scholarly journals WhatsApp Messenger as a Mediating Tool in Times of COVID-19 for Enhancing Student Engagement in e-Tutorials at a Rural South African University

2020 ◽  
Vol 10 (6) ◽  
pp. 214
Author(s):  
Letsela B. Motaung ◽  
Bekithemba Dube
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Network Connectivity ◽  
Rural Students ◽  
Research Approach ◽  
Participatory Action ◽  
Rural South ◽  
Digital Devices ◽  
Online Tutorials ◽  
Low Levels

The COVID-19 pandemic has ushered in myriad of predicaments in societies around the world. These predicaments include plummeting economies, access to technological resources, and access to quality teaching and learning in higher education institutions. This paper is couched in critical emancipatory research with emphasis on emancipation of rural students in the new normal that has emerged because of COVID -19 pandemic. Participatory Action Research was used as a research approach to collect data through WhatsApp Messenger where the discussions were centred on two questions which are; what are the experiences of students on the use of WhatsApp by tutors and how can learning using WhatsApp enhance students’ engagement? The findings of this study suggest that students were having difficulties with engaging in online tutorials. These challenges include inadequate access to technological devices, skills and competencies in using technological tools, network connectivity challenges, and low levels of engagement. The paper ends by arguing that there is need for the universities to invest in emancipating tutors, availing digital devices to rural students to enhance teaching and learning as well as reducing city and rural divide in South Africa.

Key aspects for the sustainable coordination of a process to facilitate holistic well-being in South African schools

2019 ◽  
Vol 35 (4) ◽  
pp. 692-701 ◽  
Author(s):  
Ansie Elizabeth Kitching ◽  
Bianke van Rooyen
Keyword(s):  
South African ◽  
Action Learning ◽  
School Context ◽  
Well Being ◽  
Research Approach ◽  
Participatory Action ◽  
School Communities ◽  
Action Research Approach ◽  
Clear Vision ◽  
Key Aspects

AbstractA holistic well-being approach, understood as an approach that pays attention to the promotion of individual, relational and collective well-being in a particular context, is proposed as a way to address the fragmented nature in which mental health and well-being programmes are implemented in school communities in South Africa. The goal of this paper is to indicate key aspects for sustainable coordination of a process to facilitate holistic well-being in South African schools. Research was conducted in six South African schools with the aim of developing an integrated, multilevel process to facilitate holistic well-being in these contexts. A participatory action learning and action research approach was applied. As part of this research, key aspects that could contribute to the sustainable coordination of holistic well-being were identified. The research comprised a cross-case analysis of the data gathered, as well as a focus group that was held with the coordinators who facilitated the development of the process in each school. In addition, the school principals completed a semi-structured questionnaire, and Skype interviews were conducted with four international experts. The five aspects identified as key to the sustainable coordination of well-being are: that ownership and responsibility should reside in the school context; that there should be a clear vision for the promotion of holistic well-being; that the connections between all involved should be deepened; that all efforts to promote holistic well-being should be integrated, and that the complexity of the process should be acknowledged.

scholarly journals Online Teaching of Rural Multi-Grade Classes in the Context of COVID-19: Proposing a Holistic Approach

2020 ◽  
Vol 1 (3) ◽  
pp. 246-252
Author(s):  
Farokh Feizi ◽  
Morteza Bakhtiarvand
Keyword(s):  
Rural Areas ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Holistic Approach ◽  
Rural Students ◽  
Participatory Action ◽  
Rural Teachers ◽  
Global Epidemic ◽  
Educational Challenges ◽  
Education Decision

This study addresses the educational challenges faced by students in rural multi-grade classes in the context of the global epidemic of Covid 19. Rural students in this course face unprecedented challenges in trying to adapt to a new way of life and learning. This study was conducted with the aim of creating a better future for these students and in line with critical research of the current situation. In order to collect data, participatory action research method was used. A total of 12 students from elementary multi-grade classes (fourth, fifth and sixth grades) and 6 teachers participated in this study. This study answers two key questions: What are the learning challenges for rural learners during Covid 19? How can their teaching and learning be enhanced? The results showed that while our education decision-making system promoted online learning as the only alternative at the time, many rural students were deprived of teaching and learning. This is due to reasons such as lack of hardware resources for Internet connection, lack of Internet network coverage in many villages, poor learning management system, economic poverty, heavy financial cost of Internet use, weakness or lack of necessary technological knowledge in some Rural teachers, the lack of Internet cafes in rural areas, the lack of fixed ADSL Internet in rural areas, has not been able to meet the educational needs of rural students.

scholarly journals Critical Emancipatory Research Approach to Enhance Performance Among Progressed Learners in Life Sciences

2021 ◽  
Vol 12 (4) ◽  
pp. 53
Author(s):  
Ndaba Xolisile ◽  
Dube Bekithemba
Keyword(s):  
Social Justice ◽  
Participatory Action Research ◽  
Teaching And Learning ◽  
Life Science ◽  
Life Sciences ◽  
Research Approach ◽  
Main Argument ◽  
Participatory Action ◽  
Theoretical Paper ◽  
Thematic Approach

