Against the backdrop of a complex Higher Education (HE) landscape, particularly in a developing country context where the relevance of current HE structures is questioned through student protests, and decolonisation of education practices is called for, traditional thinking is losing ground. This study focuses on lecturers identified as eLearning champions, who display shared dispositions that mirror what the literature terms a ‘design thinking mindset’, such as collaboration, empathy for the learner and problem orientation. We argue that promoting this mindset in academic staff development interventions around the use of technology in teaching and learning could support more academics to innovate their practices. Recommendations for how findings of this study may inform the design of such learning interventions conclude the paper.

WhatsApp groups are considered useful for creating and supporting virtual communities. This mixed method case study explores the patterns that emerged when we used WhatsApp to create a community of learning during the multimodal presentation of a postgraduate course in research proposal writing. Three questions drive the study: (1) What kinds of messages were sent? (2) Who participated and how? (3) How did the learners experience the use of WhatsApp in support of the community of learning? Data were collected during the presentation of a five-evening proposal writing workshop that was conducted using Zoom, WhatsApp, and YouTube as communication platforms. To answer the first question, all WhatsApp messages were analysed through both manual (individual) and automated (meta) content analysis. The third question was answered by analysing students’ responses to the end-of session online questionnaire that was administered via Google Forms. Results indicate that many messages were administrative in nature, while the most notable academic messages concerned a discussion of empirical research, research paradigms, and research design. The presenter and co-presenter together accounted for almost half of the messages sent, and the other messages were evenly distributed between members of the class, with five notably vocal students. Student responses indicated that they liked the high level of interactivity and the content, but that they disliked the time it took to form groups. The paper contributes to the literature by showing how this use of multiple WhatsApp groups was effective in creating a sense of community by facilitating access, relationships, vision, and function (West and Williams, 2017). More research is needed in determining the extent to which students might support one another with conversations outside of the main WhatsApp group.

Voluntourism as a form of philanthropic tourism has become an increasingly popular research topic but there is a paucity of literature on the complex interplay between voluntourism and the internet. Specifically, there is sparse evidence on how the internet mediates ideas and representations of voluntourism. Building on prior research in the information search field, we examine the online representation of voluntourism in South Africa – a popular destination for voluntourists. Querying a popular search engine using a combination of keywords, we retrieved 600 web pages, which were stored and analysed using a predefined codebook. We employ social representation theory as an analytical tool for interpreting the retrieved search engine content. Results indicate three distinct clusters: the first is related to the volunteering experience itself, the second focuses on the touristic experience, and the third encompasses the voluntourism journey as a whole. These clusters reveal a misleading representation of voluntourism in the online space: voluntourism is predominantly represented as a cultural experience, with a strong presence of its key components (i.e. tourism and volunteering) and only a weak holistic view that integrates the two. In light of these findings, we conclude that internet representations of voluntourism do not integrate tourism and volunteering impact fully, which counteracts effective marketing of the industry. These results help voluntourist organisations in South Africa and internationally to improve their online targeting mechanisms to promote their services more accurately.

In this paper, we introduce intersubjective ethics as an approach to ethical practice in community-based research. We argue for the need to think of ethics as an evolving process that is inseparable from the research endeavor, and that dwells on relationships and dialogs among researchers and community members. At the core of our approach is “intersubjectivity” and the related notions of “critical subjectivity” and “critical intersubjectivity”; concepts which are central to participatory inquiry but resonate equally with critical theory and constructivism. The paper describes and exemplifies key characteristics of intersubjective ethics and its relation with research. Furthermore, we introduce key elements that can sensitize the researcher-practitioner to the principles of intersubjective ethics and how to put it in practice in community-based research, by cultivating qualities of self-reflexivity and critical (inter)subjectivity.