AN ANALYSIS OF BEST PRACTICES OF HYBRID TEACHING AND LEARNING: LESSONS LEARNED FROM A HYBRID SOUTH AFRICAN UNIVERSITY

2017 ◽  
Author(s):  
Johann Smith
Keyword(s):  
Best Practices ◽  
South African ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Hybrid Teaching

scholarly journals Towards the Realization of the ICT Education Living Lab – The TechTeachers.co.za Success Story

10.28945/2157 ◽  
2015 ◽  
Author(s):  
Albertus A. K. Buitendag ◽  
Frederik Gerhardus Hattingh ◽  
Matt Hains
Keyword(s):  
High School ◽  
Best Practices ◽  
Secondary School ◽  
Community Of Practice ◽  
South African ◽  
Lessons Learned ◽  
Success Story ◽  
Web Based ◽  
Living Lab ◽  
Living Labs

[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] This paper presents the success story of the intuitive vision of an ICT high school educator in South Africa. The growth and evolution of a Community of Practice, towards a full-fledged living lab is investigated. A grounded theory study analyses the living lab concept and highlights some of the current challenges secondary high school ICT education face within the South African educational landscape. Some of the concepts, ideas, best practices and lessons learned in the establishment and running of two web based technologies to support secondary school ICT subjects is discussed.  The researchers present a motivation for the use of living labs to address some of the issues identified and highlights how the existing  platforms fits into bigger design.

Employment Protection in South Africa

2018 ◽  
pp. 140-156
Author(s):  
Avinash Govindjee
Keyword(s):  
Best Practices ◽  
South African ◽  
Work Force ◽  
Lessons Learned ◽  
International Standards ◽  
Employment Protection ◽  
Public Works ◽  
Policy Framework ◽  
The South ◽  
African Experience

This chapter tests the existing (labour and social security-related) legislation against the South African constitutional framework, as well as international and regional standards. The issues to be addressed specifically include the following: 1) Is the existing legislation pertaining to employment protection, unemployment, and work constitutionally compliant? 2) Is it correct to expect legislation (and state policy) to regulate matters such as job-retention and work creation (for example, by activating the work force and through the creation of public works programmes), and if so, does the present statutory and policy framework address this expectation adequately? 3) To what extent is the legislation compliant with international standards and best practices, and are there fresh approaches to address the present malaise, perhaps emanating from regional standards and experiences? 4) Finally, are there any best practices or lessons learned through the South African experience that should influence developments in other emerging economies?

scholarly journals Validating an evaluation school functionality tool

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Margaret Roper ◽  
Leticia Taimo ◽  
Jennifer L. Bisgard ◽  
Katharine Tjasink
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Assessment Tools ◽  
Validation Process ◽  
Key Stakeholders ◽  
Build Time ◽  
The Status ◽  
Specific Assessment ◽  
Context Specific

Background: Evaluators are cognisant of the need to determine the effects of an intervention within its context.Objectives: In education evaluations, there was a gap in context-specific assessment tools to determine the status of school functionality with the ultimate aim of examining whether there is a relationship between school functionality context and teaching and learning outcomes. To meet evaluation standards, evaluators must ensure that evaluation tools and data are accurately measuring the indicators and variables. The focus of the article is on lessons learned from a tool validation process. These are shared to guide evaluators in similar settings.Method: Khulisa Management Services (Khulisa) has conducted research and evaluations in South African schools since 1993. In 2011, Khulisa developed a school functionality tool based on local and international literature, engagement with key stakeholders, and through a series of implementation phases over various evaluations. The tool identifies high functional, functional, stagnant but functional and dysfunctional schools. The authors of this article undertook a reflection process to evaluate the evidence gathered to support the meaningfulness, usefulness and appropriateness of the tool properties.Results: Lessons from the validation process include the need to build time and resources for validation from the beginning, validating a tool over time and across evaluations adds value, training of data collectors is critical, and analysis is important towards establishing the consistency and reliability of a tool.Conclusion: While reliability analysis and the validation process are ongoing, preliminary results show that the tool has potential to document context appropriately.

scholarly journals Design and Delivery of an Online Information Systems Management Course for MBA Programs

