scholarly journals Learning Experiences of a Participatory Approach to Educating for Sustainable Development in a South African Higher Education Institution Yielding Social Learning Indicators

2021 ◽  
Vol 13 (6) ◽  
pp. 3210
Author(s):  
Luiza Olim de Sousa
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Social Learning ◽  
South African ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Education Institution ◽  
Participatory Approach ◽  
Research Approach ◽  
Innovative Teaching

A principle of sustainable development is that environmental matters are best handled with the participation of all concerned citizens. The UN has identified a gap between innovative teaching and learning methods and a participatory approach at institutions of higher education (IHE) to support interdisciplinary action. This paper shares the learning experiences of pre-service teacher students who took part in a participatory approach to educating for sustainable development in a South African IHE. A survey research design was used to collect the data from a large group (n = 376) of students over one semester. A qualitative research approach used the compulsory module’s teaching and learning tasks as intervention. Narratives were completed in groups upon completion of the module. This research established that when including a participatory approach in teaching and learning in an education for sustainable development (ESD) module at a South African IHE social learning indicators (learning, critical thinking, problem solving and dealing with conflict) emerged and students used their different perspectives when reasoning to participate collaboratively to work toward resolving environmental issues. The significance of this paper is that social learning indicators have been identified in multidisciplinary pre-service teaching and learning in a developing country when using a participatory approach in a higher education ESD module.

scholarly journals Learning Experiences of Students Who Are Hard of Hearing in Higher Education: Case Study of a South African University

2018 ◽  
Vol 6 (4) ◽  
pp. 137-148
Author(s):  
Diane Bell ◽  
Estelle Swart
Keyword(s):  
Higher Education ◽  
South Africa ◽  
South African ◽  
Hard Of Hearing ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Positive Influence ◽  
Learning Needs ◽  
Academic Experience ◽  
Body Of Knowledge

Students who are hard of hearing (HOH) are being granted access to university increasingly, yet they remain significantly under-represented and under-supported, often resulting in poor academic outcomes with elevated levels of attrition. This situation places a growing obligation on universities to improve the support provided to these students in order to have a positive influence on their overall academic experience and eventual economic independence. This trend is relevant to South Africa, where Higher Education Institutions (HEIs) are accepting and registering students with a hearing loss but are not providing adequate academic support and inclusive curricula. Furthermore, in South Africa, almost no research has been conducted concerning students who are HOH in higher education regarding their teaching and learning needs or the coping strategies which they use to survive academically. However, what is known is that, of those HOH students who do enter higher education, many do not graduate successfully (up to 75%) and, of those that do graduate, many continue to be excluded from professions. The aims of this article were to report on the teaching and learning experiences of students who are HOH at a South African university, who prefer to make use of spoken language, to share the daily barriers with which they are faced, and to provide recommendations for teaching and learning, as well as curricula transformation. This study adds to the existing body of knowledge on this topic in South Africa and could be relevant in similar contexts.

scholarly journals The development of a framework for blended learning in the delivery of Library and Information Science curricula at South African universities

2015 ◽  
Author(s):  
◽  
Mogiveny Rajkoomar
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
South African ◽  
Teaching And Learning ◽  
Education And Training ◽  
Research Approach ◽  
Pedagogical Issues ◽  
South African Universities ◽  
Learning Interventions ◽  
And Training

The core interest in blended learning lies in the need to provide more engaged learning experiences while recognizing the potential of ICTs which has a profound impact on all aspects of life including the Library and Information Service (LIS) field. This doctoral study was undertaken with the objective of exploring the educational and pedagogical issues in blended learning for the development of a framework for designing and implementing blended learning in the delivery of LIS curricula in South African universities. The target populations for this study included, LIS educators from higher education institutions in South Africa offering LIS education, LIS students from these institutions exposed to blended learning interventions and facilitators of blended learning (individuals in institutional teaching and learning units) from the various institutions offering LIS education and using blended learning. The study adopted a mixed method research approach using a fully mixed dominant status design to explore and understand the phenomenon of blended learning at a more detailed level by using qualitative follow-up data (for example, interviews with LIS educators and institutional facilitators of blended learning and focus group discussions with LIS students) to explain and explore the results of a largely quantitative Web survey. The theoretical framework that underpinned the study involved various learning theories, learning styles as well as blended learning models relating to the higher education environment. The key findings of the study reveal that blended learning remains a complex concept with no clear consensus on the key components that need to be blended, how much of each component to blend and the criteria that are needed for the interventions to be regarded as blended learning. This flexibility, to an extent, allows for institutions to tailor the concept and maximise the potential of blended learning while still being responsive to the diverse student populations at South African higher institutions. The framework for blended learning in the delivery of LIS curricula at South African universities proposed by this study is generated from the theories informing this study; the literature reviewed; existing frameworks for blended learning such as Khan’s octagonal framework and the Community of Inquiry (CoI) framework; the findings of this study; the researcher’s own educational experiences; and, is grounded in the larger field of higher education. The use of blended learning has the potential to transform LIS education and training by encouraging LIS educators to reflect on their teaching and learning practices and to use the proposed framework as a guideline to design and implement pedagogically sound blended learning interventions for LIS education and training.

