Formal Education in the 21st Century is focused on the development of learners’ skills and competencies essential to navigate the complexities and uncertainties of the age. Effective acquisition of these skills in the school is predicated on adequate provision of technological resources, adequate school infrastructure and continuous professional development of teachers for innovative instructional delivery. Therefore, this study was carried out to investigate the extent to which infrastructural provisions and continuous professional development of teachers in secondary schools in Nigeria support the development and acquisition of 21st Century teaching and learning skills. The study which adopted the impact of school infrastructure on learning by Barrett et al.as a conceptual framework, used descriptive survey design. Two self-constructed instruments were used to collect data from (20) selected secondary schools, (50) teachers and (200) students. Data were analysed using frequency count, percentage score, mean, and standard deviation. Findings showed that the schools visited lack infrastructural provisions, the teachers do not have the requisite skills and the students are not aware of any other means of learning different from the conventional styles offered by their teachers. Therefore, this study offered a two-prong approach of immediate provision of technological infrastructure for schools and the development of teachers’ professional skills through focused training targeted at enhancing their technological instructional delivery skills.
{"title":"A Two-prong Approach for Enhancing Teaching and Learning for 21st Century skills Development in Oyo State, Nigeria","authors":"S. O. Babalola","doi":"10.35293/tetfle.v2i1.87","DOIUrl":"https://doi.org/10.35293/tetfle.v2i1.87","url":null,"abstract":"Formal Education in the 21st Century is focused on the development of learners’ skills and competencies essential to navigate the complexities and uncertainties of the age. Effective acquisition of these skills in the school is predicated on adequate provision of technological resources, adequate school infrastructure and continuous professional development of teachers for innovative instructional delivery. Therefore, this study was carried out to investigate the extent to which infrastructural provisions and continuous professional development of teachers in secondary schools in Nigeria support the development and acquisition of 21st Century teaching and learning skills. The study which adopted the impact of school infrastructure on learning by Barrett et al.as a conceptual framework, used descriptive survey design. Two self-constructed instruments were used to collect data from (20) selected secondary schools, (50) teachers and (200) students. Data were analysed using frequency count, percentage score, mean, and standard deviation. Findings showed that the schools visited lack infrastructural provisions, the teachers do not have the requisite skills and the students are not aware of any other means of learning different from the conventional styles offered by their teachers. Therefore, this study offered a two-prong approach of immediate provision of technological infrastructure for schools and the development of teachers’ professional skills through focused training targeted at enhancing their technological instructional delivery skills.","PeriodicalId":335226,"journal":{"name":"Teacher Education Through Flexible Learning in Africa","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116384193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Skill acquisition is a growing concern in Nigeria due to socio-economic circumstances and a glut in the labour market which predisposes people to alternatives such as self-employment and a refocus on the care for the environment. Diverse by-products of the self-employed artisans have varied effects on the environment, hence the need to establish how their training affects their environmental practices. The study is a descriptive survey of learners and facilitators in five skill set areas from different skill acquisition programmes in Lagos. The research set out to document the nature of waste output and level of environmental awareness of the participants and facilitators, as well as the effect of training on environmental practices. The study was premised on Botha and Atkins’ (2005) theory of adoption of innovation. Three research questions on artisans’ typical output, disposal practices, and effect on the environment, along with the influence of facilitators’ training guided the study. A total of 250 participants were selected using stratified and proportionate random sampling techniques. The Questionnaire, Key Informant Interview sessions, and Observation Schedule were used for data collection and analysed quantitatively and qualitatively using descriptive statistics and content analysis. Findings revealed a low level of incorporation of environmental awareness into skill training programmes and the gap in teacher training. It was recommended that both adult learners and facilitators be appropriately trained and equipped to effectively tackle 21st-century problems.
