Effectiveness of Quality Review of the Online Modules Used During Emergency Multi-Modal Teaching and Learning in Higher Education

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.