Abstract
Education in Southern Africa has moved increasingly to multimodal environments as access to technology has increased and contexts such as the COVID-19 pandemic have meant increased use of learning technologies. However, the unique contexts of countries in Southern Africa have meant that teachers had to adapt not only to challenging contexts in terms of access and success in learning in terms of students but also the dynamic digital sphere. This chapter contextualises the research presented in this publication in terms of multimodal learning and the use of digital technologies for learning. To this end, the chapter draws on the different levels of multimodality and shows how this research relates to the wider discourse on blended and e-learning. In this context, multimodal learning environments, which involve different mediums of communication and delivery, have been employed in order for learning to take place. The aim of this introductory chapter is to explore the broader context of the chapters included in this edited work as well as to contextualise and show intersections between the different chapters.
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Olivier, J., Oojorah, A., Udhin, W. (2022). Contextualising Multimodal Learning Environments in Southern Africa. In: Olivier, J., Oojorah, A., Udhin, W. (eds) Multimodal Learning Environments in Southern Africa. Digital Education and Learning. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-97656-9_1
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