Learning with Low Tech: Challenges of Moving to Remote Learning in a Time of Disruption

This is a preprint of the following chapter: G.E. Krull, Learning with low tech: Challenges of moving to remote learning in a time of disruption, published in Pedagogical Responsiveness in Complex Contexts: Issues of Transformation, Inclusion and Equity, edited by E. Walton & R. Osman, 2022, Springer Nature, reproduced with permission of Springer Nature. The final authenticated version is available online at: https://doi.org/10.1007/978-3-031-12718-2 ABSTRACT: Due to the international disruptions associated with the public health emergency (Covid-19 pandemic) in 2020, universities faced a period of unprecedented disruption. While dealing with health concerns for staff and students as well as national lockdowns and social distancing restrictions, universities had to decide whether and how to continue teaching and learning. Many universities in South Africa decided to continue their academic programmes by devising emergency plans for remote teaching and learning. This had a significant impact on both staff and students at contact universities. However, socio-economic issues compounded the challenge of remote learning, with some students forced to study at home in less than ideal conditions, without access to typical campus resources. Broader issues such as health concerns, power outages and family responsibilities also affected the continuity of teaching and learning. In the South African context, affordable access to quality internet and devices suitable for learning remains a considerable challenge. The aim of this chapter is to consider the pedagogical responsiveness of a South African university to the complex context caused by the global Covid-19 pandemic, with a particular focus on local contextual and technological accessibility challenges. This chapter reviews the adoption of teaching with low bandwidth (or low-tech) strategies to overcome technological accessibility challenges in this complex educational context. It then analyses the impact and effects on students who had to quickly transition to a completely new way of learning during a period of great uncertainty.