e-Pedagogies and Teacher Efficacy: A Case of Rapid Adjustment

An increased use of technologies and large numbers of students in universities led to e-learning and distance learning to redress the past injustices of exclusions for the disadvantaged groups in South Africa. e-Learning and distance learning also accommodated those who were unable to afford accommodation at institutional residences, by being inclusive. The approach of universities to address teachers’ dependence on the traditional face-to-face lecture method and the drastic switch to e-learning demanded certain types of knowledge, and teachers` readiness and willingness to embark on e-pedagogies. e-Pedagogics are currently applied even in previously disadvantaged universities to respond to pandemics such as Covid-19. Electronic pedagogies call for specific knowledge of technological pedagogic content that calls for teacher efficacy in technology. Many universities were not involved in online teaching and learning before Covid-19, and online teaching must take student preferences and the capacity of teachers into consider. The main question is: Are teachers adequately capacitated, efficacious and ready for e-pedagogies to cater for student-centred learning? Traditional pedagogies do not seem to address the current changes necessary to reduce stress caused in online environments. However, the outbreak of Covid-19 forced all universities to change drastically from face-to-face teaching and learning to online settings. e-Pedagogies should be effective and appropriate to suit the changing trend of online environments and attempt to improve student participation and satisfaction. All these changes require building the capacity of lecturers to design inclusive, collaborative and efficient, synchronous and asynchronous learning environments using computer platforms. These online environments forced classroom environments to change from being teacher-centered to student-centred.