Show simple item record Ravhuhali, Fhatuwani Mboweni-Pataka, Hlayisani F Tshililo, Yolanda T Muthivhi, Khuliso 2023-10-30T09:39:15Z 2023-10-30T09:39:15Z 2023
dc.identifier.issn Print: 2521-0262
dc.identifier.issn Online: 2662-012X
dc.description Journal article published in African Perspectives of Research in Teaching & Learning Journal (APORTAL) Vol 7 (2) (2023) en_US
dc.description.abstract The COVID-19 pandemic has caused institutions of higher education to urgently seek appropriate methods of involving students in matters of learning and teaching. Whether by conscious decision or circumstantial necessity, the imperative to embrace and implement online instruction has proven to be a formidable challenge for some academics, Particularly those who are new to academia and are referred to as New Academics (NAs) or Newly Appointed University Educators (NUTs). Framed within the context of Glasser (1998)’s Choice Theory (CT) and Rational Choice Theory (RCT), and employing a qualitative research methodology, this paper draws upon data obtained from questionnaires focused on needs analysis (NAQs) that were distributed during the induction of new academics from 2020 to 2022. The primary aim was to comprehend the challenges and preferences faced by new academics (NAs) or new university teachers (NUTs) pertaining to student instruction. NAQs were sent to NAs/NUTs prior to the induction to understand the kind of support they need, and the NAQ responses were thematically analysed. The study’s findings reveal that NAs and NUTs faced challenges in online teaching due to inadequate resources and reduced student participation. Despite the pandemic’s push for online teaching, these NUTs still favored in-person interaction. The article’s conclusions suggest that there should be adjustments in how new academics or teachers are introduced to their roles, along with enhanced support to help them develop skills for engaging and instructing students effectively in various online settings. en_US
dc.format.extent 13 pages en_US
dc.language.iso en en_US
dc.publisher African Perspectives of Research in Teaching & Learning (APORTAL) en_US
dc.relation.requires PDF en_US
dc.subject New academics en_US
dc.subject Online teaching and learning en_US
dc.subject COVID-19 pandemic en_US
dc.subject University teachers en_US
dc.subject Needs analysis questionnaire en_US
dc.subject Face-to-face teaching. en_US
dc.subject.lcsh Web-based instruction en_US
dc.subject.lcsh Teaching, Freedom of en_US
dc.subject.lcsh Academic writing -- Study and teaching en_US
dc.title To embrace or not to embrace? New Academics (NAs) or New University Teachers (NUTs)’ challenges and preferences between face-to-face and online teaching en_US
dc.type Article en_US

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