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.

Is isiZulu a ‘problem or a ‘resource’? Engineering students’ perceptions of teaching and learning in a multilingual context

2021 ◽  
Vol 54 (1) ◽  
pp. 123-149
Author(s):  
Hloniphani Ndebele
Keyword(s):  
Higher Education ◽  
South African ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Critical Role ◽  
African Languages ◽  
University Of Technology ◽  
Perceptions Of Students ◽  
African Higher Education ◽  
South African Higher Education

Research and praxis in the field teaching and learning in the South African higher education context has been characterised by calls to expand the languages of teaching and learning through the inclusive use of African languages in higher education. Such calls are based on the realisation of the critical role that students’ home language can play in cognitive and linguistic development, among other things, in education. The focus of this paper is to ascertain the perceptions of students about the inclusive use of isiZulu, an African language, as a language of teaching and learning. Data were gathered through a survey which employed a questionnaire  targeting 120 students from a Faculty of Engineering at a South African university of technology. The study found that students’ understanding of the use of isiZulu for teaching and learning conflated issues of language as ‘problem’ and ‘resource’. The study also discovered elements of language ambivalence. The paper argues that helping students to shift their perceptions from a ‘problem’ viewof language to a view of language as a ‘resource’ could enhance their learning. Keywords: African languages; IsiZulu; Teaching and learning; Higher education; South Africa

Covid-19: Interdisciplinary Explorations of Impacts on Higher Education

2021 ◽  
Keyword(s):  
Higher Education ◽  
South African ◽  
Teaching And Learning ◽  
Academic Disciplines ◽  
Research And Innovation ◽  
Innovation Activities ◽  
African Higher Education ◽  
Production Knowledge ◽  
South African Higher Education ◽  
The Impact

Premised on the disruption and lessons learnt from the Covid-19 pandemic, and in meticulous response to the impact of the pandemic on higher education – especially in South Africa – this collection of chapters spotlights the effects, consequences, and ramifications of an unprecedented pandemic in the areas of knowledge production, knowledge transfer and innovation. With the pandemic, the traditional way of teaching and learning was completely upended. It is within this context that this book presents interdisciplinary perspectives that focus on what the impact of Covid-19 implies for higher education institutions. Contributors have critically reflected from within their specific academic disciplines in their attempt to proffer solutions to the disruptions brought to the South African higher education space. Academics and education leaders have particularly responded to the objective of this book by focusing on how the academia could tackle the Covid-19 motivated disruption and resuscitate teaching, research, and innovation activities in South African higher education, and the whole of Africa by extension.

scholarly journals Student support to enhance student living and learning at a South African University

2016 ◽  
Author(s):  
Isabella Coetzee
Keyword(s):  
Higher Education ◽  
South African ◽  
Student Support ◽  
Support Structures ◽  
Social Challenges ◽  
Higher Education System ◽  
Support Programme ◽  
University Of Technology ◽  
African Higher Education ◽  
South African Higher Education

Quantitative measures show that the higher education system in South Africa remains inefficient and this reality poses significant challenges to all universities. The Faculty of Humanities at the Tshwane University of Technology has added a Student Support Programme to the existing institutional student support structures. In this article, the author reflects on the experiences of student supporters who were appointe in 2014 and 2015 for the enhancement of students' living and learnining to improve success in the Faculty of Huanities. The findings indicated that this programme has indeed improved the academic performance and personal circumstances of hundreds of students. The under-preparedness of students entering South African higher education institutions was highlighted as a major obstacle in academic performances. The majority of students who are supported by this programme experience intense personal and social challenges that are by and large brought about by and as the result of severe financial needs. The student supprters were adamant in their departing statement that much more had to be done over and beyond the general and existing approach and support structures at the Tshwane University of Technology to support these students.Keywords: Student support; Student living; Student learning; Social challenges

scholarly journals Nancy Fraser and participatory parity: Reframing social justice in South African higher education, edited by Vivienne Bozalek, Dorothee Hölscher, and Michalinos Zembylas

2021 ◽  
Vol 5 (1) ◽  
pp. 144
Author(s):  
Sergio Celis
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
South African ◽  
Teaching And Learning ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
African Higher Education ◽  
South African Higher Education ◽  
Nancy Fraser

In this review of Nancy Fraser and participatory parity: Reframing social justice in South African higher education, edited by Vivienne Bozalek, Dorothee Hölscher, and Michalinos Zembylas, book reviewer Sergio Celis discusses why this book is an invitation to reimagine our participation in the higher education field, as scholars, teachers, and citizens. Keywords: Nancy Fraser, Participatory parity, South Africa, Higher education, Book review How to cite ths article: Celis, S. 2021. Nancy Fraser and participatory parity: Reframing social justice in South African higher education, edited by Vivienne Bozalek, Dorothee Hölscher, and Michalinos Zembylas. Scholarship of Teaching and Learning in the South. 5(1): 144-148. DOI: 10.36615/sotls.v5i1.178. This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Technology enhanced teaching and learning in South African higher education - A rearview of a 20 year journey

2016 ◽  
Vol 47 (5) ◽  
pp. 843-858 ◽  
Author(s):  
Dick Ng'ambi ◽  
Cheryl Brown ◽  
Vivienne Bozalek ◽  
Daniela Gachago ◽  
Denise Wood
Keyword(s):  
Higher Education ◽  
South African ◽  
Teaching And Learning ◽  
African Higher Education ◽  
South African Higher Education

Knowledge beyond colour lines: Towards repurposing knowledge generation in South African higher education

2021 ◽  
Keyword(s):  
Higher Education ◽  
Critical Pedagogy ◽  
South African ◽  
Teaching And Learning ◽  
Knowledge Generation ◽  
Original Research ◽  
The South ◽  
Alternative Pathways ◽  
African Higher Education ◽  
South African Higher Education

Knowledge remains timely in education. The need for academics to contemplate its relevance, worth, use and everything in-between deems a continuous intellectual project, rather than a conundrum to be solved. This book takes the South African context by the horns as it challenges the often dormant and traditionalist ways in which higher education spaces see knowledge. Through original research and the voices of academics and students, this book argues for repurposing knowledge generation, knowledge sharing and critical pedagogy so that more inclusive teaching and learning environments can be both imagined and sustained. The contentious tensionalities that this creates for LoLT and SoTL, in particular, are unlocked so as to trouble the South African higher education landscape with the intent to proffer alternative pathways for a knowledge beyond colour lines.

scholarly journals Towards Matching Access with Success: Using Technology to Create an Effective Learning Environment for Postgraduate Distance Learning Students

2019 ◽  
pp. 191-202
Author(s):  
Karin (Catharina) Muller ◽  
Marilize Putter
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
South African ◽  
Access To Education ◽  
Ministry Of Education ◽  
Effective Learning ◽  
Education Environment ◽  
Postgraduate Level ◽  
African Higher Education ◽  
South African Higher Education

Distance learning has been identified as a key enabler in providing greater access to education. Yet, in order to provide meaningful access and constitute a productive application of both the student and country’s resources, such access must include a reasonable chance of success (Department of Higher Education and Training – DHET, 2014). In the South African higher education environment, success – if measured by dropout and throughput rates– has been considerably lower on undergraduate distance learning programmes than on contact learning programmes (DHET, 2018b). On a postgraduate level, the graduation benchmark rate set by government similarly shows a significant disparity between contact and distance learning. For postgraduate qualifications (up to honours level), it is earmarked at 60% for contact learning; but for distance learning, the target is halved, and set at only 30% (Ministry of Education – MOE, 2001). These low rates indicate that for many distance learning students, they may have gained access to education, but have a small chance of converting such access into success.

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