scholarly journals What Matters In Economics Teaching And Learning? A Case Study Of An Introductory Macroeconomics Course In South Africa

2006 ◽  
Vol 3 (11) ◽  
Author(s):  
J. D. Snowball ◽  
M. K. Wilson
Keyword(s):  
South Africa ◽  
Teaching And Learning ◽  
Student Assessment ◽  
Poor Performance ◽  
Econometric Models ◽  
Self Assessment ◽  
Student Evaluations Of Teaching ◽  
Undergraduate Level ◽  
Common Concern

In many universities, economics lecturers now face the challenge of dealing with large, diverse classes, especially at undergraduate level. A common concern is the non-attendance at lectures of unmotivated (conscript) students. Poor lecture quality, as reflected in student evaluations of teaching (SETs), is often blamed for lack of attendance and consequent poor performance. This paper presents the results of a student assessment of a macroeconomics 1 course, coupled with a self-assessment of their own input into the course. The results obtained, using econometric models, suggest that students inputs and attitudes to the course are equally, or more, important than lecture attendance itself.

MOOC and Blended Learning Models

2018 ◽  
pp. 276-288 ◽  
Author(s):  
Teresa Torres-Coronas ◽  
María-Arántzazu Vidal-Blasco
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Education Institution ◽  
Learning Models ◽  
Undergraduate Level ◽  
Strategic Approach ◽  
Current Experience

Interest is growing in educational designs that blend MOOCs with on-campus teaching and researchers are seeking to incorporate the spirit of a MOOC into a hybrid model. This article reports on the current experience of a higher education institution embarking on blended learning models. The aim of this article is to present a case study and to discuss the strategic approach to integrating a MOOC at undergraduate level. The evaluation strategy of this experience uses surveys and focus groups to interpret the results and the perspective of the various stakeholders. The analysis synthesizes the opinion of the main stakeholders – the institution, the students and the academic staff – and shows that in addition to improving the financial viability of MOOCs, blended learning models improve the quality of students' education, strengthen students' academic performance, and encourage academic staff to constantly innovate their teaching and learning process.

scholarly journals The importance of critical judgment in uncertain disciplines: A comparative case study of undergraduate fine art visual practice

2017 ◽  
Vol 17 (3) ◽  
pp. 305-322
Author(s):  
Dina Zoe Belluigi
Keyword(s):  
Contemporary Art ◽  
Teaching And Learning ◽  
Fine Art ◽  
Comparative Case Study ◽  
Undergraduate Level ◽  
Espoused Theory ◽  
Learning Conditions ◽  
Important Means ◽  
Art Schools

Criticality is an important means to negotiate uncertainty, which has become a characteristic of teaching and learning conditions in postmodern times. This paper draws from an empirical comparative case study conducted in the uncertain discipline of fine art visual practice, where critical judgement and meta-cognition are important for professional contemporary art practice. Charting the curricula intended by staff and the culture experienced by students, the paper considers the relation between the espoused theory of criticality in two art schools and their theory-in-use within assessment structures and cultures. Emphasis is placed on the significance of such approaches to criticality for the student experience and their learning engagement. Emerging discourses of ‘subjectivity’ and a lack of development of student meta-cognition indicated that, at an undergraduate level of study, the curricula of these cases are unwittingly underpreparing their graduates for operating with agential criticality as they enter the uncertain context of contemporary art.

scholarly journals Bricolising Retired Teachers in South Africa: Challenges and Opportunities

2021 ◽  
Vol 12 (1-2) ◽  
Author(s):  
Bekithemba Dube
Keyword(s):  
South Africa ◽  
Best Practices ◽  
Rural Schools ◽  
Teaching And Learning ◽  
Poor Performance ◽  
Policy Framework ◽  
Challenges And Opportunities ◽  
Retired Teachers ◽  
Available Resources

ABSTRACT This paper interrogates the challenges and opportunities related to re-engaging retired teachers in mainstream curriculum practice in South Africa. Some rural schools report poor performance, whereas retired teachers in their locality could help to mitigate this challenge. The paper used bricolage as a theoretical lens, because of its emphasis on using available resources to address ambivalence. The qualitative paper responds to two questions: What are the challenges facing integration of retired teachers? and How could retired teachers assist to mitigate poor performance? The paper found that many retired teachers are still active and can assist with mentoring and teaching and learning; however, there is no policy framework to guide their re-engagement. The paper argues that South Africa should tap into best practices of retired teachers through formulation of a policy framework that ensures the knowledge of retired teachers is not wasted, but harvested to address various trajectories, including poor performance.

scholarly journals Factors that influence learners’ performance in grade 12 Accounting: A case study in the Northern Cape

2021 ◽  
Vol 86 (1) ◽  
Author(s):  
Chris J. Hendriks ◽  
Grace Felicia Dunn
Keyword(s):  
South Africa ◽  
Qualitative Case Study ◽  
Poor Performance ◽  
Pass Rate ◽  
Low Pass ◽  
Northern Cape ◽  
The Subject ◽  
Certificate Examination ◽  
Chartered Accountants

This article explores the elements that contribute to the poor performance of grade 12 learners in Accounting. As far as Accounting as a school subject in South Africa is concerned, there is a growing concern about the underperformance of learners, due to both a decrease in learners who enrol for the subject in grade 12 and the low pass rate in the National Senior Certificate examination. Existing research points out that fewer students elect Accounting as a grade 12 subject and that the performance of these students is below the average pass rate when compared to other subjects. This article employed as research methodology a qualitative case study in which interviews were used to collect data. Based on the case study conducted in the Frances Baard District Municipality in the Northern Cape, this article identifies critical factors that contribute to the underperformance of learners in grade 12 Accounting. Addressing these factors may contribute to the improvement of the performance of learners in Accounting. This is relevant for South Africa, which is experiencing a serious shortage of chartered accountants and other financial and auditing professionals.