scholarly journals An exploration of stereotype perceptions amongst support staff within a South African higher education institution

2014 ◽  
Vol 14 (1) ◽  
Author(s):  
Given R.B. Moloto ◽  
Lizelle Brink ◽  
J. Alewyn Nel
Keyword(s):  
Higher Education ◽  
South Africa ◽  
South African ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Support Staff ◽  
Research Approach ◽  
Higher Education Institution ◽  
Diverse Workforce ◽  
The Impact

Orientation: After the 1994 democratic elections, South African organisations had to replace discriminatory policies with new policies to integrate all people and to embrace diversity. As a consequence stereotypes may be more prevalent in diverse working environments.Research purpose: The objective of this study was to explore the experience of stereotypes amongst the support staff within a higher education institution.Motivation for this study: Changes within South African working environments, and specifically higher education institutions, resulted in more diverse management teams and a more culturally diverse workforce. With this in mind, the experience of stereotypes may become more prevalent within South African working environments. Many researchers have focused on stereotypes; however, studies on stereotypes within South Africa are limited, especially within higher education institutions. Research approach, design and method: The research approach was qualitative and a case study design was employed. A combination of both quota and convenience sampling was used. The sample consisted of (N = 30) support staff within a higher education institution in South Africa. Semi-structured interviews were used to collect data.Main findings: The results indicated that the participants do experience stereotypes within their workplace and also hold stereotypes of other people within their workplace. The most prevalent stereotypes mentioned by participants were age, gender, racial and occupational stereotypes. There is also an indication that stereotypes have cognitive, emotional and behavioural effects on the stereotyped.Practical/managerial implications: Organisations should do away with stereotyping by embracing and managing diversity and dealing with stereotypes, specifically within higher education institutions. When managers are aware of stereotypes and the effects thereof in the organisation, they can make every effort to eradicate the stereotypes and address the impact thereof.Contribution: In an environment where there is a diverse workforce, stereotyping is more likely to exist. This study will provide useful information about stereotypes within a higher education institution seeing that there are a limited number of studies on this topic within South Africa and within this specific occupation. The results of the study will enlighten the organisation to become more aware of stereotypes and the debilitating impact that they have on the individual and the organisation, thereby providing the organisation with the opportunity to address stereotypes and the impact thereof on employees and the organisation.

scholarly journals Perceptions of factors that affect employability amongst a sample of final-year students at a rural South African university

2018 ◽  
Vol 44 ◽  
Author(s):  
Tinashe Harry ◽  
Willie T. Chinyamurindi ◽  
Themba Mjoli
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Student Perceptions ◽  
South African ◽  
Narrative Analysis ◽  
Lived Experiences ◽  
Career Guidance ◽  
Education Institution ◽  
Research Approach ◽  
Exploratory Research

Orientation: The unemployment rate within the South African context is on the rise. Given this, there is a need to understand factors influencing employability amongst a sample of final-year students in preparation for their transit into the labour market. Research purpose: The overall objective of this research was to explore final-year students’ perceptions of factors that affect employability. This was amongst a sample of students that were enrolled at a rural university in South Africa. Motivation for the study: Within graduate employability studies, calls have been made to understand the factors around employability especially within a context of high unemployment. This study allows for an understanding of the journey from higher education into the labour market for previously disadvantaged individuals. Research approach/design and method: An interpretivist, qualitative research approach using an exploratory research design was adopted to explore student perceptions and concerns of employability. Focus-group interviews were used as a data gathering technique amongst 30 final-year students about to exit the university system. Data were recorded, transcribed and processed, and narrative analysis used. Main findings: Through the analysis, a set of six factors were perceived to influence employability: (1) poor socio-economic status, (2) a poor education system, (3) curriculum issues, (4) the choice of higher education institution and (5) social connections to which the student belongs to. Practical/managerial implications: Through the identified factors, career counsellors can better understand their clients and those issues that shape their lived experiences. The findings can also assist the provision of better career guidance services. Contribution/value-add: This study provides an understanding of the complex issues facing potential graduates through lived experiences. It provides an understanding of student perceptions towards employability, which policymakers should consider when addressing the issue of unemployment in the country.

