Abstract
study explores the configuration of Chronotopes (the interplay of space and time) by undergraduate students in a hybrid mode of curriculum delivery within the South African higher education context. Drawing on the concept of Chronotope and its significance in understanding students’ interaction with module-based outcomes supported by technology.
The study aims to improve undergraduate programs by identifying the Chronotope configurations that promote effective knowledge acquisition. The methodology employed in this study was qualitative, utilising an exploratory approach. Interviews were employed to capture the experiences and perspectives of the participants, enabling the acquisition of rich and nuanced insights into their negotiation of educational activities in a hybrid mode of curriculum delivery.
The study highlights the importance of integrating a spatial and temporal organisation of technology-mediated collaborative learning while emphasising the need for pedagogical theories and models to accompany technological advancements. This research seeks to contribute to a deeper understanding of the evolving educational landscape by exploring students’ engagement with digital tools and their ability to shape their learning experiences in terms of space and time.
The main findings of this study are that Chronotope configurations by pre-service teachers can be sub-set into three domains: low-configuration, medium-configuration, and high-configuration. The study concludes that these factors, varying in groundedness, collectively shed light on the nuanced nature of their educational experiences. Engagement with online coursework and learning technologies emerges as a pivotal force, transforming both the spatial and temporal dimensions of education. The impact of timetables, online group engagement, and active learning further enriches the Chronotope tapestry, emphasising the centrality of these factors in shaping the educational landscape.
Keywords: Chronotope, Hybrid mode of delivery, Technology-mediated, Higher education