E-Journal of Humanities, Arts and Social Sciences (Oct 2022)

Perspectives in Adopting a Practical and Technology-Integrated Approach in the Teaching and Learning of Commercial Courses in the Post-COVID- 19 era in Higher Education

  • Thobeka Ncanywa,
  • Zikile Magadana,
  • Luyanda Ghana Matolengwe,
  • Mzimkhulu Christopher Landu,
  • King Somfongo,
  • Ntombizodwa Buqa,
  • Lungile Nontiya

DOI
https://doi.org/10.38159/ehass.2022sp3114
Journal volume & issue
Vol. 3, no. 11
pp. 36 – 50

Abstract

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South African higher education institutions (HEIs) are engaged in the transformation process and one area of interest is curriculum transformation. Some of the focus areas in the transformation process are developing effective curriculum teaching methods and illustrating how technology is infused into the curriculum. This theoretical paper observes that teaching commercial subjects currently has significant challenges. The negative effects of COVID-19 in implementing effective teaching strategies have endorsed the transformation process. The paper aims to provide literature debates and a scholarly background on perspectives of adopting a practical and technological approach in the teaching and learning of commercial courses in the post-COVID-19 era in higher education. The conceptual paper adopts a thematic qualitative approach. The themes discussed in the literature review are: Perspectives of teaching methods in accounting,business studies, computer applied technology, economics, and technology integration and experiences in the post-COVID-19 era. The paper documents how a practical and technologically infused approach can be employed in the teaching and learning of commercial courses for the benefit of all stakeholders, and additionally, lessons from the COVID-19 pandemic implemented in the post-COVID-19 era. In conclusion, in teaching commercial subjects, there is a switch from a traditional lecturer-centred approach to a hybrid delivery mode. It is therefore recommended that HEIs provide thorough strategic planning at an institutional level and provide major changes in resource allocation and organizational processes and structures for an effective hybrid mode of delivery. In addition, instructional designers should generate the best hybrid learning system that empowers all relevant stakeholders.

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