Do we need ‘triggers’ to embrace online teaching and learning in higher education?

Abstract

Owing to technological advancements, online teaching and learning have been perceived as a promising approach to reform the educational landscape worldwide. However, South Africa seems to be moving slowly in adopting technology and embracing online teaching and learning. The purpose of this paper is to reflect on the adoption of online teaching and learning in South African Higher Education Institutions (HEIs): to argue that these institutions seem to be relying on triggers in embracing online teaching and learning. Using a reflective research method, we describe examples of these triggers. Furthermore, we highlight how the first trigger should have served as a ‘wake-up call’ for the South African HEIs. We argue that relying on triggers and not learning from them could easily result in ‘pseudo-online teaching and learning’. As a result, these HEIs may not truly be competitive with regard to educational reform, posing negative implications for the state of education in HIEs.