Reconceptualizing Curriculum Design and the Scholarship of Teaching and Learning in an ODeL Institution: The Introduction of Technology-Enhanced Learning

The introduction of technology-enhanced learning has made higher education more accessible, especially in Africa, where the cost of higher education on its own can be a barrier to education. Technology introduced virtual classrooms and has allowed students from remote areas, access to education. Although the use of technology-enhanced learning in South African Higher Education was significantly low, the imposed lockdown as a result of Covid-19 catapulted the use of technology to unprecedented heights in a very short space of time. This chapter studies the impact of Covid-19 on teaching and learning in Higher education as presented in one of Africa's largest ODeL institutions. The results of the study show that the introduction of remote online assessments presented ideal opportunities for academic dishonesty among students and that in order to protect the integrity of our qualifications, the curriculum should be designed in a manner that encourages active participation from students. This includes active learning through the integration of discussion forums, peer reviews, and group activities, and by taking cognizance of the student's existing knowledge through reflective learning and their application of newly acquired knowledge.