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An exploration of African-student agency: Placing students from historically disadvantaged communities at the centre 探索非洲学生的能动性:将历史上处境不利社区的学生置于中心位置
Q3 Social Sciences Pub Date : 2023-12-13 DOI: 10.38140/pie.v41i4.6891
D. Larey
At the national universities within South Africa, various events during the past years indicate that students suffer under different kinds of oppression. It is widely acknowledged that students from poor, rural geographical areas find the university space alienating and not speaking to their life worlds. In this paper I respond to Fataar’s (2019) notion of the “misrecognised” university student in the South African context. My focus on students coming from historically disadvantaged communities aims to contribute to ongoing debates about social justice for students in the university sector. The problem to be addressed in this paper is the misalignment between the critical horizontal knowledge ofhistorically disadvantaged students and the knowledge codes of the university relating to learning, curriculum, and pedagogical practices. I therefore argue that if university institutional practices recognise, embrace, and align with students’ agency, resilience and adaption, a reframed institutional platform could engage students in their intellectual becoming. Furthermore, I am guided by two questions: 1) How can students from historically disadvantaged communities use their critical horizontal knowledges to connect with disciplinary and transdisciplinary knowledge of the university to enhance critical specialised consciousness in the becoming of ethical humans? and 2) How can an African theorisation of student agency form the basis to consciously reframe the core institutional function of the university? In responding to these questions, I locate my arguments in African-student agency, reviewing literature by African scholars to gain an understanding of the African concept of student agency.
在南非的国立大学里,过去几年发生的各种事件表明,学生们遭受着不同形式的压迫。人们普遍认为,来自贫困农村地区的学生认为大学空间与他们的生活世界格格不入。在本文中,我回应了法塔尔(2019)关于南非背景下 "被误解 "的大学生的概念。我关注来自历史上处于不利地位社区的学生,旨在为正在进行的关于大学学生社会公正的辩论做出贡献。本文要解决的问题是,历史上处于不利地位的学生的关键横向知识与大学有关学习、课程和教学实践的知识规范之间的错位。因此,我认为,如果大学的制度实践承认、接受并与学生的能动性、复原力和适应力保持一致,那么一个重新构建的制度平台就能让学生参与到他们的知识成长过程中。此外,我还提出了两个问题:1)来自历史上处于不利地位社区的学生如何利用他们的批判性横向知识与大学的学科和跨学科知识相联系,在成为有道德的人的过程中增强批判性专业意识?在回答这些问题时,我将我的论点定位在非洲-学生代理上,通过回顾非洲学者的文献来了解非洲的学生代理概念。
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引用次数: 0
Self-Assessment Inclusion Scale (SAIS): a tool for measuring inclusive competence and sensitivity 全纳自我评估量表(SAIS):衡量全纳能力和敏感性的工具
Q3 Social Sciences Pub Date : 2023-12-13 DOI: 10.38140/pie.v41i4.7294
A. Argyriadis, P. Paoullis, Eleni Samsari, A. Argyriadi
Recent studies highlight the fact that the establishment of an inclusive school is regarded as a requirement for the growth of a pluralistic, democratic society in which each form of diversity is welcomed and valued and the maintenance of social justice is a top priority. The aim of this research was to design and validate the Self-Assessment Inclusion Scale (SAIS) and test it in the population of teachers in Greece and Cyprus. The SAIS scale aims to selfassess the participants’ inclusive competence. Its ultimate goal is to help people to consider their skills, knowledge, and awareness of themselves in their interactions with others. The validation of the SAIS scale took place between October 2022 and February 2023 in 401 teachers in Greece and Cyprus using census sampling. The sample consisted of all school grade school teachers. The results of this study show that SAIS scale is reliable, functional and suitable for use in order to measure the inclusive competence of the participants. Moreover, it emerged that the participants were willing to consider their daily actions and behaviours and had some awareness of their own prejudices and stereotypes. However, there is still a lot to be done in terms of formulating plans to lessen harm and make the environment more inclusive for everyone. The findings imply that the participants were willing to consider their teaching methods and behaviour and that they were aware of some of their own biases and stereotypes. In conclusion, the selfassessment scale used in this study to assess inclusive competence was found to be valid and useful in assessing participants’ cultural awareness, knowledge, behaviours, and attitudes. The research team recommends its use as a tool for maintaining inclusion in community settings, schools and other organisations.
