Improve pre-service teachers’ online learning attendance and accessibility through multiple platforms

Keywords: COVID-19, Blackboard Collaborate, WhatsApp, Microsoft Teams, Online Radio, Universal Design for Learning, Higher Education, Inclusiveness, Equity


n this paper, we report on the use of multiple platforms to circumvent challenges associated with nonattendance because of limited accessibility to conventional video conferencing digital tools such as Microsoft
Teams (MS Teams) and Blackboard collaborate. One hundred and sixty-five participating pre-service teachers
were given the autonomy to connect using any of the given platforms from a prescribed list that worked for
them. The platforms’ attendance tracking systems were used to gather data. The findings revealed that using
multiple online platforms lowered the challenges associated with lack of access to high-end technological tools
and resources. Most of the registered pre-service teachers attended an average 60% of the live classes and 50%
of the students strongly agreed that they had followed the recorded sessions. Multiple platforms afford preservice teachers a choice on what works better for them based on the technology to which they have access to and with which they are familiar.

Author Biography

Agnes Chigona, Cape Peninsula University of Technology

Prof Agnes Chigona is a prolific researcher and also a teacher educator in the Faculty of Education at Cape Peninsula University of Technology (CPUT) in South Africa. She is rated as NRF established researcher (C2). She has published more than 60 research articles in local and international peer-reviewed journals, conference proceedings as well as book chapters. She has presented more than 20 conference papers both locally and internationally. Her current research interests are: ICTs in Education, Teacher resilience and Teacher education in the 21st Century.

Research Articles