College of Business and Economics | Annual Report 2020 25 • An institutional investment in smart classrooms that allows for live streaming of lessons, would bring together the benefits of contact and online teaching. Compulsory class attendance would become irrelevant, as students would be able to access, and participate in, the live lectures from anywhere. • There is a need for critical reflection on teaching pedagogies and how they can be optimally given effect in a blended or online learning environment, taking into consideration the learning profile of students in an environment of rapid technological change. • Critical reflection is also needed in assessments, to develop strategies that would meaningfully evaluate the attainment of expected learning outcomes. • Peer mentoring and student self-development programmes would play an increasingly prominent role in guiding students through their academic journey in an environment of rapid change. The piloting of a new Student Self-Development Programme in the CBE is an important step aimed at providing the kind of support needed for students to transition from school to university and to develop holistically as they journey through their academic studies. • The need for a more streamlined programme and qualification mix (PQM), and one that is better aligned with the changing world of work, has been given much attention in 2020. Significant progress is expected in 2021 and the next few years. looKing forward The impetus given to teaching and learning through the 2020 changes should not be overlooked, and the College intends to derive major benefits from this impetus going forward. A key issue is that with online teaching and learning continuing in 2021 quality of delivery of online learning is critical, and to enable this to become increasingly student-centred in terms of innovative pedagogies. A further key issue is to maintain the integrity of online assessments. Staff workloads were a major concern during 2020; it is hoped that, with all classes now online, staff will be able to devote additional time to pedagogies and curriculum innovation. The College will critically reflect on teaching pedagogies and how they can be optimally given effect in a blended, or online learning environment, taking into consideration the learning profile of students in an environment of rapid technological change. Critical reflection is also needed in assessments, to develop strategies that would more meaningfully evaluate the attainment of expected learning outcomes.
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