| dc.description.abstract | Background: The Covid-19 pandemic has emphasised the importance of continuous education, which could only be accommodated by an online platform during the lockdown imposed on 15 March 2020 in South Africa. Like many other middle-income countries (The World Bank, 2021), South Africa had to scramble to put systems in place to adhere to the demand for pedagogical engagement and adapt speedily to available virtual platforms amid several difficulties i.e., economic, cultural, belief, load shedding, internet connectivity and data costs, it is a challenge to successfully access and engage on these online platforms. This sudden transition was felt by all educators in all spheres of education who had to adapt to new online ways of engagement that many were not previously exposed to. This caused several pedagogical and personal challenges for educators that need further exploration to describe what those challenges were and investigate what preparations were made to transition to online teaching during Covid-19. Additionally, this study sought to explore the personal and environmental challenges these nurse educators at a Nursing College in the Western Cape experienced that facilitated or inhibited the transition to online teaching. | en_US |