scholarly journals Implementing Electronic Conferencing Within A Distance-Based University: University Of South Africa Case Study

2010 ◽  
Vol 3 (6) ◽  
pp. 25
Author(s):  
E. Kritzinger ◽  
K. Padayachee ◽  
M. Tolmay
Keyword(s):  
South Africa ◽  
Teaching And Learning ◽  
Learning Needs ◽  
Learning Context ◽  
Student Interactions ◽  
Electronic Conferencing ◽  
The University ◽  
The Impact

The outcome of this paper is primarily to survey and analyse student interactions with electronic conferencing systems and to reflect on the impact of such a system on the students’ learning within an open distance learning context. This pilot study is articulated within action research methodology to generate critical reflection on collaborative, online environments such as electronic conferencing systems for teaching and learning. This study aims to assess the benefits and feasibility of integrating such a system within the University of South Africa’s (UNISA) current organisational structure. These results are intended to generate debate and further research within the university into possible evolution in practice within the institution that would address contemporary learning needs of students. As this was a feasibility study, a comparative study of the current tools available for electronic conferencing was warranted. The findings of this study may be used as a basis for further investigation on the challenges that might face the university if online learning were to be implemented. The success of the online conference is nevertheless significant within the context of the University of South Africa. It provides the opportunity to re-examine the current print-based delivery system, and to devise strategies and solutions to significantly increase the quality of learning within the organisation.

Factors Shaping Assessment Design in the Virtual Environment

2014 ◽  
pp. 1-35
Author(s):  
Deborah Davis ◽  
Sarah Stewart
Keyword(s):  
Virtual Environment ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Role Play ◽  
Self Assessment ◽  
Birth Centre ◽  
Assessment Design ◽  
Number Of Factors ◽  
Being There

The Virtual Birth Centre was created to provide student midwives with an opportunity to develop their midwifery knowledge and skills through a variety of teaching and learning strategies including role-play with peers in a safe, flexible, immersive learning environment. Role-play in the virtual environment has been shown to create a sense of presence or “really being there,” which is associated with increased knowledge transfer from virtual to real world. Assessment in this project focused on formative “service user” (peer) feedback along with self-assessment against midwifery professional standards. The approach to assessment was shaped by a number of factors including the philosophical underpinnings and pedagogy of the programmes involved and the opportunities and limitations of the virtual world environment. Using the Virtual Birth Centre and midwifery as a case study, this chapter explores the factors influencing the development of assessments for the practice discipline of midwifery in a simulated, virtual environment.

Factors Shaping Assessment Design in the Virtual Environment

2015 ◽  
pp. 1027-1052
Author(s):  
Deborah Davis ◽  
Sarah Stewart
Keyword(s):  
Virtual Environment ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Role Play ◽  
Self Assessment ◽  
Birth Centre ◽  
Assessment Design ◽  
Number Of Factors ◽  
Being There

The Virtual Birth Centre was created to provide student midwives with an opportunity to develop their midwifery knowledge and skills through a variety of teaching and learning strategies including role-play with peers in a safe, flexible, immersive learning environment. Role-play in the virtual environment has been shown to create a sense of presence or “really being there,” which is associated with increased knowledge transfer from virtual to real world. Assessment in this project focused on formative “service user” (peer) feedback along with self-assessment against midwifery professional standards. The approach to assessment was shaped by a number of factors including the philosophical underpinnings and pedagogy of the programmes involved and the opportunities and limitations of the virtual world environment. Using the Virtual Birth Centre and midwifery as a case study, this chapter explores the factors influencing the development of assessments for the practice discipline of midwifery in a simulated, virtual environment.

scholarly journals Researching learning environments and students’ innovation competences

2019 ◽  
Vol 61 (1) ◽  
pp. 17-30 ◽  
Author(s):  
Meiju Marika Keinänen ◽  
Liisa Kairisto-Mertanen
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Spring Semester ◽  
Self Assessment ◽  
Content Type ◽  
Life Orientation ◽  
Pedagogical Strategy ◽  
University Of Applied Sciences ◽  
Research In Education

PurposeThe purpose of this paper is to present an example of pedagogical strategy, called innovation pedagogy, and study whether its learning environments (activating teaching and learning methods, working life orientation and research, development and innovation (RDI) integration, multidisciplinary learning environments, flexible curricula, entrepreneurship and internationalization) can be associated with students’ innovation competences (creativity, critical thinking, initiative, teamwork and networking).Design/methodology/approachIn this case study, the electronic self-assessment questionnaire was distributed to third- and fourth-year bachelor students (n=236) from one Finnish university of applied sciences at the end of the Spring semester in 2017.FindingsTwo profiles of students concerning their level of innovation competences can be identified. The level of students’ innovation competences is associated with all the six elements of learning environments. The more students have experience with learning environments of innovation pedagogy, the higher they scored when assessed for their innovation competences.Research limitations/implicationsBecause of the case study setting and a limited sample, there are limitations to the generalizability of the findings.Originality/valueFocusing on different levels of innovation competences of students and approaching their study path in more detail, it could be better understood how to develop more effective education, and thus, respond to the demands of an innovation society. This study extends approaches on research in education and innovation and strengthens the understanding that learning environments should be versatile and include many-sided learning opportunities. It also shows that implementing pedagogical strategy needs lot of work to be revealed in practice.

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