{"title":"Level of Incorporation of Environmental Awareness into Skill Acquisition Programmes in Lagos, Nigeria","authors":"T. Bakare","doi":"10.35293/tetfle.v2i1.88","DOIUrl":"https://doi.org/10.35293/tetfle.v2i1.88","url":null,"abstract":"Skill acquisition is a growing concern in Nigeria due to socio-economic circumstances and a glut in the labour market which predisposes people to alternatives such as self-employment and a refocus on the care for the environment. Diverse by-products of the self-employed artisans have varied effects on the environment, hence the need to establish how their training affects their environmental practices. The study is a descriptive survey of learners and facilitators in five skill set areas from different skill acquisition programmes in Lagos. The research set out to document the nature of waste output and level of environmental awareness of the participants and facilitators, as well as the effect of training on environmental practices. The study was premised on Botha and Atkins’ (2005) theory of adoption of innovation. Three research questions on artisans’ typical output, disposal practices, and effect on the environment, along with the influence of facilitators’ training guided the study. A total of 250 participants were selected using stratified and proportionate random sampling techniques. The Questionnaire, Key Informant Interview sessions, and Observation Schedule were used for data collection and analysed quantitatively and qualitatively using descriptive statistics and content analysis. Findings revealed a low level of incorporation of environmental awareness into skill training programmes and the gap in teacher training. It was recommended that both adult learners and facilitators be appropriately trained and equipped to effectively tackle 21st-century problems.","PeriodicalId":335226,"journal":{"name":"Teacher Education Through Flexible Learning in Africa","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124792221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Advancement in technology and changes in knowledge delivery are making it imperative for teachers to acquire new skills and knowledge to meet the needs of today’s students. Teachers in rural areas rarely take advantage of professional development opportunities provided for them. This study explored the perspective of rural teachers on the constraints of accessing professional development programmes in order to situate Open Distance Learning (ODL) as an alternative method of delivering professional development training. Rubenson’s Recruitment Paradigm (1977), Cross’ Chain-of- Response Model (1981) and Darkenwald and Merriam’s Psychosocial Interaction Model (1982) guided the study. The study employed survey research design to answer the research questions raised. The population consisted of all teachers in public secondary schools in the rural areas of Lagos state. Ten secondary schools were randomly selected for the study. Twenty teachers were purposively selected from each school, making a total of 200 teachers. A self-developed questionnaire was employed to collect data. Data collected were analysed using descriptive statistics. The study revealed that teachers in the rural areas rarely go for professional development programmes as a result of constraints such as lack of time, lack of funds, inability to forego family time for development training and teachers’ disposition. Based on the findings, it was suggested that the effects of these barriers can only be mitigated through ODL which allows teachers to learn whatever, wherever, whenever, and however they want to learn through information communication technology.
{"title":"Open Distance Learning: An Alternative Strategy for Rural Teachers’ Professional Development in Lagos State, Nigeria","authors":"P. Ememe","doi":"10.35293/tetfle.v2i1.89","DOIUrl":"https://doi.org/10.35293/tetfle.v2i1.89","url":null,"abstract":"Advancement in technology and changes in knowledge delivery are making it imperative for teachers to acquire new skills and knowledge to meet the needs of today’s students. Teachers in rural areas rarely take advantage of professional development opportunities provided for them. This study explored the perspective of rural teachers on the constraints of accessing professional development programmes in order to situate Open Distance Learning (ODL) as an alternative method of delivering professional development training. Rubenson’s Recruitment Paradigm (1977), Cross’ Chain-of- Response Model (1981) and Darkenwald and Merriam’s Psychosocial Interaction Model (1982) guided the study. The study employed survey research design to answer the research questions raised. The population consisted of all teachers in public secondary schools in the rural areas of Lagos state. Ten secondary schools were randomly selected for the study. Twenty teachers were purposively selected from each school, making a total of 200 teachers. A self-developed questionnaire was employed to collect data. Data collected were analysed using descriptive statistics. The study revealed that teachers in the rural areas rarely go for professional development programmes as a result of constraints such as lack of time, lack of funds, inability to forego family time for development training and teachers’ disposition. Based on the findings, it was suggested that the effects of these barriers can only be mitigated through ODL which allows teachers to learn whatever, wherever, whenever, and however they want to learn through information communication technology.","PeriodicalId":335226,"journal":{"name":"Teacher Education Through Flexible Learning in Africa","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124900535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Due to global migration, multilingual classrooms are currently a common feature not just in postcolonial contexts but also in developed economies. The perceived challenges created by multiple languages in single classrooms have been well documented, and all stakeholders have to be involved in finding strategies to overcome these challenges and change perceptions. Using a case study design and sociocultural theory as lens, this study explored the perspectives and experiences of teachers with teaching and learning in resource-constrained multilingual classrooms. The participants were teachers (N=67; female n=51; male n=16) from nine schools in Gauteng Province of South Africa. The findings suggest that the participants were divided in their perceptions and experiences of multilingual classrooms. While some viewed multilingualism as a constraint to effective teaching and learning; others wanted more to be done to accommodate learners. It is evident that teachers prioritise the necessity for pre-service teacher education that focus on teaching pedagogy appropriate for the multilingual context they work in every day. In addition, the teachers emphasised a range of support strategies they currently use. It is argued that structured variations of the teachers' strategies be developed and distance education employed for the professional development of in-service teachers working in multilingual contexts.
