Abstract:
The Coronavirus (COVID-19) pandemic has accelerated the need to be resilient, and to adopt a
student-centered approach to learning for our survival. Globally, a majority of higher education institutions
adopted online teaching and learning during the pandemic. At the study university, lecturers were provided
with emergency remote support for designing learning material for delivery within a remote online environment
by means of the IMFUNDO learning management system. The purpose of this study was to investigate the
effectiveness of quality reviews for online modules used during emergency multi-modal teaching and learning.
Participants were 67% female, and 33% male lecturers from the Faculty of Science. A mixed-method approach
was used. Data were collected by means of IMFUNDO Module Quality Review Instrument open-ended questionnaires,
as well as individual interviews. Quantitative data were analyzed using SPSS frequency distribution.
Atlas.ti was used to analyze the qualitative data. The results showed that 261 modules were quality assured
and used IMFUNDO year template. In terms of the basis for the storyboard relating to the design of IMFUNDO
modules, it was determined that most lecturers used the approved HEQSF curriculum documents relating to
the module descriptors and study guide. The planning, design, and implementation of theory modules were
effective. However, the practical modules and quality of assessments remain a challenge. It is recommended
that lecturers attend technology-enhanced professional development programs to improve their digital skills,
competency, and pedagogy.
