Pivot, as verb, means ‘to turn on, as on a pivot’; in basket ball ‘to keep one foot in place while holding the ball and moving the other foot one step in any direction’.
At universities that offer programmes that include work-integrated learning (WIL) in the curriculum, on-site monitoring visits is deemed an important part of monitoring. It is envisaged that in the absence of a coronavirus vaccine, in-situ monitoring would in the foreseeable future be challenging. It is therefore necessary to consider alternative means of monitoring the progress of students with their WIL, if indeed it is feasible for students to undergo WIL.
Criterium 15(iv) reads “A system (both at the institution and at the place of employment) is in operation to record and monitor regularly and systematically the progress of the student’s learning experience in the workplace.” (Council on Higher Education, 2014: 104). Such a system is expected in addition (as indicated in the adjacent image) to learning agreements/contracts; regular and effective communication and good working relations; as well as a mentoring system. It is stated that the mentioned criteria apply equally across all modes of provision.
In line with the remarks of Ravitch (2020) that “in this moment of the global COVID-19 pandemic, the ideas of emergent design … and design responsiveness take on new meaning” (emphasis added), it is suggested that new, or interim, ways of monitoring are pursued. She outlines several recent cases where the original design had to be pivoted, given the current coronavirus situation.
Makhanya (2020) remarks how calamities prompt re-examination and re-engineering of the ways of doing things and in particular how COVID-19 which imposed “restriction of movement and physical distancing, has necessitated both the introduction and expeditious roll-out of online methods of teaching, learning, student support and assessment”, the latter which may include the monitoring of WIL. Travel restrictions; gradual and phased recovery of economic activity; and the return of workforces in batches of no more than one third; may indeed render on site monitoring difficult, if not impossible.
Clay (2020) indicates that as universities go virtual due to COVID-19 it drastically affects ways of doing, especially those that require bringing people into close proximity will have to be put on hold “because of the risks involved”. Those activities that “rely on face-to-face interaction to collect data — will have to hit pause or go online”. However, the monitoring of WIL cannot be paused, as it may result in pausing progression, or worse graduation of students. If unfamiliar with “how to use Skype, Zoom and Hangouts, now’s the time to learn” she recommends. However, “reduce the likelihood of institutional knowledge being locked up with one person”, she cautions, by storing the monitoring data on secure cloud servers accessible to authorised colleagues, and by “using proper encryption and other security protocols”.
Jowett (2020) emphasises bearing in mind “the health and wellbeing of participants”, and deliberates about data collection while exercising social-distancing measures, without the need for face-to-face contact. He mentions both “the use of video-calling (e.g. Skype/Zoom [or Microsoft Teams]) or the use of text-based instant messaging (e.g. WhatsApp) to virtually replicate the face-to-face interview or focus group”. He cautions that “attempting to conduct online interviews with health professionals would most likely be inappropriate in the current context”. It is probable that the same could apply to other essential workers, serving as mentors for WIL.
References
Clay, R.A. (2020). Conducting research during the COVID-19 pandemic—advice from psychological researchers on protecting participants, animals and research plans (19 March 2020). American Psychological Association, News & Events. Electronically accessible from https://www.apa.org/news/apa/2020/03/conducting-research-covid-19
Council on Higher Education (2014). Distance Higher Education Programmes in a Digital Era: Programme Accreditation Criteria, pp. 81 – 107, Criterion 15, p. 104. In Distance Higher Education Programmes in a Digital Era: Good Practice Guide. Electronically accessible from https://www.saide.org.za/documents/CHE_-_Distance_Higher_Education.pdf
Jowett, A. (2020). Carrying out qualitative research under lockdown – Practical and ethical considerations. LSE Impact Blog (20 April 2020). Electronically accessible from https://blogs.lse.ac.uk/impactofsocialsciences/2020/04/20/carrying-out-qualitative-research-under-lockdown-practical-and-ethical-considerations/
Makhanya, M.S. (2020). COVID-19 compels the Higher Education sector to take a quantum leap into the realm of 4IR. Inside Education (11 May). https://insideeducation.co.za/2020/05/11/covid-19-compels-the-higher-education-sector-to-take-a-quantum-leap-into-the-realm-of-4ir/
Ravitch, S.M. (2020). The Best Laid Plans… Qualitative Research Design During COVID-19. Social Science Space—a space to explore, share and shape the issues facing social and behavioral scientists (23 March 2020). Electronically accessible from https://www.socialsciencespace.com/2020/03/the-best-laid-plans-qualitative-research-design-during-covid-19/
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