagine and transform teaching and learning through a range of research practices, active recontextualisations of existing work in the field, curated content and shared resources.

Editorial Board Members:

Mr Janse Maritz (MCom, PHeD) – Board Chairman
Dr Andrew Hibling (BCom, MBChB, MPhil)
Ms Katherine Fourie (BPsych) – Delegated Chair of Central Academic Team (CAT)
Mrs Jana Eicher (PGCE, MA) – Commissioning Editor of the Editorial Board
Ms Feziwe Langbooi (BCom, ACIFRSQ)
Mrs Marilette Pretorius (PGCE, MA)
Mr Mike Thoms (MPhil)
Ms Nadia Ellis (BA(Hons))
Mrs Eloise Horne

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