scholarly journals Rethinking Technological Learning Spaces for Effective Teaching and Learning in Higher Education Institutions: A Perspective from South Africa

2020 ◽  
Vol 8 (4) ◽  
pp. 695-704
Author(s):  
Sunday Olawale Olaniran ◽  
Mncedisi Christian Maphalala
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Effective Teaching ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Learning Spaces ◽  
Technological Learning ◽  
Effective Teaching And Learning

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

scholarly journals Teaching in Indian Higher Education: Six Principles for Improvement

2018 ◽  
pp. 28
Author(s):  
Sayantan Mandal
Keyword(s):  
Higher Education ◽  
Empirical Evidence ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Colleges And Universities ◽  
National Study ◽  
Current State ◽  
Indian Higher Education ◽  
Effective Teaching And Learning

While traditional, information-oriented lectures have been the de-facto practice in Indian higher education institutions (HEIs), they are often not effective in imparting learning. There is a need to reform instruction in colleges and universities, focusing on effective teaching and learning methods. As a first step in that direction, a national study of selected public HEIs attempts to assess the current state of teaching by focusing on different teaching practices at the undergraduate and master’s (graduate) levels. The study reflects on issues and challenges and suggests six principles to help improve teaching in Indian college and universities. This is a synthesis of the research, based on empirical evidence.

A Ranking Framework for Higher Education Institutions

2021 ◽  
pp. 40-61
Author(s):  
Andre Paul Calitz ◽  
Margaret Diane Cullen ◽  
Teresia Watiri Kanyutu
Keyword(s):  
Higher Education ◽  
South Africa ◽  
University Students ◽  
Teaching And Learning ◽  
Research Output ◽  
Higher Education Institutions ◽  
University Ranking ◽  
International Orientation ◽  
League Tables ◽  
Ranking Criteria

The use of league tables and rankings (LTRs) as a tool to rank or measure the performance of higher education institutions (HEIs) has grown in popularity. Research indicates that these ranking criteria are often discussed from the standpoint of governments, the HEI management, and the ranking institutions producing these LTR publications. The opinions of the students on the suitable ranking criteria used by ranking institutions are generally omitted. This chapter investigates the applicable criteria for ranking HEIs in South Africa, from the perspective of students. A survey was conducted to determine the most relevant university ranking criteria considered by university students. The results indicate that the students perceive resources and infrastructure, accreditation, international orientation, research output, faculty quality, and teaching and learning as the most relevant criteria for ranking HEIs. Managerial recommendations are provided for HEIs to address the ranking criteria rated important by students.

Who Gets to Chew the Cracker? Engaging the Student in Learning in Higher Education

2005 ◽  
Vol 2 (2) ◽  
pp. 302-318 ◽  
Author(s):  
Shelly Cunningham
Keyword(s):  
Higher Education ◽  
College Student ◽  
Effective Teaching ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Skill ◽  
Effective Pedagogy ◽  
Effective Teaching And Learning

Masterful professors not only grow in knowledge of their discipline, they also grow in sharpening their teaching skill. This article examines effective teaching and learning in the higher education context. More specifically, it looks at how effective pedagogy aims to see the student fully engaged in the learning process. It explores what it means to engage the college student in learning, why it is important, and several strategies to facilitate engagement in learning. Really, in its simplest form, it is all about who gets to chew the cracker!

scholarly journals MANAGING INFORMATION FOR WORK-INTEGRATED LEARNING AT HIGHER EDUCATION INSTITUTIONS

Mousaion ◽  
2016 ◽  
Vol 32 (3) ◽  
pp. 13-28
Author(s):  
Roelien Brink ◽  
Martie Mearns ◽  
Tanya Du Plessis
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Conceptual Framework ◽  
Information Management ◽  
South African ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Integrated Learning ◽  
Phenomenological Research Design ◽  
Work Integrated Learning

Higher education institutions (HEIs) in South Africa require teaching and learning to include work-integrated learning (WIL) within specific learning offerings. The different learning options provided by various faculties have unique and diverse procedures which justify different WIL approaches at HEIs. A lack of structure regarding the information management (IM) for WIL across departments results in different processes being followed, which can impact negatively on the optimal utilisation of WIL. Frameworks for IM for WIL, however, have been developed at international HEIs. Using a qualitative approach and phenomenological research design and working with these frameworks as well as the Theory of Motivated Information Management, the researchers collected data using semi-structured individual interviews and group discussions from the University of Cincinnati (UC) and the Northwestern University (NWU) in Illinois, United States (US). This article presents the findings of an IM framework from these two US universities. After research was conducted at a South African university, a conceptual framework was developed for the IM for WIL based on the framework from the international universities that may be implemented at HEIs in South Africa. With time this framework could betested in a number of settings that could lead to the development of a model for IM for WIL in the South African context. The article, however, reports on the findings of the two international universities only and the conceptual framework requires further testing and validation before it can be published.

scholarly journals Affordances, Architecture and the Action Possibilities of Learning Environments: A Critical Review of the Literature and Future Directions

Buildings ◽  
2022 ◽  
Vol 12 (1) ◽  
pp. 76
Author(s):  
Fiona Young ◽  
Benjamin Cleveland
Keyword(s):  
Effective Teaching ◽  
Learning Environments ◽  
Teaching And Learning ◽  
The Body ◽  
Pedagogical Practices ◽  
Great Promise ◽  
Environmental Perceptions ◽  
Learning Spaces ◽  
Affordance Theory ◽  
Effective Teaching And Learning

This paper critically reviews the body of literature on affordances relating to the design and inhabitation of school buildings. Focusing on the influence of learning spaces on pedagogical practices, we argue that links between affordances, architecture and the action possibilities of school-based environments have largely been overlooked and that such links hold great promise for better aligning space and pedagogy—especially amidst changing expectations of what effective teaching and learning ‘looks like’. Emerging innovative learning environments (ILEs) are designed to enable a wider pedagogical repertoire than traditional classrooms. In order to transcend stereotypical understandings about how the physical environment in schools may afford teaching and learning activities, it is becoming increasingly recognised that both design and practice reconceptualisation is required for affordances of new learning environments to be effectively actualised in support of contemporary education. With a focus on the environmental perceptions of architects, educators and learners, we believe affordance theory offers a useful framework for thinking about the design and use of learning spaces. We argue that Gibson’s affordance theory should be more commonly applied to help situate conversations between designers and users about how physical learning environments are conceived, perceived and actioned for effective teaching and learning.

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