In recent years, online and blended learning has been put to use frequently during periods when teaching face to face is impossible. eLearning has been used to maintain instruction during hurricanes, heavy snows, floods, and fires. Educators have even continued to teach with online and blended learning during violent conflicts when traveling to schools becomes no longer safe. Communities often rally behind these efforts and view it as a best-case-scenario with all things considered. But that is not always the case. In a recently published article, researchers interview professors from the University of Cape Town (UCT) who were abruptly forced to take their courses online when protesters shut down campus. Though placed in a highly unique situation, their insights carry relevance for other online and blended learning responses to crises and the pedagogy more generally.

University of Cape Town researchers Laura Czerniewicz, Henry Totter, and Genevieve Haupt recently published “Online teaching in response to student protests and campus shutdowns: academics’ perspectives,” in The International Journal of Education Technology in Higher Education.

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Original article: https://news.elearninginside.com/what-role-should-blended-learning-play-during-campus-crisis-or-unrest-insights-from-the-feesmustfall-movement/

Study: https://educationaltechnologyjournal.springeropen.com/track/pdf/10.1186/s41239-019-0170-1

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What Role Should Blended Learning Play During Crises? Insights from the #FeesMustFall Movement

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