No student left behind: ‘Pedagogies of comfort’ or ‘pedagogies of disruption’?
- Published in:
- SOTL in the South, 2022, v. 6, n. 2, p. 117, doi. 10.36615/sotls.v6i2.292
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- Publication type:
- Article
Works matching IS 25231154 AND DT 2022 AND VI 6 AND IP 2
Results: 7
1
2
Beyond the pandemic: Lessons for the future of SOTL in the global South (part two).
- Published in:
- SOTL in the South, 2022, v. 6, n. 2, p. 1, doi. 10.36615/sotls.v6i2.291
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- Publication type:
- Article
3
Beyond the Pandemic: Art-making lessons for SOTL in an unequal South African context.
- Published in:
- SOTL in the South, 2022, v. 6, n. 2, p. 33, doi. 10.36615/sotls.v6i2.285
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- Publication type:
- Article
4
From micro to macro levels of practice: A showcase of a SoTL journey within and beyond classroom experiences.
- Published in:
- SOTL in the South, 2022, v. 6, n. 2, p. 7, doi. 10.36615/sotls.v6i2.279
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- Publication type:
- Article
5
COVID-19 pandemic lockdown impact on parity of participation for students with mental health challenges in higher education.
- Published in:
- SOTL in the South, 2022, v. 6, n. 2, p. 73, doi. 10.36615/sotls.v6i2.243
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- Publication type:
- Article
6
Disrupted access and success: Students’ transition to university in the time of Covid-19.
- Published in:
- SOTL in the South, 2022, v. 6, n. 2, p. 53, doi. 10.36615/sotls.v6i2.227
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- Publication type:
- Article
7
Use of DMAIC methodology to enhance online delivery and assessment during and beyond the COVID-19 pandemic.
- Published in:
- SOTL in the South, 2022, v. 6, n. 2, p. 100, doi. 10.36615/sotls.v6i2.212
- By:
- Publication type:
- Article