http://jct.sciedupress.com Journal of Curriculum and Teaching Vol. 12, No. 4; 2023 Published by Sciedu Press 116 ISSN 1927-2677 E-ISSN 1927-2685 Enhancing Virtual Teaching and Learning through Connectivism in University Classrooms Bunmi Isaiah Omodan 1,* , Nomxolisi Mtsi 2 & Pretty Thandiswa Mpiti 3 1 Faculty of Education, Butterworth Campus, Walter Sisulu University, South Africa 2 Faculty of Education, Komani Campus, Walter Sisulu university, South Africa 3 Rector, Komani Campus, Walter Sisulu University, South Africa *Correspondence: Faculty of Education, Butterworth Campus, Walter Sisulu University, South Africa. E-mail: bomodan@wsu.ac.za Received: April 14, 2023 Accepted: May 12, 2023 Online Published: August 15, 2023 doi:10.5430/jct.v12n4p116 URL: https://doi.org/10.5430/jct.v12n4p116 Abstract It is argued that teaching and learning in the 21st century rely heavily on technology, especially in university classrooms. This theoretical paper contends that for students to be successful in university classrooms in the 21st century, both lecturers and students should effectively resonate with technology. This paradigm shift is not without one or two challenges which must be addressed since teaching and learning through technology has come to stay. Therefore, this study presents the proponent of connectivism theory to enhance virtual teaching and learning in university classrooms. The study is located within a transformative worldview and derives its argument from a theoretical viewpoint by positioning connectivism as a tool to enhance teaching and learning in 21 st -century university classrooms. Conceptual analysis was employed to argue the place of connectivism as a tool to enhance virtual classrooms in universities. The connectivism theory was presented, and its assumptions were argued in relation to how it could be integrated into university classrooms. The study concludes that the diversity of nodes' interconnections, coherence of things and adaptation to constant change are dimensions that could enhance virtual classrooms. Therefore, concerted efforts of both lecturers and students in universities to improve these dimensions to transform virtual space in university classrooms. Keywords: teaching and learning, virtual learning, virtual teaching, connectivism, university classrooms 1. Introduction It is undeniable that technology has revolutionised the education sector. In the past, pupils were required to be physically present in classrooms in order to gain access to information and interact with their teachers. However, with the advent of online learning platforms, students can now receive instruction from anywhere in the world. This has been especially beneficial for working adults who wish to further their education without having to sacrifice their careers (Abrami et al., 2011; Weidlich & Bastiaens, 2018). The 21st century has seen a dramatic shift in how education is delivered. Technology has become an increasingly important part of the learning process, with higher education classrooms now incorporating a range of digital tools and resources (Hora & Holden, 2013; Genova, 2019). The COVID-19 pandemic has accelerated this trend, with many institutions moving to a relatively total virtual teaching and learning model (Emmanuel, 2021; Opstad & Pettersen, 2022). However, technology in teaching and learning processes cannot be taken for granted as it comes with its advantages and disadvantages. The advantages of using technology in the teaching process are many and varied. To start with, using technology in a classroom setting can make learning more fun and engaging for students (Fung 2017; Downes & Bishop, 2012). It can also make it easier for teachers to deliver their lectures as they can use visual aids such as PowerPoint slides and videos (Umar et al., 2010). In addition, teachers can also make use of online platforms such as Blackboard, Teams, Google Classroom or Zoom to interact with their students even when they are not physically present in the classroom (Kaup et al., 2020). This was particularly important and adopted during the hike of the COVID-19 pandemic when physical distancing is necessary to prevent transmission of the virus. This time has increased the human’s belief that technology is the way to cope with the changing world (Yamani et al., 2020). Even with all these advantages, there