scholarly journals Changing the narrative on COVID-19: Shifting mindsets and teaching practices in higher education

2021 ◽  
pp. 147821032110551
Author(s):  
Fatima Bailey ◽  
Amir Kavani ◽  
Jason D. Johnson ◽  
Jenny Eppard ◽  
Hasan Johnson
Keyword(s):  
Higher Education ◽  
United Arab Emirates ◽  
Teaching And Learning ◽  
Education Institution ◽  
Research Approach ◽  
Self Reflection ◽  
Face To Face ◽  
Effective Learning ◽  
Alternative Research ◽  
The Moment

In light of the COVID-19 pandemic, universities around the world urgently suspended face-to-face classes halted practicum field experiences, mandated temporary closures of campuses, and directed faculty to convert face-to-face courses to a hybrid format, all with very little time to prepare. This crisis created unsettled feelings. Varied perceptions along with a narrative of uncertainty, panic, fear, doubt, and dread emerged. Faculty were expected to provide effective learning opportunities and continuous learning experiences with little to no disruption. However, the processes involved in making this happen are elusive and complex. Five faculty from a higher education institution in the United Arab Emirates explored challenges and mechanisms, especially through the process of reflective vignettes. In order to collect and analyze data, collaborative autoethnography was employed as it is a fitting and timely research design and methodology. Collaborative autoethnography is a self-reflection alternative research approach that researchers use during global pandemics. Each vignette offers a first-hand account and experience. The five vignettes highlight tangible solutions and offer salient recommendations that may make the end result of this process smoother and the outcomes more favorable for both faculty and students. Ultimately, the faculty implemented a mindset for the moment and reflexively transformed how they engaged in teaching and learning. Consequently, the faculty moved past negative rhetoric and perception of fear, panic, and chaos, and as such, they changed the narrative on COVID-19.

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.

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

scholarly journals Perspectives of organizational identity in a health higher education institution: a mixed-method analysis

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ubirajara José Picanço de Miranda Junior ◽  
Maria Rita Carvalho Garbi Novaes ◽  
Henrique Batista Araújo Santos ◽  
João Fellipe Santos Tatsch ◽  
Rafael Sanches Ferreira ◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Organizational Identity ◽  
Mixed Method ◽  
Teaching And Learning ◽  
Education Institution ◽  
Early Years ◽  
Common Interest ◽  
Public Higher Education ◽  
Higher Education Institution

Abstract Background Among the processes to be experienced by any organization during its establishment is the formation of an organizational identity. This process can be understood as the activity and event through which an organization becomes unique in the mind of its members. An organizational identity leads to an identification and both are directly associated with the success of an institution. This study is about a public higher education institution in health in its early years, with distinctive characteristics in the country where it is situated. In spite of having been successful in the graduation of its students it has fragile institutional bases, lack of autonomy and internal problems common to other institutions of this type. Thus, this study was conducted to understand how this institution defined itself among its own members, the elements of its identity and what justified its relative success despite its weaknesses. Methods A mixed-method approach was used to evaluate how a representative portion of this organization identifies with it. For the qualitative study two focus groups were conducted with transcripts submitted to content analysis proposed by Bardin, culminating in results from which a Likert scale-based questionnaire was elaborated and applied to 297 subjects. Results There were six central elements of the organizational identity made evident by the focus groups: political / ideological conflict; active teaching and learning methodologies; location / separation of campuses; time of existence; teaching career; political-administrative transformations. The quantitative analysis revealed in more detail the general impressions raised in the focus groups. Most results were able to demonstrate distinct identifications of the same identity with its exposed weaknesses. Conclusions Lack of autonomy, administrative and structural shortcomings and ideological or political conflicts presented themselves as problems capable of destabilizing the identity of a public higher education institution. On the other hand, one way to combat such problems is through the development of the institution itself, particularly by becoming more active and useful to the community and seeking in a common interest to the higher administration agencies.

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