Greig Krull

• PhD
• Senior Lecturer at University of the Witwatersrand

Academic Learning Professionals (ALPs) and Student Success Professionals (SSPs) play a key part in the way higher education responds to and grapples with complex contexts and disruptions to learning and teaching. In this chapter, the authors argue for a more intentional and structured integration of the work done by ALPs and SSPs, drawing on their...

"Reimagining South African Higher Education: Towards a Student-Centred Learning and Teaching Future" provides progressive approaches and innovations that challenge readers to rethink student learning, engagement, support, and teaching. The book offers examples of evidence-informed and scholarly approaches to centring students through enhanced learn...

This article offers insight into the planning and facilitation of a scholarly learning and teaching festival which aims to negotiate the tensions between traditional and creative scholarly engagements in the Southern African higher education context. The aim of this case study is to critically reflect on planning and facilitating a scholarly learni...

In response to social distancing regulations of 2020 aimed at curbing the spread of the COVID-19 virus, universities had to rapidly transition from face-to-face learning to Emergency Remote Teaching and Learning (ERTL). University students and staff faced many barriers to reliably accessing online platforms, together with widespread psychosocial ch...

Emerging from the COVID-19 pandemic meant that universities had to reconsider ways of teaching. However, academics and students in South African higher education are still dealing with lingering challenges from the pandemic and are largely unfamiliar with good practices in blended learning and teaching. As learning and teaching support professional...

This is a preprint of the following chapter: G.E. Krull, Learning with low tech: Challenges of moving to remote learning in a time of disruption, published in Pedagogical Responsiveness in Complex Contexts: Issues of Transformation, Inclusion and Equity, edited by E. Walton & R. Osman, 2022, Springer Nature, reproduced with permission of Springer N...

During the pandemic, the pivot to emergency remote teaching highlighted the depth and extent of inequalities, particularly in relation to access to resources and literacies, faced by higher education institutions. Imported solutions that failed to take into consideration the constraints and cultures of local contexts were less than successful. The...

Joining a new institution is challenging; doing so eight weeks before the advent of a pandemic was extremely challenging. Two new online learning specialists, together with the support of their manager, in a faculty’s Teaching and Learning Centre at a South African university, reflect upon personal experiences that highlight the challenges and affo...

In 2020, universities faced a period of unprecedented disruption due to the coronavirus pandemicCoronavirus pandemic. Many universities in South Africa decided to continue their academic programmes by devising emergency plans for remote teaching and learningRemote teaching and learning. This had a significant impact on both staff and students at co...

The Covid-19 pandemic raised immense challenges for universities. Staff and students had to quickly transition to an unfamiliar mode of emergency remote teaching and learning (ERTL) with its associated affordances and losses. The experiences of students and staff and the lessons learned during this time will affect the provision of teaching and lea...

The impact of the COVID-19 pandemic has brought the attention of distance education issues to the fore in a way not seen before. All forms of educational provision and sectors were affected by the pandemic. The aim of this conceptual leading article is to highlight three pertinent issues that need to be taken into account in Open, Distance and e-Le...

Due to the COVID-19 pandemic and related national lockdown beginning in March 2020, universities in South Africa faced massive disruptions. This chapter critically reflects upon the conceptualisation, development and implementation of a professional learning approach aimed at preparing and supporting academic staff at a South African University in...

In response to the spread of the Covid‑19 pandemic, the President of South Africa declared a national lockdown that commenced on 27 March 2020. This posed numerous challenges to the higher education sector, one of which was the preparation of students forced to stay at home to be able to study remotely under unique and often unfavourable circumstan...

Educators need to be aware of not just what their students are learning, but how and why as well. This study investigates how Open and Distance Learning (ODL) students make use of multiple devices for learning, particularly how students use their devices together. This study is situated in the context of ‘seamless learning’, where ODL students lear...

The use of different digital devices (laptops, smartphones etc.), together with the associated software and internet services, are affecting the study patterns of Open and Distance Learning (ODL) students. However, most educators do not take students' use of personal technologies into account in the design or support of learning experiences. ODL st...

p class="3">The potential and use of mobile devices in higher education has been a key issue for educational research and practice since the widespread adoption of these devices. Due to the evolving nature and affordances of mobile technologies, it is an area that requires ongoing investigation. This study aims to identify emerging trends in mobile...

Open access ebook available: https://iamlearning.pressbooks.com/ This chapter explores how online/distance students make use of multiple devices to support their learning. Seamless learning emphasises how technologies enable students to easily move between different learning scenarios. A multi-device framework is proposed that looks at how student...

This paper describes the authors’ experience of remixing two existing OER courses to provide an OER course for a particular purpose and context. The developing country target environment is stated as well as the original resources’ provenance. The motivation for remixing these OER is explored, and the design of the adapted resource is described fol...

Higher education institutions (HEIs) in Africa face the challenge of responding to the expanding demand for tertiary education while maintaining or enhancing the quality of their course offerings. This demand has led to some HEIs introducing the use of interactive web technologies to support their distance teaching and learning practices. However,...

This paper investigates the use of wireless technologies in education with particular reference to the potential for m-learning in developing countries. The reports of a number of current m-learning projects are explored, from which the perceived benefits of using wireless technologies in education, and potential barriers to their use are derived....

Abstract The development of Internet technologies has the ability to provide a new era of easily accessible and personalised learning, facilitated through the flexible deployment of small, reusable pieces of digital learning content over networks. Higher education institutions can share and reuse digital learning resources in order to improve their...

Thesis (M.Com. (Information Systems)) - Rhodes University, 2005.