10.28945/4600 ◽  
2020 ◽  
Vol 19 ◽  
pp. 047-074
Author(s):  
Xihui "Paul" Zhang ◽  
Ming Wang ◽  
M. Shane Banks ◽  
Qiunan Zhang ◽  
Colin G. Onita
Keyword(s):  
Best Practices ◽  
Graduate Education ◽  
Teaching And Learning ◽  
Detailed Examination ◽  
Course Evaluation ◽  
Lessons Learned ◽  
Online Course ◽  
Learning Effectiveness ◽  
Mba Programs ◽  
Information Systems Management

Aim/Purpose: In this paper, we present our experience in design and delivery of a graduate Information Systems Management (ISM) course in an online MBA program. Also presented are a detailed examination of the design and delivery of the online course, survey results of students’ perceptions and backgrounds, course evaluation results, best practices and lessons learned, and potential changes and future actions. Background: This graduate ISM course needs to not only cover a broad range of dynamic technology and business topics, but also strike a balance between the width and depth of the content. Effective course design and delivery are critical to improved teaching and learning, especially when the course is delivered online. Methodology: We provided a comprehensive review of the related literature to develop guidelines for the design and delivery of our ISM course; we collected survey data to evaluate the students’ backgrounds and their perceptions of the course; we used data analysis and content analysis methods to assess the course evaluation results. Contribution: A review of the related literature indicates that IS researchers and educators have not adequately studied online graduate education. Given the importance of the graduate ISM course in most MBA programs, and the lack of attention from the IS community, it is critical to address this gap in the research. We believe we have done so with this paper. Findings: The paper’s major findings are embedded in a detailed examination of the design and delivery of the online course, survey results of students’ perceptions and backgrounds, course evaluation results, best practices and lessons learned, and potential changes and future actions. Recommendations for Practitioners: Even though our experience may not be fully applicable to other institutions, we hope our IS colleagues can learn from the design and delivery of this online course, as well as our best practices and lessons learned to improve the teaching and learning effectiveness in IS online graduate education, in general. Furthermore, we provide instructors with an actionable framework onto which they can map their current course offering, and compare their current pedagogical offering to literature driven best practices for ISM courses, in particular. Recommendation for Researchers: It is our hope that the design and delivery of this online course, and our best practices and lessons learned can inspire our IS colleagues to search for innovative ways to improve the teaching and learning effectiveness in IS online graduate education. In addition, we distill a literature driven framework for ISM courses design and delivery that can help researchers frame their pedagogical research questions. Impact on Society: The online course in this study prepares students for more efficiently and effectively delivering IT systems in organizations. Many MBA students work for non-profits and other socially-focused organizations and are able to use the skills learned in the course for the betterment of society. Future Research: We will continue to monitor the impact of the changes on student learning effectiveness and attempt to identify additional innovative ways to improve the design and delivery of this online ISM course.

scholarly journals Developing and Using Open Education Resources to Support Teacher Education in Africa

2010 ◽  
Vol 1 (1&2) ◽  
pp. 31-45 ◽  
Author(s):  
Christopher B. Mugimu
Keyword(s):  
Best Practices ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Outreach Program ◽  
Open Education ◽  
African Countries ◽  
Education Resources ◽  
Open Education Resources ◽  
The Impact

This article presents findings of action research during the creation and dissemination process of open education resources (OERs) to support pre-service and in-service teachers in Uganda and other African countries. It highlights the perceptions of teachers and the authoring team of the impact of their involvement in materials creation and dissemination on their practice and professional growth. It also presents lessons learned during the development and implementation process and the best practices for replicating this outreach program in Uganda and beyond. This article also shares insights into how the OERs can boost or contribute to effective teaching and learning especially in under-resourced school situations in Africa, and also shares experiences on best practices on creating the authoring team of OERs.

