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Managing Change from Face-to-Face to Online Teaching and Learning in Higher Education During the COVID-19 Pandemic: Implications for Equity and Epistemic Justice

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Online Teaching and Learning in the COVID-19 Era

Abstract

The COVID-19 pandemic has profoundly impacted higher education, forcing institutions to transition from the traditional in-person teaching and learning, face-to-face teaching and learning (F2FTL) to emergency remote teaching and learning (ERTL) on a massive scale. This shift has raised important questions about the implications for equity and epistemic justice. This chapter synthesises a wide range of scholarly literature and research studies to explore the multifaceted impacts of the shift to online education on equity and epistemic justice in higher education. It emphasises the significance of equitable access to technology and learning resources, inclusive course design, and support for diverse student populations. The chapter also proposes evidence-based strategies and best practices for higher education institutions to effectively manage the transition to online teaching and learning while promoting equity and epistemic justice. Through the lens of the Change Management Framework strategies explored include empowerment, diversity and inclusion, affordability, support, and accountability in creating an inclusive and just online learning environment. In addition, the chapter addresses the implications of the shift from F2F teaching and learning to online education on knowledge production, distribution, and recognition within higher education institutions. Drawing on existing research and theoretical frameworks, the authors offer insights and recommendations for mitigating potential disparities and fostering a more equitable and just educational system. Based on an extensive literature review, this chapter provides valuable insights and recommendations for educational leaders, policymakers, and practitioners in managing the transition from F2FTL to OTL during the COVID-19 pandemic. Synthesising existing knowledge contributes to the scholarly discourse on creating an inclusive and equitable higher education landscape that upholds equity and epistemic justice principles.

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  1. University of the Witwatersrand, Johannesburg, South Africa

    Aretha M. Maposa & Vongai Blessing Chakanyuka

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  1. University of Kigali, Kigali, Rwanda

    Felix Maringe

  2. University of Johannesburg, Johannesburg, South Africa

    Otilia Chiramba

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Maposa, A.M., Chakanyuka, V.B. (2023). Managing Change from Face-to-Face to Online Teaching and Learning in Higher Education During the COVID-19 Pandemic: Implications for Equity and Epistemic Justice. In: Maringe, F., Chiramba, O. (eds) Online Teaching and Learning in the COVID-19 Era. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-42402-1_8

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