Disrupting Norms: Reflections on the Challenges and Response Strategies in a Marketing Programme Due to COVID-19

Authors

DOI:

https://doi.org/10.25159/2663-5895/10986

Keywords:

Online learning, South Africa, COVID-19, Marketing programme

Abstract

The novel Coronavirus disease (COVID-19), which was declared a global pandemic on 11 March 2020, has disrupted most economies and industries with higher education being no exception. Transitioning to online learning (OL) was one way most higher education institutions (HEIs) attempted to ensure both effective and safe learning. However, this was often a crisis response rather than a planned digital transformation. The aim of the current study was to explore the response strategies applied by the staff, and also the challenges experienced by the students, during the transition to OL in the Marketing programme at a South African university facing developing nation conditions and the disruption of educational norms. The study findings indicated that the students experienced infrastructure and connectivity challenges; exhibited deficient online competence; and experienced university and home-life challenges. The response strategies applied by the Marketing programme staff are discussed and evaluated in relation to these challenges. While the strategies assisted with some student challenges, other challenges persisted and recommendations for improvement are provided. The article represents a reflection on those challenges which are beyond the control of Marketing academics, but also strategies and new norms which academics may use in such times of disruption to educational norms.

Author Biographies

Debbie Ellis, University of KwaZulu-Natal

Debbie Ellis is an Associate Professor in Marketing in the School of Management, IT & Governance.  Debbie is a graduate of the University of Cape Town, South Africa and KTH, Royal Institute of Technology in Stockholm, Sweden.  She has 30 years of consulting, teaching, supervision and research experience.  She has taught at undergraduate and postgraduate levels in several South African universities.  Debbie has supervised and examined research at both national and international institutions and performed the roles of conference chair, editor, Exco and editorial board member, conference organizing committee member, track chair and reviewer.  Debbie was recently elected as the Interim Chairperson of the African Social Marketing Association and serves on the board for the International Social Marketing Association. She reviews for numerous international journals in the Marketing field. Her primary areas of research interest include social marketing, eco-consumers, young consumers, and consumer knowledge. Her work has been published in the Africa Education Review, South African Journal of Education, South African Journal of Higher Education, Journal of Cleaner Production, Sustainability Science, the International Journal of Consumer Studies, Young Consumers, International Journal of Knowledge Management, the South African Journal of Economic and Management Sciences and the South African Journal of Business Management, amongst others.

Sibusiso Ndlovu, University of KwaZulu-Natal

Sibusiso Ndlovu is a Master of Commerce candidate in Marketing Management at the University of KwaZulu-Natal (Pietermaritzburg). He holds a Bachelor of Honours Degree in Marketing Management and Bachelor of Commerce undergraduate degree majoring in Marketing and Supply Chain Management from the University of KwaZulu-Natal. Sibusiso’s research interest is in social marketing, including understanding environmentally friendly consumer, eco-labels, green advertising and sustainable packaging, as well as social marketing in the context of COVID-19. His work has been presented in the 5th Business Management Conference (2018), accepted for presentation at ARTEM 2020: 3rd Organisational Creativity and Sustainability International Conference, Chemnitz, Germany, 19-21 March 2020. Sibusiso has worked as a research assistant as well as tutor and student advisor at the University of KwaZulu-Natal.

References

Aboagye, E., and K. Appiah. 2021. “COVID-19 and e-Learning: The Challenges of Students in Tertiary Institutions.” Social Education Research 2 (1): 1–8. https://doi.org/10.37256/ser.212021422 DOI: https://doi.org/10.37256/ser.212021422

Adedoyin, O., and E. Soykan. 2020. “COVID-19 Pandemic and Online Learning: The Challenges and Opportunities.” Interactive Learning Environment. https://doi.org/10.1080/10494820.2020.1813180 DOI: https://doi.org/10.1080/10494820.2020.1813180

Adnan, M., and K. Anwar. 2020. “Online Learning amid the COVID-19 Pandemic: Students’ Perspectives.” Journal of Pedagogical Sociology and Psychology 2 (1): 45–51. https://doi.org/10.33902/JPSP.2020261309 DOI: https://doi.org/10.33902/JPSP.2020261309