最近的研究突出表明,建立一所全纳学校被认为是发展多元化民主社会的必要条 件,在这样的社会中,每一种形式的多样性都会受到欢迎和重视,维护社会公正也是重 中之重。本研究旨在设计和验证全纳自评量表(SAIS),并在希腊和塞浦路斯的教师群体中进行测试。SAIS 量表旨在对参与者的全纳能力进行自我评估。其最终目标是帮助人们在与他人互动时考虑自己的技能、知识和对自身的认识。SAIS 量表的验证工作于 2022 年 10 月至 2023 年 2 月期间在希腊和塞浦路斯的 401 名教师中进行,采用的是普查抽样法。样本包括所有学校的年级教师。研究结果表明,SAIS 量表可靠、实用,适合用于测量被试的全纳能力。此外,研究还表明,参与者愿意考虑自己的日常行为和举止,并对自己的偏见和成见有一定的认识。然而,在制定计划以减少伤害并使环境对每个人更具包容性方面,仍有许多工作要做。研究结果表明,参与者愿意考虑自己的教学方法和行为,并意识到自己的一些偏见和成见。总之,本研究用于评估全纳能力的自评量表在评估参与者的文化意识、知识、行为和态度方面是有效和有用的。研究小组建议将其用作在社区、学校和其他组织中保持全纳性的工具。
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引用次数: 0
A systematic review of the implications for teaching, learning and assessment at South African universities after the Covid-19 pandemic 系统审查 Covid-19 大流行后对南非大学教学、学习和评估的影响
Q3 Social Sciences Pub Date : 2023-12-13 DOI: 10.38140/pie.v41i4.6181
S. C. Mahlaba, Keabetswe Gordon Sekano
This paper presents the results of a systematic review of literature, reported in research journals, on the experiences of higher educational institutions regarding teaching, learning, and assessment during the Covid-19 pandemic. Different studies related to the Covid-19 pandemic have been conducted within the South African context, but there has not been a systematic review of these studies highlighting the lessons learned, how these lessons have affected education in higher education institutions (HEIs), and how these lessons can inform future planning. This study aims to summarise literature on teaching, learning and assessment in higher education institutions and to conceptualise possible guidelines for future planning. An analysis of 52 research articles revealed 7 implications for the lessons learnt from the pandemic for future teaching, learning and assessment (TLA) in South African HEIs (realisation of the affordances of technology for TLA, institutional changes related to online TLA during the pandemic, students’ experiences related to TLA, lecturer’s experiences related to TLA, the need for care, assessment related matters, approaches to teaching, learning and assessment) and several recommendations for how these lessons can be leveraged to help HEIs to prepare effectively for future catastrophic disruptions to education in South African HEIs. The discussion shows the digital divide that exists within the South African population and other contextual challenges faced by higher education institutions during the pandemic, and the different sacrifices by both institutions and students to survive the pandemic. Overall, the findings of this review provide valuable guidance for HEIs and stakeholders involved in TLA, offering insights on how to integrate the lessons learned from the pandemic into their future planning and strategies.
本文介绍了对研究期刊上有关高等教育机构在 Covid-19 大流行期间的教学、学习和评估经验的文献进行系统审查的结果。在南非的背景下,已经开展了与 Covid-19 大流行相关的不同研究,但尚未对这些研究进行系统回顾,以强调所吸取的经验教训、这些经验教训如何影响高等教育机构(HEIs)的教育,以及这些经验教训如何为未来规划提供参考。本研究旨在总结有关高等教育机构教学、学习和评估的文献,并为未来规划构思可能的指导方针。通过对 52 篇研究文章的分析,我们发现从大流行病中吸取的经验教训对南非高等院校未来的教学、学习和评估(TLA)有 7 个方面的影响(实现技术对教学、学习和评估的可承受性、大流行病期间与在线教学、学习和评估相关的机构变化、与教学、学习和评估相关的学生经验、与教学、学习和评估相关的讲师经验、与教学、学习和评估相关的教师经验)、讲师在 TLA 方面的经验、注意的必要性、与评估有关的事项、教学、学习和评估方法),并就如何利用这些经验教训帮助高等院校为南非高等院校未来的灾难性教育中断做好有效准备提出了若干建议。讨论显示了南非人口中存在的数字鸿沟和高等教育机构在大流行病期间面临的其他背景挑战,以及机构和学生为在大流行病中生存而做出的不同牺牲。总之,本次审查的结果为高等院校和参与技术援助的利益相关者提供了宝贵的指导,就如何将从大流行病中吸取的经验教训纳入其未来规划和战略提供了真知灼见。
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引用次数: 0
The oversight functions of school governing bodies in the management of budgets 学校理事机构在预算管理方面的监督职能
Q3 Social Sciences Pub Date : 2023-12-13 DOI: 10.38140/pie.v41i4.7512
Junaid King, R. Mestry