{"title":"Derived Knowledge and Lived Experiences of Teachers Working in Resource-Constrained Multilingual Classrooms","authors":"M. F. Omidire","doi":"10.35293/tetfle.v2i1.92","DOIUrl":"https://doi.org/10.35293/tetfle.v2i1.92","url":null,"abstract":"Due to global migration, multilingual classrooms are currently a common feature not just in postcolonial contexts but also in developed economies. The perceived challenges created by multiple languages in single classrooms have been well documented, and all stakeholders have to be involved in finding strategies to overcome these challenges and change perceptions. Using a case study design and sociocultural theory as lens, this study explored the perspectives and experiences of teachers with teaching and learning in resource-constrained multilingual classrooms. The participants were teachers (N=67; female n=51; male n=16) from nine schools in Gauteng Province of South Africa. The findings suggest that the participants were divided in their perceptions and experiences of multilingual classrooms. While some viewed multilingualism as a constraint to effective teaching and learning; others wanted more to be done to accommodate learners. It is evident that teachers prioritise the necessity for pre-service teacher education that focus on teaching pedagogy appropriate for the multilingual context they work in every day. In addition, the teachers emphasised a range of support strategies they currently use. It is argued that structured variations of the teachers' strategies be developed and distance education employed for the professional development of in-service teachers working in multilingual contexts.","PeriodicalId":335226,"journal":{"name":"Teacher Education Through Flexible Learning in Africa","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121731828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explored teachers’ knowledge and integration of competency-based practices in schools. One hundred and fifty in-service secondary school teachers were sampled across three African countries using a survey research design. A combination of both closed and open-ended questions was used to elicit responses from respondents via an online system. Responses from the open-ended questions were analysed using thematic analysis, and data received from the structured questions were analysed using percentage distribution. The theoretical lens through which this study was viewed was the Human capital theory and social constructivism theory. Findings revealed that teachers across the three countries have a positive perception of the usage of competency-based approaches but lack professional training and support, which in turn affects the quality of their teaching and assessment practices in classrooms. The implications and recommendations from this study offer teachers as well as education stakeholders in Africa valuable consideration to move beyond the traditional level of assessment and integrate good proxies of academic skills that support learners’ acquisition of 21stcentury skills such as problem-solving, creativity and critical thinking in assessing learners’ competencies.
{"title":"Competency-Based Education in Africa: Exploring Teachers’ Perceptions, Understanding, and Practices","authors":"Fatimah Akinrinola, Ogegbo, Emmanuel, Adewusi","doi":"10.35293/tetfle.v2i1.86","DOIUrl":"https://doi.org/10.35293/tetfle.v2i1.86","url":null,"abstract":"This study explored teachers’ knowledge and integration of competency-based practices in schools. One hundred and fifty in-service secondary school teachers were sampled across three African countries using a survey research design. A combination of both closed and open-ended questions was used to elicit responses from respondents via an online system. Responses from the open-ended questions were analysed using thematic analysis, and data received from the structured questions were analysed using percentage distribution. The theoretical lens through which this study was viewed was the Human capital theory and social constructivism theory. Findings revealed that teachers across the three countries have a positive perception of the usage of competency-based approaches but lack professional training and support, which in turn affects the quality of their teaching and assessment practices in classrooms. The implications and recommendations from this study offer teachers as well as education stakeholders in Africa valuable consideration to move beyond the traditional level of assessment and integrate good proxies of academic skills that support learners’ acquisition of 21stcentury skills such as problem-solving, creativity and critical thinking in assessing learners’ competencies.","PeriodicalId":335226,"journal":{"name":"Teacher Education Through Flexible Learning in Africa","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122521800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Counselling services are common features in conventional school settings and are designed to help students resolve personal and academic issues, explore career options and attend to their social needs. It is of great concern that these services are absent in Open and Distance Learning (ODL) programmes, although the peculiar nature of the programmes reveals the urgent need for them. ODL students should be able to access guidance and counselling services just as their counterparts in the conventional school setting. The main focus of this article is to point out the relevance of professional guidance and counselling services in ODL programmes in Nigeria. An in-depth description of these services and the benefits ODL students can derive from accessing them is presented. In addition, the authors adapted a conceptual model to accentuate the expected output of professional counselling services. The purpose of this model is to present a clear explanation of the fact that adequate provision of professional counselling services will lead to the improved school, workplace and family environment. It is expected that this will lead to good behaviour and improved academic performance, invariably creating a safe school, out of school and workplace environment for ODL students. Recommendations include the creation of awareness programmes through online seminars and workshops to educate ODL students on various ways to access guidance and counselling services.
