JOURNAL
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
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)....
Local relevance: A key factor in learner engagement and motivation
In recent years, the topic of ‘local relevance’ has gained increasing attention in the field of education (Albrecht and Karabenick, 2017). But what exactly is ‘local relevance’ in education, and what value does it contribute to the learning experience? Local relevance...
Engagement, inquiry and community: What are Gen Zs looking for in learning?
“Speak to the youth and you will see your future.” Is this a quote? If not, it should be. One of the benefits of a year-end break is that, as a parent, you get to really engage with your children and their friends. If you ask the right questions and listen carefully,...
‘We’re engaged!’ means so much more when coming from a Gen Z
When it comes to Gen Zs, one thing is for sure: they live in a time and in a world where engagement is everything. So, how can educators achieve a high-engagement learning experience – and ultimately, learning culture – that meets the needs of Gen Z students? This is...
Promoting self-directed learning through EDGE Digital CourseBooks
The 21st century has altered the way in which information is obtained and used – there is now an entire interconnected database of information available online. However, this knowledge base is underutilised, as traditional teaching methods often neglect to encourage...
Remote working? Try remote learning. This is education in the 21st century.
Self-directed learning (SDL) has never been more important than it is today – where the onus rests firmly on the shoulders of the learner to drive their own educational progression, ultimately coming down to whether or not they want to Learn More_
eLearning for the visually impaired student: Barriers to online learning
Visual impairment (VI) is the most common form of disability in South Africa (Naidoo et al., 2015). This impairment is defined as an eye condition characterised by reduced visual capacity, which cannot be improved with glasses, contact lenses, surgery or medical...