The South African Schools Act, No. 84 of 1996 (RSA, 1996) heralded a shift in decision-making powers through decentralising school governance from the state to local communities. One of the primary functions of school governing bodies (SGBs) is to manage school finances. It is imperative for SGBs to design and implement irrefutable finance policies that clearly and unambiguously spell out specific structures and processes by applying relevant legislation and regulations enforced by the Ministry of Education. Using a generic qualitative approach within an interpretivist paradigm, this paper accentuates the oversight functions of SGBs to manage budgets effectively and efficiently. This research was grounded in a social constructivist paradigm and data were collected by way of semi-structured interviews and document analysis. Findings revealed that many SGBs place very little importance on the oversight functions of budgets which usually result in the mismanagement of school funds. This is reflected in poor finance policy formulation and implementation, and the absence of operational mechanisms (e.g. budget variance analysis) to curb wasteful and fruitless expenditure. Furthermore, challenges associated with the non-compliance of a finance policy and the failure of SGBs to take timely corrective action exasperate the problems of poor financial management.
1996 年第 84 号《南非学校法》(RSA,1996 年)通过将学校管理权从国家下放到地方社区,预示着决策权的转移。学校管理机构(SGB)的主要职能之一是管理学校财务。学校管理机构必须设计并实施无可辩驳的财务政策,通过应用教育部实施的相关立法和法规,清晰明确地阐明具体的结构和流程。本文采用解释学范式中的通用定性方法,强调了学校董事会有效管理预算的监督职能。本研究以社会建构主义范式为基础,通过半结构化访谈和文件分析的方式收集数据。研究结果表明,许多学校董事会对预算的监督职能非常不重视,这通常会导致学校资金管理不善。这反映在财务政策的制定和执行不力,以及缺乏遏制浪费和无用开支的运行机制(如预算差异分析)。此外,与不遵守财务政策相关的挑战以及学校董事会未能及时采取纠正措施,也加剧了财务管理不善的问题。
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引用次数: 0
Investigating nomophobia as a possible mental health disorder in Gauteng public schools 调查豪滕省公立学校中可能存在的心理健康障碍--恐名症
Q3 Social Sciences Pub Date : 2023-12-13 DOI: 10.38140/pie.v41i4.7381
Nico Botha, Z. Matwadia
A person’s fear of not having a mobile phone on hand may inhibit certain aspects of a person’s life. This study sought to investigate nomophobia (the irrational fear of not having access to mobile devices) as a possible mental disorder in the Gauteng education sector. To address nomophobia as a possible mental health disorder in Gauteng schools, one needs to understand the usage of mobile devices by both educators and learners in the classroom context. A mixed-methods, single-case research study (MMSCR) was adopted with two phases. In the quantitative phase, data were collected using a close-ended questionnaire, while in the qualitative phase, data were collected using open-ended questions during face-to-face, semi-structured interviews. The data obtained revealed that respondents displayed mild to severe nomophobia; in some cases, educators displayed even higher levels of nomophobia, compared to learners. The findings of the study indicate, inter alia, that educators feel uncomfortable without access to their mobile devices, while learners admit being addicted to playing games and spending time on social media on their mobile devices. Although both educators and learners use their mobile phones to access resources for schoolwork and to keep in touch with family and friends, they also agree that they constantly use their mobile devices for other, non-education purposes. Recommendations include that the Department of Education must recognise that nomophobia does affect teaching and learning and must provide counselling therapists for educators and learners. Furthermore, a policy for the use of mobile phones must be introduced for both educators and learners. 
