Humanising pedagogy has been a focus of recent research as more universities move to online and blended models of instruction. Online learning has been linked to feelings of isolation, disconnection, and depersonalisation of the learning experience for many students. In South Africa, the shift to online instruction took place in the context of the…

The theme of belonging in e-pedagogy gained currency in the 2000s when educational providers hastened to join the online teaching and learning boom and studies of building and maintaining a sense of community (SOC) proved central to this endeavour. Motivated by the pandemic-era necessity to convene teaching and learning online as part of a…

Work-Integrated Learning (WIL) is a variety of learning opportunities that can extend beyond the application of theory to practice, to include complex situational, personal, material, and organisational factors. Central to forming successful WIL experiences is the partnership, support, and collaboration extended by all key stakeholders. The…

The higher education sector has learnt a great deal in the online delivery shift due to COVID-19, however, student voice has been underrepresented in literature. This paper reveals 15 student perspectives, including both international and domestic students, who were studying a Master of Teaching (Secondary) at one university in Melbourne,…

Research suggests a connection between student relationships with other students and lecturers, and their outcomes and experiences of higher education. Yet, master's students are overlooked in this area of practice and research, with few studies investigating relationship building at the postgraduate level. To date, moreover, no studies have used…