Agormeda, E., E. Henaku, D. Ayite, and E. Ansah. 2020. “Online Learning in Higher Education during COVID-19 Pandemic: A Case of Ghana.” Journal of Educational Technology and Online Learning 3 (3): 183–210. https://doi.org/10.31681/jetol.726441 DOI: https://doi.org/10.31681/jetol.726441

Aguilera-Hermida, P. 2020. “College Students’ Use and Acceptance of Emergency Online Learning Due to COVID-19.” International Journal of Educational Research Open 1: 100011. https://doi.org/10.1016/j.ijedro.2020.100011 DOI: https://doi.org/10.1016/j.ijedro.2020.100011

Al-Kumaim, N., A. Alhazmi, F. Mohammed, N. Gazem, M. Shabbir, and Y. Fazea. 2021. “Exploring the Impact of the COVID-19 Pandemic on University Students’ Learning Life: An Integrated Conceptual Motivational Model for Sustainable and Healthy Online Learning.” Sustainability 13 (5): 2546. https://doi.org/10.3390/su13052546 DOI: https://doi.org/10.3390/su13052546

Ali, W. 2020. “Online and Remote Learning in Higher Education Institutes: A Necessity in Light of COVID-19 Pandemic.” Higher Education Studies 10 (3): 16–25. https://doi.org/10.5539/hes.v10n3p16 DOI: https://doi.org/10.5539/hes.v10n3p16

Alqurshi, A. 2020. “Investigating the Impact of COVID-19 Lockdown on Pharmaceutical Education in Saudi Arabia – a Call for a Remote Teaching Contingency Strategy.” Saudi Pharmaceutical Journal 28 (9): 1075–1083. https://doi.org/10.1016/j.jsps.2020.07.008 DOI: https://doi.org/10.1016/j.jsps.2020.07.008

Blewett, C. 2017. Wake Up Class! 5 Activating Digital-Age Pedagogies That Will Revolutionize Your Classroom. Teachernology Publications. https://activatedacademy.com/courses/act-digital-age-pedagogies/

Cadotte, E. 2016. “Creating Value in Marketing and Business Simulations: An Author’s Viewpoint.” Journal of Marketing Education 38 (2): 119–129. https://doi.org/10.1177/0273475316649741 DOI: https://doi.org/10.1177/0273475316649741

Carrillo, C., and M. A. Flores. 2020. “COVID-19 and Teacher Education: A Literature Review of Online Teaching and Learning Practices.” European Journal of Teacher Education 43 (4): 466–487. https://doi.org/10.1080/02619768.2020.1821184 DOI: https://doi.org/10.1080/02619768.2020.1821184

Combrink, H., and L. Oosthuizen. 2020. “First-year Student Transition at the University of the Free State during COVID-19: Challenges and Insights.” Journal of Student Affairs in Africa 8 (2): 31–44. https://doi.org/10.24085/jsaa.v8i2.4446 DOI: https://doi.org/10.24085/jsaa.v8i2.4446

Corlatean, T. 2020. “Risks, Discrimination and Opportunities for Education during the Times of COVID-19 Pandemic.” In Proceedings of the 17th Research Association for Interdisciplinary Studies Conference, June 1–2.

Crawford, J., K. Butler-Henderson, J. Rudolph, B. Malkawi, M. Glowatz, R. Burton, P. Magni, and S. Lam. 2020. “COVID-19: 20 Countries’ Higher Education Intra-period Digital Pedagogy Responses.” Journal of Applied Learning & Teaching 3 (1): 1–20. https://doi.org/10.37074/jalt.2020.3.1.7 DOI: https://doi.org/10.37074/jalt.2020.3.1.7

Crittenden, W., I. Biel, and W. Lovely. 2019. “Embracing Digitalization: Student Learning and New Technologies.” Journal of Marketing Education 41 (1): 5–14. https://doi.org/10.1177/0273475318820895 DOI: https://doi.org/10.1177/0273475318820895

Dhawan, S. 2020. “Online Learning: A Panacea in the Time of COVID-19 Crisis.” Journal of Educational Technology Systems 49 (1): 5–22. https://doi.org/10.1177/0047239520934018 DOI: https://doi.org/10.1177/0047239520934018

Du Preez, P., and L. le Grange. 2020. “The COVID-19 Pandemic, Online Teaching/Learning, the Digital Divide and Epistemological Access.” In Humanities Curriculum within the Context of COVID-19, edited by L. Ramrathan, J. Smit, N. Hlongwe and N. Mkhize, 90–106. Durban: Alternation.

