Bridging digital and pedagogical gaps: an analysis of remote learning modes in selected library and information science (LIS) schools during the pandemic in KwaZulu-Natal, South Africa

Purpose Remote learning opportunities increased in higher education institutions (HEIs) during the COVID-19 pandemic. Therefore, this study analyzed the remote learning modes used by selected library and information science (LIS) schools in KwaZulu-Natal during the pandemic. Design/methodology/approach A quantitative research approach was adopted. It involved an online survey of the target population, which comprised eight lecturers from two selected LIS schools in KwaZulu-Natal. The analyzed data was presented descriptively. Findings Most respondents preferred online (synchronous) learning modes. This is because the synchronous learning mode allows for real-time interaction, flexibility, increased immediate feedback and the ability to maintain a more traditional classroom dynamic. Other strategies, such as constant training, provision of technical resources, use of flexible learning modalities and drawing clear guidelines and frameworks, were found as necessary towards adopting appropriate learning modes during the pandemic. Research limitations/implications This study specifically focuses on lecturers who taught undergraduate students during the 2020–2021 academic year in selected LIS schools in the KwaZulu-Natal Province. The study excludes those who were not teaching undergraduates during that period. Practical implications The identification of effective remote teaching modes can enable institutions to build resilience against future disruptions and ensure continuity in education delivery. Furthermore, institutions can use the study's insights for strategic planning to develop long-term plans for integrating remote teaching into their curricula and ensure readiness for future disruptions. Social implications By identifying and implementing effective remote teaching modes, institutions can build resilience against future disruptions, ensuring continuity in education delivery. Furthermore, institutions can use the study's insights for strategic planning, developing long-term plans for integrating remote teaching into their curricula and ensuring readiness for future disruptions. Originality/value The paper's originality lies in its identification of the modes of remote learning that were successfully adopted during the COVID-19 pandemic in selected KwaZulu-Natal LIS schools. It is also reflected in the provision of effective strategies on how to support the lectures in LIS to adopt remote learning modes for effective teaching during a pandemic.