scholarly journals Interactional Patterns in English as a Second Language Classrooms at Higher Learning

2021 ◽  
Vol 4 (11) ◽  
pp. 01-10
Author(s):  
Golebamang Galegane
Keyword(s):  
Classroom Interaction ◽  
Analytical Tool ◽  
Higher Learning ◽  
Classroom Observations ◽  
University Of Botswana ◽  
Language Classrooms ◽  
Response Feedback ◽  
The University ◽  
Interactional Patterns ◽  
Patterns Of Interaction

This study investigates the interactional patterns that were used in ESL classrooms at higher learning at the University of Botswana and the reasons for the said patterns. A qualitative approach was employed and the classroom observations were used to investigate the topic. To further shed some light on the patterns used in the CSS classrooms, reference will be made to Vygotsky’s sociocultural theory and Sinclair & Coulthard’s Initiation, Response, Feedback (IRF) analytical tool.  The results indicated that there were ‘new’ interactional patterns at the University of Botswana classrooms. Some of these were Initiation Response (IR) and Initiation Response Response (IRR) which led to the conclusions that the patterns of interaction which emanated from the study were, “better”, “good”, and “not so good” (BGN interactional patterns).  This study concludes that there is an attempt to produce quality classroom interaction as the interactional patterns of “better”, “good”, and “not so good” (BGN interactional patterns) were demonstrated with the first two categories carrying higher percentages.

scholarly journals Environment and The Students’ Motivation in Studying Indonesian as a Foreign Language at GoBali Program, The University of Udayana-Bali

2020 ◽  
Vol 10 (2) ◽  
pp. 16
Author(s):  
Anak Agung Sagung Shanti Sari Dewi
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
International Study ◽  
Classroom Observations ◽  
Study Program ◽  
Daily Lives ◽  
Survey Techniques ◽  
Language Classrooms ◽  
The University ◽  
Bahasa Indonesia

This study  focuses on analysing the students’motivation for studying Indonesian as a foreign language at Go Bali, a one-semester international study program  at the University of Udayana,  particularly investigating the students’motivation during the course and analyse how the environment influences their learning motivation. This study involved 76 foreign students and 4 instructors in four Indonesian Language classrooms at the program and the data were collected through survey techniques, classroom observations and interviews. The results show that the students’ motivation in learning Bahasa Indonesia is varied and in general is relatively low. However, the environment where they study the language has actually given an advantages for most students in which they become more motivated to pick up the knowledge of the language for their daily lives in Bali, apart from whether it will give further benefits for their future or not.

‘Me not a Boy, Me a Person!’: Deconstructing Gendered Interactional Patterns in Early Childhood

1998 ◽  
Vol 23 (1) ◽  
pp. 22-28 ◽  
Author(s):  
Marilyn Fleer
Keyword(s):  
Early Childhood ◽  
Child Care ◽  
Teaching And Learning ◽  
Analytical Tool ◽  
Powerful Analytical Tool ◽  
Interactional Patterns ◽  
Patterns Of Interaction

The post-structuralist literature provides the early childhood field with a powerful analytical tool for deconstructing patterns of interaction as well as helping to question the assumptions held about teaching and learning. However, most of this literature is written in ways which make it inaccessible. This paper discusses the construction of gender and the storylines that evolve through the use of a metaphor of the story of The Three Bears. Examples of interactions in child care and preschool are given with the view to making this important literature more accessible and relevant to child care and preschool settings.

Group Work and Classroom Interaction in Communication and Study Skills Classes (CSS) of the University of Botswana

2018 ◽  
Vol 8 (12) ◽  
pp. 1595
Author(s):  
Golebamang Galegane
Keyword(s):  
Group Work ◽  
Study Skills ◽  
Classroom Interaction ◽  
The Other ◽  
Observation Data ◽  
University Of Botswana ◽  
The World ◽  
Display Quality ◽  
The University

This study addresses the role of group work and how it assists the students to interact in the University of Botswana classrooms. The purpose of the study was to establish whether or not the students display quality classroom interaction when working in groups. Four (4) CSS lecturers teaching a total of 162 students were observed. The four lecturers observed did not only teach CSS but they also used group work in their teaching. The same number of lecturers and twelve students were from the various faculties that are offered CSS. Looking at the observation data, it was found out that students interact better when they are working in groups as compared to when they work individually. The main contributing factor was that when the students are asked to individually participate in classroom talk, they seem to be reluctant. On the other hand, when they are asked to work in smaller groups and later report their findings, they are eager to participate. The aforementioned participation makes the students’ classroom interaction to be at a ‘higher level’. The main conclusion drawn from this study was that the CSS lecturers should engage the students more in group work in an endeavour to develop and maintain dialogic classrooms.  The dialogic classrooms provide the students with the motivation to help them interact within the classrooms, university, the world of work and socially.

