| Fig. 1.1. | Sources of Pressure on Higher Education Institutions to Change Pedagogy | 17 |
| Fig. 1.2. | EFF Calls for a Halt to Online Learning at Universities … It Is Discriminatory and Insensitive Towards the Poor. Johannesburg20 | |
| Fig. 1.3. | Massification in Africa’s Higher Education Resulting in More Students, and Bigger Lecture Groups | 22 |
| Fig. 2.1. | Digital Learning Systems Framework | 44 |
| Fig. 2.2. | The Digital Ethnography Process | 50 |
| Fig. 3.1. | Online Learning Community Interaction | 78 |
| Fig. 3.2. | Influences on the Framing of the Teaching Approach | 81 |
| Fig. 3.3. | Teaching Approaches in the Non-Traditional Classroom Online | 83 |
| Fig. 3.4. | TPD Approach | 83 |
| Fig. 3.5. | Framework Elements of a Constructivist Learning Environment Online | 94 |
| Fig. 4.1. | Kolb’s Learning Cycle | 110 |
| Fig. 4.2. | SIMR Background Screen Layout | 116 |
| Fig. 4.3. | Decision Input Screen in SIMR | 121 |
| Fig. 4.4. | Example of Monthly Summary Results in SIMR for Students | 121 |
| Fig. 4.5. | Summary of Different Competitors in Year 1 | 122 |
| Fig. 5.1. | Parameters Considered in the Systematic Design and Planning of Online Learning and Teaching | 133 |
| Fig. 5.2. | Average Effectiveness of Emergency Remote Teaching | 141 |
| Fig. 5.3. | Effectiveness of Emergency Remote Teaching by Type of Institution | 142 |
| Fig. 5.4. | Framework Model for Emergency Remote Teaching Evaluation | 147 |
| Fig. 6.1. | Core Principles of Flexible Assessment | 159 |
| Fig. 6.2. | Formative Assessment Feedback Opportunities | 162 |
| Fig. 6.3. | Embedding Principles of Flexible Assessment in Curriculum Design | 165 |
| Fig. 7.1. | Schooling Days Lost by Countries – by Mid-May 2020 | 176 |
| Fig. 7.2. | Summary of Key Blockchain Technology Concepts | 181 |
| Fig. 7.3. | An Example of a Block Structure in a Blockchain. | 183 |
| Fig. 7.4. | A Chain Architecture, Showing the Genesis Block (Yellow), Main Chain (Black), and Orphan Block (Blue) | 183 |
| Fig. 7.5. | Blockchain Utilisation in Higher Education Teaching, Learning, and Administration | 186 |
| Fig. 8.1. | Responses of Selected Academic Staff Interviewed | 200 |
| Fig. 9.1. | Dimensions of Student Interaction and Engagement | 217 |
| Fig. 9.2. | Four Motives in the Use of Technology in Teaching | 220 |
| Fig. 12.1. | A Sign Depicting the Situation on Many Campuses in March 2020 | 270 |
| Fig. 12.2. | Diet of Sources of Legal Instruments that Impacted Tertiary Education Provision Due to COVID-19 | 275 |
| Fig. 13.1. | Conceptual Framework of the Ends of Higher Education | 303 |
| Fig. 1.1. | Sources of Pressure on Higher Education Institutions to Change Pedagogy | 17 |
| Fig. 1.2. | EFF Calls for a Halt to Online Learning at Universities … It Is Discriminatory and Insensitive Towards the Poor. Johannesburg20 | |
| Fig. 1.3. | Massification in Africa’s Higher Education Resulting in More Students, and Bigger Lecture Groups | 22 |
| Fig. 2.1. | Digital Learning Systems Framework | 44 |
| Fig. 2.2. | The Digital Ethnography Process | 50 |
| Fig. 3.1. | Online Learning Community Interaction | 78 |
| Fig. 3.2. | Influences on the Framing of the Teaching Approach | 81 |
| Fig. 3.3. | Teaching Approaches in the Non-Traditional Classroom Online | 83 |
| Fig. 3.4. | TPD Approach | 83 |
| Fig. 3.5. | Framework Elements of a Constructivist Learning Environment Online | 94 |
| Fig. 4.1. | Kolb’s Learning Cycle | 110 |
| Fig. 4.2. | SIMR Background Screen Layout | 116 |
| Fig. 4.3. | Decision Input Screen in SIMR | 121 |
| Fig. 4.4. | Example of Monthly Summary Results in SIMR for Students | 121 |
| Fig. 4.5. | Summary of Different Competitors in Year 1 | 122 |
| Fig. 5.1. | Parameters Considered in the Systematic Design and Planning of Online Learning and Teaching | 133 |
| Fig. 5.2. | Average Effectiveness of Emergency Remote Teaching | 141 |
| Fig. 5.3. | Effectiveness of Emergency Remote Teaching by Type of Institution | 142 |
| Fig. 5.4. | Framework Model for Emergency Remote Teaching Evaluation | 147 |
| Fig. 6.1. | Core Principles of Flexible Assessment | 159 |
| Fig. 6.2. | Formative Assessment Feedback Opportunities | 162 |
| Fig. 6.3. | Embedding Principles of Flexible Assessment in Curriculum Design | 165 |
| Fig. 7.1. | Schooling Days Lost by Countries – by Mid-May 2020 | 176 |
| Fig. 7.2. | Summary of Key Blockchain Technology Concepts | 181 |
| Fig. 7.3. | An Example of a Block Structure in a Blockchain. | 183 |
| Fig. 7.4. | A Chain Architecture, Showing the Genesis Block (Yellow), Main Chain (Black), and Orphan Block (Blue) | 183 |
| Fig. 7.5. | Blockchain Utilisation in Higher Education Teaching, Learning, and Administration | 186 |
| Fig. 8.1. | Responses of Selected Academic Staff Interviewed | 200 |
| Fig. 9.1. | Dimensions of Student Interaction and Engagement | 217 |
| Fig. 9.2. | Four Motives in the Use of Technology in Teaching | 220 |
| Fig. 12.1. | A Sign Depicting the Situation on Many Campuses in March 2020 | 270 |
| Fig. 12.2. | Diet of Sources of Legal Instruments that Impacted Tertiary Education Provision Due to COVID-19 | 275 |
| Fig. 13.1. | Conceptual Framework of the Ends of Higher Education | 303 |
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