一个人对手头没有移动电话的恐惧可能会阻碍其生活的某些方面。本研究旨在调查豪登省教育部门可能存在的心理障碍--手机恐惧症(对无法使用移动设备的非理性恐惧)。要解决豪登省学校中可能存在的心理健康障碍--"恐名症",我们需要了解教育工作者和学生在课堂上对移动设备的使用情况。本研究采用混合方法、单一案例研究(MMSCR),分为两个阶段。在定量研究阶段,使用封闭式问卷收集数据;在定性研究阶段,在面对面的半结构化访谈中使用开放式问题收集数据。获得的数据显示,受访者表现出轻度到严重的恐名症;在某些情况下,与学习者相比,教育工作者表现出更高程度的恐名症。研究结果表明,教育工作者在无法使用移动设备的情况下会感到不自在,而学习者则承认自己沉迷于用移动设备玩游戏和花时间在社交媒体上。虽然教育工作者和学习者都使用移动电话来获取学校功课资源,并与家人和朋友保持联系,但他们也同意,他们经常将移动设备用于其他非教育目的。建议包括:教育部必须认识到 "手机恐惧症 "确实会影响教学,必须为教育工作者和学习者提供咨询治疗师。此外,还必须为教育工作者和学生制定使用移动电话的政策。
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引用次数: 0
Teachers’ perceptions of the psycho-social effects of COVID-19 on learners’ well-being in South African schools 南非学校教师对 COVID-19 对学生福祉的社会心理影响的看法
Q3 Social Sciences Pub Date : 2023-12-13 DOI: 10.38140/pie.v41i4.7042
Oliver Gore, Corlia Twine, Johan Botha, Shantha Naidoo
The lockdown the South African government implemented in 2020 to contain the COVID-19 pandemic resulted in school closures. During this time, and also when learners were allowed to attend school again, the focus was on the physical health and safety of the learners. However, in the process, schools might have neglected the psycho-social and mental well-being of learners, which is a state in which learners are able to manage stress and function optimally. This paper reports on a study that investigated teachers’ views on how learners’ psycho-social and mental well-being was affected by the COVID-19 pandemic. This qualitative study used semi-structured interviews to gather data from 17 teachers from five schools in two districts of the North-West Province in South Africa. The school mental health theoretical framework was used for the study because of its focus on the psycho-social mental health of learners and the role of institutions in supporting mental health. The findings indicate that learners experienced a higher level of emotional distress during the lockdown. This was caused by an increase in fear, stress, anxiety, uncertainty, frustration, anger and aggression during the pandemic. Although learners from all the schools were negatively affected by COVID-19, learners from low-income schools that had limited access to resources were affected more due to the limited professional psycho-social support they received. This highlights the need for Education Departments to build the capacity of all South African schools to address the emotional and psycho-social well-being of their learners. It is vital that schools commit themselves to enabling learners to develop a high level of resilience and antifragility at all times, not just during major crises such as the COVID-19 pandemic.
2020 年,南非政府为遏制 COVID-19 大流行而实施的封锁导致学校关闭。在此期间,以及当学生获准重新上学时,关注的重点是学生的身体健康和安全。然而,在这一过程中,学校可能忽视了学习者的社会心理和精神健康,而这正是学习者能够管理压力并发挥最佳功能的一种状态。本文报告了一项研究,该研究调查了教师对 COVID-19 大流行如何影响学习者的社会心理和精神健康的看法。这项定性研究采用半结构式访谈,从南非西北省两个地区五所学校的 17 名教师那里收集数据。研究采用了学校心理健康理论框架,因为该框架关注学习者的社会心理健康以及机构在支持心理健康方面的作用。研究结果表明,在封锁期间,学生经历了较高程度的情绪困扰。这是因为在大流行病期间,恐惧、压力、焦虑、不确定性、挫折感、愤怒和攻击性增加了。尽管所有学校的学生都受到了 COVID-19 的负面影响,但由于来自低收入学校的学生获得的专业社会心理支持有限,他们受到的影响更大。这突出表明,教育部门有必要提高南非所有学校的能力,以解决学生的情感和社会心理健康问题。至关重要的是,学校应致力于使学生在任何时候,而不仅仅是在 COVID-19 大流行等重大危机期间,都能培养出高度的复原力和抗脆弱能力。
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引用次数: 0
Differing priorities: International research collaboration trends of South African universities, 2012-2021 不同的优先事项:2012-2021 年南非大学的国际研究合作趋势
Q3 Social Sciences Pub Date : 2023-12-13 DOI: 10.38140/pie.v41i4.7471
Savo Heleta, Divinia Jithoo
This study analyses international research collaboration (IRC) trends of South African public universities during the 2012-2021 period. While previous studies have explored IRC trends between South Africa and the rest of the world, there is a gap in literature when it comes to the analysis of institutional IRC trends. Using bibliometric data from Scopus, we analyse the internationally coauthored scholarly output of 24 public universities. Our focus is on the annual and overall institutional IRC trends; a comparison of IRC trends between different institutional types; and an analysis of institutional IRC trends broken down by world regions. Our findings show that the inequalities rooted in colonial and apartheid policies continue to be evident in South African higher education, and that most of the scholarly output through IRC is produced by historically white institutions (HWIs). The findings highlight that HWIs prioritise IRC with the Global North while neglecting research collaboration with the African continent and Global South. On the other hand, even though research output at historically black institutions (HBIs) is low, these institutions prioritise intra-Africa and South-South IRC. Our findings highlight the need for the government to move beyond the policy rhetoric and implement programmes that would enable HBIs to develop capacity to produce scholarly output through national and international collaboration. The government also needs to develop incentives for universities which are contributing to the expansion and strengthening of IRC within the African continent and Global South, in line with the national higher education and research priorities.
