Open AccessCovid-19 Policy Implications for Blended Learning in Higher Education in the Fourth Industrial Revolution
Author(s) -
Johannes Cronjé
Publication year - 2021
Publication title -
progressio
Language(s) - English
Resource type - Journals
eISSN - 2663-5895
pISSN - 0256-8853
DOI - 10.25159/2663-5895/8315
Subject(s) - desk , context (archaeology) , higher education , covid-19 , blended learning , industrial revolution , pedagogy , sociology , political science , mathematics education , public relations , psychology , educational technology , law , medicine , history , disease , archaeology , pathology , infectious disease (medical specialty)
Universities have aspired to embrace the concepts of Schwab’s Fourth Industrial Revolution with varying degrees of success. The Covid-19 epidemic, however, has created a disruption of unprecedented proportions. Managements of universities were forced to do whatever it took to save the academic year by means of emergency remote teaching. This form of teaching required a relaxation of numerous rules and policies that were designed primarily for contact institutions. Many of these concessions will probably be irrevocable and will require intensive revisions of university policies of teaching and learning. However, since teaching and learning do not exist in a vacuum, there are policy implications for all sections of the university. This autoethnographic desk study follows a theory-building approach by integrating the lived experience of the author with the current literature, to create a framework for the development and revision of policies to accommodate blended learning in higher education in the context of the Covid-19 pandemic and the Fourth Industrial Revolution (4IR). Although the definition and implementation of blended learning lie at the heart of issues regarding teaching and learning, policy adjustments will have to be made in all aspects of the university.