Integration of Digital Preservation Knowledge, Skills and Competencies in the Teaching Curricula of Library and Information Studies at the University of Botswana

Mousaion ◽  
2019 ◽  
Vol 37 (1) ◽  
Author(s):  
Thatayaone Segaetsho ◽  
Julie Moloi
Keyword(s):  
Digital Preservation ◽  
Records Management ◽  
Structured Interviews ◽  
University Of Botswana ◽  
Current Trends ◽  
Teaching Content ◽  
Library And Information Studies ◽  
Information Studies ◽  
The University

In the past few decades, digital technology has found a place in the acquisition, arrangement, description, preservation, and dissemination of information. However, heritage institutions are perturbed by the challenges of digital preservation strategies particularly for education. Despite continuous investment in digital preservation, there are limited skilled professionals to equip learners with the knowledge, skills and competencies required to drive digital preservation in Botswana. Therefore, this paper investigated the knowledge, skills and competencies related to digital preservation in the teaching curricula of the Department of Library and Information Studies (DLIS) at the University of Botswana. Data collection was done through intensive structured interviews with specific educators who teach courses on digital preservation in the archives and records management stream. The study revealed that despite the fact that the educators in preservation courses are aware of current trends in digital preservation, most of them have not obtained formal degree certification specific to digital preservation. The findings further revealed that minimal digital preservation competencies are observed in the teaching curricula. A significant number of challenges observed illustrated mainly a lack of resources and limited skills in terms of practical demonstrations by educators. The curricula mostly lacked clarity on long-term and short-term digital preservation. The study recommends that DLIS and other institutions should conduct surveys or curriculum auditing on digital preservation in order to improve the teaching content. A significant number of shortcomings regarding digital preservation that could motivate further studies are also discussed under the conclusion and recommendations section of this study.

John W. Boyer, The University of Chicago: A History (Chicago: University of Chicago Press, 2015), 676pp. ISBN: 9780226242514

2017 ◽  
Author(s):  
Roger L. Geiger
Keyword(s):  
Higher Learning ◽  
University Of Chicago ◽  
Democratic Institution ◽  
American Universities ◽  
American Higher Education ◽  
Institutions Of Higher Learning ◽  
History Of ◽  
History Of The University ◽  
The University ◽  
University Of Chicago Press

This chapter reviews the book The University of Chicago: A History (2015), by John W. Boyer. Founded in 1892, the University of Chicago is one of the world’s great institutions of higher learning. However, its past is also littered with myths, especially locally. Furthermore, the university has in significant ways been out of sync with the trends that have shaped other American universities. These issues and much else are examined by Boyer in the first modern history of the University of Chicago. Aside from rectifying myth, Boyer places the university in the broader history of American universities. He suggests that the early University of Chicago, in its combination of openness and quality, may have been the most democratic institution in American higher education. He also examines the reforms that overcame the chronic weaknesses that had plagued the university.

scholarly journals The WxChallenge: Forecasting Competition, Educational Tool, and Agent of Cultural Change

2013 ◽  
Vol 94 (10) ◽  
pp. 1501-1506 ◽  
Author(s):  
Bradley G. Illston ◽  
Jeffrey B. Basara ◽  
Christopher Weiss ◽  
Mike Voss
Keyword(s):  
Cultural Change ◽  
State Of The Art ◽  
Learning Experience ◽  
The United States ◽  
Higher Learning ◽  
Educational Tool ◽  
Web Interfaces ◽  
Wind Speeds ◽  
University Of Oklahoma ◽  
The University

The WxChallenge, a project developed at the University of Oklahoma, brings a state-of-the-art, fun, and exciting forecast contest to participants at colleges and universities across North America. The challenge is to forecast the maximum and minimum temperatures, precipitation, and maximum wind speeds for select locations across the United States over a 24-h prediction period. The WxChallenge is open to all undergraduate and graduate students, as well as higher-education faculty, staff, and alumni. Through the use of World Wide Web interfaces accessible by personal computers, tablet computer, and smartphones, the WxChallenge provides a state-of-the-art portal to aid participants in submitting forecasts and alleviate many of the administrative issues (e.g., tracking and scoring) faced by local managers and professors. Since its inception in 2006, 110 universities have participated in the contest and it has been utilized as part of the curricula for 140 classroom courses at various institutions. The inherently challenging nature of the WxChallenge has encouraged its adoption as an educational tool. As its popularity has grown, professors have seen the utility of the Wx-Challenge as a teaching aid and it has become an instructional resource of many meteorological classes at institutions for higher learning. In addition to evidence of educational impacts, the competition has already begun to leave a cultural and social mark on the meteorological learning experience.

