Inclusion and higher education curriculum in the post-COVID-19 era and implications for technology-based learning

Charity N. Onyishi; Maximus M. Sefotho

doi:10.4018/978-1-6684-6995-8.ch003

Inclusion and higher education curriculum in the post-COVID-19 era and implications for technology-based learning

Charity N. Onyishi, Maximus M. Sefotho

Educational Psychology

University of Johannesburg

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

The way curriculum is implemented is increasingly changing, making way for new and unfamiliar approaches to teaching and learning. This chapter discusses measures that ought to be put in place to help all students to access learning, participate meaningfully in learning activities, and progress in their studies in the post-COVID-19 era, as well as the implications of using technologies for learning. Based on the study findings, the authors make recommendations for further research and draw some conclusions.

Original language	English
Title of host publication	Fostering Diversity and Inclusion Through Curriculum Transformation
Publisher	IGI Global
Pages	38-57
Number of pages	20
ISBN (Electronic)	9781668469965
ISBN (Print)	9781668469958
DOIs	https://doi.org/10.4018/978-1-6684-6995-8.ch003
Publication status	Published - 19 Jul 2023

ASJC Scopus subject areas

General Social Sciences

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10.4018/978-1-6684-6995-8.ch003

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Inclusion and higher education curriculum in the post-COVID-19 era and implications for technology-based learning

Abstract

ASJC Scopus subject areas

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