本研究分析了南非公立大学在 2012-2021 年期间的国际研究合作(IRC)趋势。虽然以往的研究探讨了南非与世界其他地区之间的 IRC 趋势,但在分析机构 IRC 趋势方面还存在文献空白。利用 Scopus 的文献计量数据,我们分析了 24 所公立大学的国际合著学术成果。我们的重点是年度和整体机构 IRC 趋势、不同机构类型之间的 IRC 趋势比较以及按世界地区划分的机构 IRC 趋势分析。我们的研究结果表明,源于殖民政策和种族隔离政策的不平等在南非高等教育中依然明显,通过 IRC 取得的学术成果大多由历史上的白人院校(HWIs)产生。研究结果强调,历史上的白人院校优先考虑与全球北方的 IRC,却忽视了与非洲大陆和全球南方的研究合作。另一方面,尽管历史上的黑人院校(HBIs)的研究产出较低,但这些院校优先考虑非洲内部和南南 IRC。我们的研究结果突出表明,政府有必要超越政策空谈,实施相关计划,使历史上的黑人院校能够通过国内和国际合作发展学术产出的能力。政府还需要根据国家高等教育和研究的优先事项,为那些为扩大和加强非洲大陆和全球南部的 IRC 做出贡献的大学制定激励措施。
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引用次数: 0
Tutor and tutee experiences of same-year/level peer-assisted learning in health sciences’ extended curriculum programmes 健康科学扩展课程中同年级/同层次同伴辅助学习的导师和被辅导者的经验
Q3 Social Sciences Pub Date : 2023-12-13 DOI: 10.38140/pie.v41i4.7551
Róan Slabbert, Jeanette Du Plessis, Mpho Jama
Peer-assisted learning (PAL) encompasses the active acquisition of knowledge and skills among students in similar social settings where teaching one another enables reciprocal learning. Sameyear/ level PAL (SPAL) is applied in theoretical and clinical teaching across medical disciplines worldwide and is regarded as a teaching and learning strategy promoting self-directed learning. However, it is unclear if SPAL is supporting the academic progress and skills development of students placed on extended curriculum programmes (ECP) in health sciences education (HSE) effectively. This paper focuses on ECP tutors and tutees’ experiences of SPAL on their academic, personal and professional development. Six qualitative, semi-structured group interviews were conducted with 41 ECP students (14 tutors and 27 tutees) after they had participated in SPAL sessions. Findings indicate that SPAL supports ECP students not only academically, but also improves graduate attributes and leadership development, and promotes adapting to higher education through the establishment of communities of learning. Embedding structured SPAL sessions into ECPs in HSE was found to be central to the success of this teaching and learning strategy.gy.
