The pathways include preparation for learning in different ways. For example, for Pathway 1 learners there is a compulsory preparatory module that we developed to assist students to learn online. Students will be invited to engage with the module in the week before learning and teaching resumes. We have also developed a remote learning guide for Pathway 2 learners. They will get access to this as we phase in the start of learning and teaching activities. When Pathway 2 learners return to campus and have to do online learning as part of the blended approach, they will also do the preparatory online module. For both pathways, the preparation for learning on alternative pathways has a strong focus on how the student must adjust their thinking and attitudes and develop as self-directed learners.
Students on both Pathways need to develop a schedule/timetable of the learning activities they need to engage in each week. The rule of thumb would be to spend 5 hours per week per module. This would leave 5 to 10 additional hours per 40-hour week to work on long assignments, revision for a test, connecting with fellow students, etc.
In addition, the necessary academic and psychosocial support to will be available to enable students to learn successfully and adapt to changed circumstances. This will include tutoring, Supplemental Instruction, augmenting tutorials, writing assistance, success coaching, academic advising, and counselling on various platforms.
In addition, lecturers will be in regular contact with students. Where students are not working consistently or at all, they will be sent personal ‘nudge’ messages to encourage them to focus on their learning and to find out what hindrances they are experiencing that they could be assisted to overcome. Lecturers will also have systems in place to be able to monitor student progress and the extent to which they are completing the required work and assessment activities.