Kgomotlokoa Linda Thaba-Nkadimene, Leuba James Mashitoa, Cephas Makwara
The problem this paper examines is the challenge faced by academics in transitioning to digital pedagogical practices during COVID-19 pandemic in one university in South Africa. The paper reports on the reflections of Business Studies academics on virtual learning and assessment spaces during COVID-19 Pandemic in one University in South Africa. One-to-one- semi-structured interviews were conducted on four purposively selected Business Studies academics. Interview data were analysed using thematic and narrative analyses, with the purpose to examine the lived experiences and reflections of four Business Studies academics on transitioning to digital pedagogical practices during covid-19 pandemic in one university in South Africa. The study found that the case university was not responsive and flexible in promoting virtual learning and assessment spaces during COVID-19 lock-down; and a lack of Blackboard capacity in accommodating large numbers of students. As part of conclusion, the study recommends that the Department of Higher Education and Training should monitor universities, to ensure that all public universities move at the same rate in implementing remote learning; and promote speedy education provisions to both academics and students. The study further recommends that universities invest in infrastructural and social capital; to improve the system and human capacity.