Dube, B. 2020. “Rural Online Learning in the Context of COVID-19 in South Africa: Evoking an Inclusive Education Approach.” Multidisciplinary Journal of Educational Research 10 (2): 135–157. https://doi.org/10.17583/remie.2020.5607 DOI: https://doi.org/10.17583/remie.2020.5607

Feizi, F., and M. Bakhtiarvand. 2020. “Online Teaching of Rural Multi-grade Classes in the Context of COVID-19: Proposing a Holistic Approach.” Randwick International of Education and Linguistics Science Journal 1 (3): 246–252. https://doi.org/10.47175/rielsj.v1i3.134 DOI: https://doi.org/10.47175/rielsj.v1i3.134

Fruehwirth, J., S. Biswas, and K. Perreira. 2021. “The COVID-19 Pandemic and Mental Health of First-year College Students: Examining the Effect of COVID-19 Stressors Using Longitudinal Data.” PloS ONE 16 (3): e0247999. https://doi.org/10.1371/journal.pone.0247999 DOI: https://doi.org/10.1371/journal.pone.0247999

Gul, R., and G. Khilji. 2021. “Exploring the Need for a Responsive School Curriculum to Cope with the COVID-19 Pandemic in Pakistan.” Prospects 51 (1–3): 503–522. https://doi.org/10.1007/s11125-020-09540-8 DOI: https://doi.org/10.1007/s11125-020-09540-8

Henaku, E. 2020. “COVID-19 Online Learning Experience of College Students: The Case of Ghana.” International Journal of Multidisciplinary Sciences and Advanced Technology 1 (2): 54–62.

Humphrey, W., D. Laverie, and A. Shields. 2019. “Exploring the Effects of Encouraging Student Performance with Text Assignment Reminders.” Journal of Marketing Education 43 (1): 91–102. https://doi.org/10.1177/0273475319836271 DOI: https://doi.org/10.1177/0273475319836271

Joshi, O., B. Chapagain, G. Kharel, N. Poudyal, N. C. Murray, and S. R. Mehmood. 2020. “Benefits and Challenges of Online Instruction in Agriculture and Natural Resource Education.” Interactive Learning Environments 1–12. https://doi.org/10.1080/10494820.2020.1725896 DOI: https://doi.org/10.1080/10494820.2020.1725896

Ke, F., K. Xie, and Y. Xie. 2020. “Game‐based Learning Engagement: A Theory‐and-data‐driven Exploration.” British Journal of Educational Technology 47 (6): 1183–1201. https://doi.org/10.1111/bjet.12314 DOI: https://doi.org/10.1111/bjet.12314

Kearns, L. R. 2012. “Student Assessment in Online Learning: Challenges and Effective Practices.” Journal of Online Learning and Teaching 8 (3): 198–208.

Khan, R., and M. Jawaid. 2020. “Technology Enhanced Assessment (TEA) in COVID-19 Pandemic.” Pakistan Journal of Medical Sciences 36 (COVID19-S4): S108. https://doi.org/10.12669/pjms.36.COVID19-S4.2795 DOI: https://doi.org/10.12669/pjms.36.COVID19-S4.2795

Khlaif, Z., and S. Salha. 2020. “The Unanticipated Educational Challenges of Developing Countries in COVID-19 Crisis: A Brief Report.” Interdisciplinary Journal of Virtual Learning in Medical Sciences 11 (2): 130–134.