Some Thoughts on the Socratic Method

1984 ◽  
Vol 43 ◽  
pp. 6-7 ◽  
Author(s):  
Ethan M. Fishman
Keyword(s):  
Political Philosophy ◽  
Higher Learning ◽  
Political Scientist ◽  
Socratic Method ◽  
Teaching Techniques ◽  
Institutions Of Higher Learning ◽  
Question And Answer ◽  
History Of ◽  
Pedagogic Tool ◽  
The University

The Socratic method was the major pedagogic tool at the first great Western university, Plato's Academy, and continues to be respected, at least in theory, by teachers at our institutions of higher learning. Yet today many of Plato's heirs in the university community seem to hold several perhaps innocent but nonetheless serious misconceptions concerning the Socratic technique. As a political scientist interested in the history of political philosophy, I have developed some thoughts on this subject in response to repeated inquiries by colleagues and students alike.One popular inaccuracy describes the Socratic method as an openended question and answer process. Actually, the Socratic approach has a singular purpose, namely the search for truth, and it is this explicit goal rather than an informal procedure of give and take which distinguishes the Socratic method from other teaching techniques.

scholarly journals eLearning Tools at the University of Botswana: Relevance and Use Under COVID-19 Crisis

2021 ◽  
Vol 8 (1) ◽  
pp. 142-154
Author(s):  
Poloko N. Ntshwarang ◽  
Tumani Malinga ◽  
Nonofo Losike-Sedimo
Keyword(s):  
Social Constructionism ◽  
Social Constructivism ◽  
Computer Literacy ◽  
University Of Botswana ◽  
Information Communications Technology ◽  
Poor Access ◽  
Learning Platforms ◽  
Excess Number ◽  
Instruction And Learning ◽  
The University

Information communications technology (ICT) is currently a highly sought component of every higher learning institutions, especially universities and colleges gravitate towards eLearning mode of instruction and knowledge acquisition. eLearning encompass multiple technology and Internet-based learning platforms that requires computer literacy from both learners and instructors. eLearning has been upgraded such that it offers more flexibility and comfort as instruction and learning occurs any time and at the users’ preferred environment. However, for most African Universities, the challenge in the use of eLearning is expedited by excess number of students, poor infrastructural development and poor access to the Internet off campus. At the University of Botswana, the need and urgency to address aforementioned difficulties was exposed in the era of COVID-19 pandemic where the use of eLearning was a dare situation for both instructors and learners. In this article, the authors discuss the background of eLearning tools at the University of Botswana, types of eLearning tools, their relevance, use, advantages and the challenges encountered. Prospects are also discussed. The article is based on the experiences of the authors, their observations, as well as the literature review and the use of the social constructionism or social constructivism theory.

scholarly journals Development and launch of the first obstetrics and gynaecology master of medicine residency training programme in Botswana

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
R. Luckett ◽  
M. Nassali ◽  
T. Melese ◽  
B. Moreri-Ntshabele ◽  
T. Moloi ◽  
...  
Keyword(s):  
Training Programme ◽  
International Standards ◽  
Sub Saharan Africa ◽  
Subspecialty Training ◽  
Continuous Assessment ◽  
Curricular Development ◽  
Apprenticeship Training ◽  
University Of Botswana ◽  
Sub Saharan ◽  
The University

Abstract Background Sub-Saharan Africa (SSA) faces a severe shortage of Obstetrician Gynaecologists (OBGYNs). While the Lancet Commission for Global Surgery recommends 20 OBGYNs per 100,000 population, Botswana has only 40 OBGYNs for a population of 2.3 million. We describe the development of the first OBGYN Master of Medicine (MMed) training programme in Botswana to address this human resource shortage. Methods We developed a 4-year OBGYN MMed programme at the University of Botswana (UB) using the Kern’s approach. In-line with UB MMed standards, the programme includes clinical apprenticeship training complemented by didactic and research requirements. We benchmarked curriculum content, learning outcomes, competencies, assessment strategies and research requirements with regional and international programmes. We engaged relevant local stakeholders and developed international collaborations to support in-country subspecialty training. Results The OBGYN MMed curriculum was completed and approved by all relevant UB bodies within ten months during which time additional staff were recruited and programme financing was assured. The programme was advertised immediately; 26 candidates applied for four positions, and all selected candidates accepted. The programme was launched in January 2020 with government salary support of all residents. The clinical rotations and curricular development have been rolled out successfully. The first round of continuous assessment of residents was performed and internal programme evaluation was conducted. The national accreditation process was initiated. Conclusion Training OBGYNs in-country has many benefits to health systems in SSA. Curricula can be adjusted to local resource context yet achieve international standards through thoughtful design and purposeful collaborations.

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