In this theoretical paper, we discuss critical emancipatory research (CER) as an approach to enhance performance among progressed learners in life sciences. Most of the progressed learners perform poorly in life science igniting the need to find alternatives to enhance the performance. We have earthed this paper in CER based on the values such emancipation, transformation and social justice which are pertinent to reinvent better performance in life science. To collect data, we used participatory action research ad used thematic approach to make meaning of the data.  The finding of the paper is that progressed learners face various vulnerabilities, which impede their performance, necessitated a need to rethink approached used for teaching and learning. The main argument of the article is that CER has the impetus to change the progressed learners’ attitude, enhances effective communication and collaboration between the progressed learners, parents, teachers and the DBE to improve the academic performance of progressed learners in life sciences.   Received: 2 May 2021 / Accepted: 15 June 2021 / Published: 8 July 2021

scholarly journals Pedagogical and decolonial affordances of group portfolio assessments for learning in South African universities

2021 ◽  
Vol 9 (SI) ◽  
Author(s):  
Ilse Fouche ◽  
◽  
Laura Dison ◽  
Grant Andrews ◽  
Maria Prozesky
Keyword(s):  
Academic Success ◽  
South African ◽  
Group Work ◽  
Teaching And Learning ◽  
Assessment For Learning ◽  
Literacy Skill ◽  
Research Approach ◽  
Language And Literacy ◽  
South African Universities ◽  
Learning Principles

Our paper discusses our recent experiences with designing effective assessments for challenging local contexts by using group work portfolio projects. South African universities are experiencing ever-increasing student numbers, diverse student bodies which have different language and literacy skill levels, and limited resources. Simultaneously, the need to decolonise university curricula and teaching and learning practices is being actively investigated across South Africa. In this paper, we discuss preliminary steps we have taken towards achieving this broader transformative agenda in the context of the massification of education, namely designing effective and decolonial assessments that support epistemological access and academic success, while at the same time challenging what counts as ‘powerful knowledge’ (Young and Muller, 2013) in the classroom. We argue that effective decolonial knowledge practices and deep critical engagement can be achieved by using group work portfolio tasks that align with assessment for learning principles (Carless, 2015). Using a design- based research approach, we describe three courses across two universities which have implemented portfolio-type group assessments. The preliminary findings suggest that group projects can yield rich and productive assessment for learning outcomes in large classes. In addition, portfolio projects that purposely interrogate diverse perspectives, knowledges and experiences can harness the diversity of groups to work towards decolonising the classroom.

scholarly journals Rural online learning in the context of COVID 19 in South Africa: Evoking an inclusive education approach

2020 ◽  
Vol 10 (2) ◽  
pp. 135 ◽  
Author(s):  
Bekithemba Dube
Keyword(s):  
South Africa ◽  
Online Learning ◽  
South African ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Participatory Action ◽  
Left Behind ◽  
Learning Challenges ◽  
Mode Of Life ◽  
Learning Management

This paper discusses the challenges faced by rural learners in South Africa in the context of the world pandemic commonly known as COVID-19. Rural learners face unprecedented challenges in adjusting to a new mode of life and learning, the latter being characterised by the predominant use of online, learning management systems and low-tech applications. The paper is informed by critical emancipatory research, I used participatory action research. A total of 10 learners and five teachers participated via Whatsapp. The paper answers two questions: what are the learning challenges faced by rural learners in South Africa, and how can online learning be enhanced in the context of COVID-19? The findings suggest that, while the South African government is promoting online learning as the only alternative in the context of COVID-19, this mode excludes many rural learners from teaching and learning, due to a lack of resources to connect to the internet, the learning management system, and low-tech software. The paper argues that rural learners are critical stakeholders in education and in the fight against COVID-19, and they cannot be left behind in efforts to fight the pandemic. 

scholarly journals Teaching and Learning of Accounting: In-service Educators Experiences in the Context of a South African University

2021 ◽  
Vol 12 (1-2) ◽  
Author(s):  
M. Skhephe
Keyword(s):  
Qualitative Research ◽  
South African ◽  
Study Design ◽  
Teaching And Learning ◽  
Research Approach ◽  
The South ◽  
Case Study Design ◽  
Local Languages

ABSTRACT This study sought to explore teaching and learning of accounting: in-service educators’ experiences in the context of a South African University. The study employs a qualitative research approach using a case study design. Ten accounting teachers were purposively selected. The findings revealed that accounting resources used for teaching and learning of accounting were not related to an accountancy education. Also, some accounting lecturers at university were found to be unprofessional and not committed to their work, with many using local languages when teaching. The authors recommend that new accounting lecturers at the South African university be mentored by their senior counterparts. Until the situation improves, students should be encouraged to voice their dissatisfaction with what happens in the lecture halls.

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 Instructional Leadership: Its Role in Sustaining School Improvement in South African Schools

2021 ◽  
Vol 1 (2) ◽  
pp. 117-133
Author(s):  
George. N. Shava ◽  
Jan Heystek ◽  
Thompson Chasara
Keyword(s):  
South Africa ◽  
Qualitative Research ◽  
School Improvement ◽  
Instructional Leadership ◽  
Learning Community ◽  
South African ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Research Approach ◽  
North West

Recent studies conducted around the world have revealed a clear link between the instructional position of principal leadership and school improvement. Instructional leadership, which aims to foster a teaching and learning community, is seen as a key component of successful teaching and long-term school improvement. The rise in site-specific management roles, which are based on instructional leadership experiences, is one of the initiatives launched by the South African government to reform education. In South Africa, school principals are responsible for academic development. This qualitative research aimed to learn more about the role of principals in sustaining school improvement in the North West Province of South Africa. Premised in the qualitative research approach, a purposive sampling technique was used to select six schools that had sustained school improvement for some years. Findings from the study revealed that principals play a crucial role in sustaining school improvement. The study findings reinforce recent literature that identifies instructional leadership as a cornerstone for school improvement.

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.

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