Kietzmann, J., and L. Pitt. 2016. Using Simulations in the Marketing Classroom. Los Angeles: SAGE. https://doi.org/10.1177/0273475316653542 DOI: https://doi.org/10.1177/0273475316653542

Laher, S., K. Bain, N. Bemath, V. de Andrade, and T. Hassem. 2021. “Undergraduate Psychology Student Experiences during COVID-19: Challenges Encountered and Lessons Learnt.” South African Journal of Psychology 51 (2): 215–228. https://doi.org/10.1177/0081246321995095 DOI: https://doi.org/10.1177/0081246321995095

LaTour, K., and H. Noel. 2021. “Self-directed Learning Online: An Opportunity to Binge.” Journal of Marketing Education 43 (2): 174–188. https://doi.org/10.1177/0273475320987295 DOI: https://doi.org/10.1177/0273475320987295

Maqsood, A., J. Abbas, G. Rehman, and R. Mubeen. 2021. “The Paradigm Shift for Educational System Continuance in the Advent of COVID-19 Pandemic: Mental Health Challenges and Reflections.” Current Research in Behavioral Sciences 2. https://doi.org/10.1016/j.crbeha.2020.100011 DOI: https://doi.org/10.1016/j.crbeha.2020.100011

Maslen, G. 2020. “Coronavirus: Impacts of School and University Lockdowns.” University World News, August 13. Accessed June 1, 2021. https://www.universityworldnews.com/post.php?story=2020081313184272

McKane, J. 2020. “Here Is the Full List of Zero-rated Websites in South Africa.” mybroadband.com.za. Accessed June 1, 2021. https://mybroadband.co.za/news/internet/356371-here-is-the-full-list-of-zero-rated-websites-in-south-africa.html

Middleton, K. 2020. “The Longer‐term Impact of COVID‐19 on K–12 Student Learning and Assessment.” Educational Measurement: Issues and Practice 39 (3): 41–44. https://doi.org/10.1111/emip.12368 DOI: https://doi.org/10.1111/emip.12368

Motaung, L., and B. Dube. 2020. “WhatsApp Messenger as a Mediating Tool in Times of COVID-19 for Enhancing Student Engagement in e-Tutorials at a Rural South African University.” Journal of Educational and Social Research 10 (6): 214–224. https://doi.org/10.36941/jesr-2020-0121 DOI: https://doi.org/10.36941/jesr-2020-0121

Mukuna, K., and P. Aloka. 2020. “Exploring Educators’ Challenges of Online Learning in Covid-19 at a Rural School, South Africa.” International Journal of Learning, Teaching and Educational Research 19 (10): 134–149. https://doi.org/10.26803/ijlter.19.10.8 DOI: https://doi.org/10.26803/ijlter.19.10.8

Ribeiro, R. 2020. “How University Faculty Embraced the Remote Learning Shift.” EdTech. Accessed June 1, 2021. https://edtechmagazine.com/higher/article/2020/04/how-university-faculty-embraced-remote-learning-shift

Sandhu, P., and M. de Wolf. 2020. “The Impact of COVID-19 on the Undergraduate Medical Curriculum.” Medical Education Online 25 (1): 1764740. https://doi.org/10.1080/10872981.2020.1764740 DOI: https://doi.org/10.1080/10872981.2020.1764740

Subedi, S., S. Nayaju, S. Subedi, S. Shah, and J. Shah. 2020. “Impact of e-Learning during COVID-19 Pandemic among Nursing Students and Teachers of Nepal.” International Journal of Science and Healthcare Research 5 (3): 68–76.

Tamrat, W., and D. Teferra. 2020. “COVID-19 Poses a Serious Threat to Higher Education.” University World News, April 9. Accessed June 1, 2021. https://www.universityworldnews.com/post.php?story=20200409103755715

Van Popta, E., M. Kral, G. Camp, R. Martens, and R-J. Simons. 2017. “Exploring the Value of Peer Feedback in Online Learning for the Provider.” Educational Research Review 20: 24–34. https://doi.org/10.1016/j.edurev.2016.10.003 DOI: https://doi.org/10.1016/j.edurev.2016.10.003

Venkatesh, V., and F. Davis. 2000. “A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies.” Management Science 46 (2): 186–204. https://doi.org/10.1287/mnsc.46.2.186.11926 DOI: https://doi.org/10.1287/mnsc.46.2.186.11926

Downloads

Published

2022-11-17

How to Cite

Ellis, Debbie, and Sibusiso Ndlovu. 2021. “Disrupting Norms: Reflections on the Challenges and Response Strategies in a Marketing Programme Due to COVID-19”. Progressio 42:17 pages. https://doi.org/10.25159/2663-5895/10986.

Issue

Section

Articles
Received 2022-03-25
Accepted 2022-10-20
Published 2022-11-17