The Effect of Employing Technology-Integrated Remote Learning Through TPACK-Driven Assessment Following Covid-19

In response to Covid-19, the South African Higher Education Sector was forced to switch to remote learning and teaching practices. In this chapter, affordable digital communication tools are explored, including Additive Manufacturing, the Technology Pedagogy and Content Knowledge Model and the Community of Inquiry Model, to enhance distance learning experiences. A pragmatic and constructivist student-centred approach, with mixed methods, was adopted. Primary data were collected through mobile teaching documentation, assessment-by-survey, and analysis-by-attention cascade. The results showed effective communication and multi-media integration. However, financial constraints and network connection issues were highlighted. Based on the study, the use of the Technology Pedagogy and Content Knowledge Model and additive manufacturing with digital devices is recommended to promote effective remote learning and teaching, especially during crises. Lastly, investigating the social aspect of blended learning and developing adjusted pedagogical practices are suggested.