Lessons Learned From Virtual Teaching and Learning in Elementary Education During C19 Disruption

2021 ◽  
pp. 237-250
Author(s):  
Sophia E. Moros
Keyword(s):  
Elementary Education ◽  
Best Practices ◽  
Teaching And Learning ◽  
Elementary Principal ◽  
Virtual Classroom ◽  
Lessons Learned ◽  
Community Schools ◽  
E Learning ◽  
Principal Author ◽  
Phase Process

This chapter sets out to present and reflect on the creative approaches implemented in teaching and learning during disruption, specifically in grades JK-5 that quickly became a reality at the American Community Schools (ACS) of Athens because of the C19 pandemic in the spring of 2020. During that time ACS Athens administration, including the schools' President, the Director of e-Learning, Dean of Academics, and the Elementary Principal (author) designed a “5-Phase Process as a disruptive intervention to transition from a traditional four-walled classroom into a virtual classroom, thus transforming learning experiences, routines, and perspectives.” This chapter will provide a framework for the details of each phase while sharing the immediate responses to virtual learning which were based on best practices and technological pedagogical framework.

Lessons Learned During the Pandemic: Recommendations for Kinesiology Programs’ Emerging Future

2021 ◽  
pp. 1-8
Author(s):  
Miriam E. Leary ◽  
Randy W. Bryner ◽  
Oladipo O. Eddo
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Core Curriculum ◽  
Lessons Learned ◽  
First Year ◽  
Assessment Practices ◽  
Hybrid Teaching ◽  
Teaching In Higher Education ◽  
To Receive ◽  
Students Success

In response to the pandemic, kinesiology programs rose to the challenge of remote teaching by incorporating novel teaching and classroom approaches to ensure students continued to receive excellent instruction. This review identifies remote and hybrid teaching elements, many used by our two kinesiology programs, which showed promise during the pandemic. Using evidence and best practices, we argue for kinesiology programs to include these teaching strategies moving forward. Discussions focus on improving students’ success, learning, and matriculation into the vulnerable first year of college; rigorous teaching and assessment practices for laboratory and lecture classes in core curriculum; and remote capstone opportunities to prepare graduates for a postpandemic workforce. As we anticipate a physical return to campus, the strategies described here show promise for keeping kinesiology programs innovative and competitive in the emerging future of hybrid teaching in higher education.

Adapting Tactical Military Structures to the Current and Future Operational Environments

2020 ◽  
Vol 26 (1) ◽  
pp. 157-162
Author(s):  
Paul Tudorache ◽  
Lucian Ispas
Keyword(s):  
Best Practices ◽  
Lessons Learned ◽  
Organizational Adaptation ◽  
Common Denominator ◽  
Military Operations ◽  
The Future ◽  
Military Units

AbstractUsing the lessons learned from recent military operations such as Operation Inherent Resolve (OIR) from Syria and Iraq, we proposed to investigate the need for tactical military units to adapt operationally to grapple with the most common requirements specific to current operational environments, but also for those that can be foreseen in the future. In this regard, by identifying the best practices in the field that can be met at the level of some important armies, such as USA and UK, we will try to determine a common denominator of most important principles whose application may facilitate both operational and organizational adaptation necessary for tactical military units to perform missions and tasks in the most unknown future operational environments.

A CUSTOMISED FRAMEWORK FOR EFFECTIVE PODCAST INTEGRATION IN A SOUTH AFRICAN HIGHER EDUCATION ENVIRONMENT

2016 ◽  
Vol 38 (1) ◽  
pp. 14-32
Author(s):  
Shane Pachagadu ◽  
Liezel Nel
Keyword(s):  
Higher Education ◽  
Conceptual Framework ◽  
South African ◽  
Teaching And Learning ◽  
Teaching And Learning Environment ◽  
Education Environment ◽  
University Of Technology ◽  
African Higher Education ◽  
South African Higher Education ◽  
Effective Integration

Numerous studies have explored the potential of podcast integration in teaching and learning environments. This paper first presents and organises perspectives from literature in a conceptual framework for the effective integration of podcasting in higher education. An empirical study is then discussed in which the guidelines presented in the framework were evaluated for applicability in a selected course at a South African University of Technology. Since the results of the study revealed a number of aspects not accounted for in the conceptual framework, the framework was customised to make it more applicable for the particular higher education environment. The customised framework identifies four principles and a series of related guidelines for the effective integration of podcasts in a South African higher education teaching and learning environment. This framework can become a valuable resource for effective podcast integration in similar environments.

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