同伴辅助学习(PAL)是指学生在相似的社会环境中主动获取知识和技能,通过相互教学实现互惠学习。同年/同级 PAL(SPAL)被应用于全球医学各学科的理论和临床教学中,并被视为一种促进自主学习的教学和学习策略。然而,目前还不清楚 SPAL 是否能有效支持健康科学教育(HSE)专业扩展课程(ECP)学生的学业进步和技能发展。本文重点探讨了 ECP 辅导教师和学生在 SPAL 对其学术、个人和专业发展方面的影响。在 41 名 ECP 学生(14 名导师和 27 名学生)参加 SPAL 课程后,对他们进行了六次半结构式定性小组访谈。研究结果表明,SPAL 不仅在学业上为 ECP 学生提供支持,还能提高毕业生的素质和领导力发展,并通过建立学习社区促进学生适应高等教育。研究发现,将结构化的 SPAL 课程嵌入 HSE 的 ECP 中是这一教学策略取得成功的关键所在。
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引用次数: 0
Grade R teachers’ perceptions concerning parental participation in early literacy development in a disadvantaged context in the Western Cape 西开普省贫困地区 R 年级教师对家长参与早期识字发展的看法
Q3 Social Sciences Pub Date : 2023-12-13 DOI: 10.38140/pie.v41i4.7349
Naseema Shaik
Parent participation is fundamental to children’s early literacy development and later academic success. This small-scale qualitative study located in the interpretivist paradigm utilised semistructured interviews to collect data from two Grade R teachers’ concerning their perceptions of parent participation in children’s early literacy development. Findings revealed that teachers had a narrow and limiting understanding concerning parental involvement. Teachers attested to parents not being interested in their children’s early literacy due to their socio-economic positions which hurdled their commitments to work. Teachers wanted parents to participate in storytelling but on their terms. These findings have important implications for how policy and practice need to be reconceptualised for a stronger focus on parental participation in children’s early literacy and holistic parental participation.
家长参与是儿童早期识字发展和日后学业成功的基础。这项小规模的定性研究采用解释学范式,通过半结构式访谈收集了两位 R 级教师对家长参与儿童早期识字发展的看法。研究结果表明,教师对家长参与的理解狭隘而局限。教师认为,由于家长的社会经济地位妨碍了他们的工作,因此他们对孩子的早期识字不感兴趣。教师希望家长参与讲故事,但要以他们的条件为前提。这些研究结果对如何重新认识政策和实践具有重要意义,因为政策和实践需要更加重视家长参与儿童早期识字和家长的全面参与。
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引用次数: 0
An academic facilitator’s commentary on teaching in a post-COVID-19 South Africa 学术主持人对后covid -19南非教学的评论
Q3 Social Sciences Pub Date : 2023-09-30 DOI: 10.38140/pie.v41i3.7114
The importance of the academic writing facilitator’s role – part of which involves the facilitator’s capacity to master, and to enable students’ confident navigation of increasingly digitised learning platforms1 – has been widely noted in academic circles. Covid-19’s aftermath has provided further impetus for the acceleration of higher education institutions’ research output on the successes and shortcomings of curricular learning designs. The waves of the pandemic have also resulted in educators and students being challenged to craft innovative and creative ways to continue facilitating the learning process for the benefit of their students. The initial ‘teething problems’ accompanying the online migration of course content and sessions meant that the poorest students suffered doubly, for reasons including lack of access to technology, as well as poor signal/connectivity in rural areas. It is against this backdrop that this piece, phenomenological by nature, sets out to explore how and when meaningful relationships between students and facilitators might be forged for the sake of fostering meaningful, productive collaborations between facilitators and students enrolled in tertiary academic literacy courses. The overarching research question is how an educator’s personal investment in, and commitment to the academic writing process might be evidenced by way of positive student feedback, generated and sourced from student evaluations.2 The reader is invited to consider whether or not a correlation exists between the input of an experienced educator who displays genuine interest in her students’ engagement in the course and positive student feedback. It is suggested that display of emotion (including, but not limited to exhibiting a sense of humour) corresponds positively with students’ overall satisfaction with the course material and presentation thereof.
学术写作引导者角色的重要性——其中一部分涉及引导者掌握的能力,并使学生能够自信地驾驭日益数字化的学习平台1——已在学术界得到广泛注意。新冠肺炎疫情的影响进一步推动了高等教育机构加快对课程学习设计的成功和不足进行研究。大流行的浪潮也给教育工作者和学生带来挑战,要求他们制定创新和创造性的方法,继续促进学习进程,造福学生。随着课程内容和课程的在线迁移,最初的“初期问题”意味着最贫困的学生遭受了双重打击,原因包括缺乏获得技术的途径,以及农村地区信号/网络连接差。正是在这样的背景下,这篇本质上是现象学的文章开始探索如何以及何时在学生和促进者之间建立有意义的关系,以促进促进者和参加高等学术扫盲课程的学生之间有意义的、富有成效的合作。首要的研究问题是教育工作者对学术写作过程的个人投入和承诺如何通过学生的积极反馈来证明,这些反馈来自学生的评估读者被邀请去考虑是否存在一个有经验的教育工作者的输入和积极的学生反馈之间的相关性,她对学生在课程中的参与表现出真正的兴趣。研究表明,情感的表现(包括但不限于幽默感的表现)与学生对课程材料及其展示的总体满意度呈正相关。
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