{"title":"Professional Guidance and Counselling Services for Open and Distance Learning Students in Nigeria\u0000Authors","authors":"B. Ahimie, A. Ikuburuju-Orola, P. Oizimende","doi":"10.35293/tetfle.v2i1.91","DOIUrl":"https://doi.org/10.35293/tetfle.v2i1.91","url":null,"abstract":"Counselling services are common features in conventional school settings and are designed to help students resolve personal and academic issues, explore career options and attend to their social needs. It is of great concern that these services are absent in Open and Distance Learning (ODL) programmes, although the peculiar nature of the programmes reveals the urgent need for them. ODL students should be able to access guidance and counselling services just as their counterparts in the conventional school setting. The main focus of this article is to point out the relevance of professional guidance and counselling services in ODL programmes in Nigeria. An in-depth description of these services and the benefits ODL students can derive from accessing them is presented. In addition, the authors adapted a conceptual model to accentuate the expected output of professional counselling services. The purpose of this model is to present a clear explanation of the fact that adequate provision of professional counselling services will lead to the improved school, workplace and family environment. It is expected that this will lead to good behaviour and improved academic performance, invariably creating a safe school, out of school and workplace environment for ODL students. Recommendations include the creation of awareness programmes through online seminars and workshops to educate ODL students on various ways to access guidance and counselling services.","PeriodicalId":335226,"journal":{"name":"Teacher Education Through Flexible Learning in Africa","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127247227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated the factors influencing enrolment of female learners in Science Education programmes of three Distance Learning Institutes in South-West, Nigeria. The objectives of the study were to explore socioeconomic, personal and cultural factors that influence the enrolment of women into Distance Learning Institute. The target population was all female learners in the Departments of Science Education. This study was guided by the facilitation theory using a questionnaire as the research instrument. The researchers sampled 280 female learners in Science Education programmes of these Distance Learning Institutes. Three research questions were raised and analysed. The data obtained were analysed using mean, standard deviation and also presented in percentages. Findings revealed that socioeconomic factors such as finance as well as personal factors, including attaining social and academic satisfaction could influence the enrolment of women in Science Education programmes. The study revealed that majority of the women are employed, though faced with several challenges that hinder their studies. The study recommended ways of overcoming these challenges and urged the government and stakeholders to implement these recommendations for the development of Distance Education.
{"title":"Factors Influencing Female Enrolment in Science Education Programmes in Distance Learning Institutions in South-West, Nigeria","authors":"Oladele Esther Oluwasayo, Adeniyi Comfort Olawumi","doi":"10.35293/tetfle.v2i1.90","DOIUrl":"https://doi.org/10.35293/tetfle.v2i1.90","url":null,"abstract":"This study investigated the factors influencing enrolment of female learners in Science Education programmes of three Distance Learning Institutes in South-West, Nigeria. The objectives of the study were to explore socioeconomic, personal and cultural factors that influence the enrolment of women into Distance Learning Institute. The target population was all female learners in the Departments of Science Education. This study was guided by the facilitation theory using a questionnaire as the research instrument. The researchers sampled 280 female learners in Science Education programmes of these Distance Learning Institutes. Three research questions were raised and analysed. The data obtained were analysed using mean, standard deviation and also presented in percentages. Findings revealed that socioeconomic factors such as finance as well as personal factors, including attaining social and academic satisfaction could influence the enrolment of women in Science Education programmes. The study revealed that majority of the women are employed, though faced with several challenges that hinder their studies. The study recommended ways of overcoming these challenges and urged the government and stakeholders to implement these recommendations for the development of Distance Education.","PeriodicalId":335226,"journal":{"name":"Teacher Education Through Flexible Learning in Africa","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127599692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Various studies on literacy have been conducted worldwide, but there is paucity of studies that explored adult literacy from the perspectives of African traditional values. Many African communities, including Rwanda, still experience a low level of literacy in the 21st century. As a contribution to address this literacy gap, an innovative model coined “Eclectic Traditional Value Hub Model” is being implemented in selected Rwandan rural communities to promote quadriliteracy, community literacy and digital literacy among adults with limited literacy. The newness of this model is twofold: firstly, it draws from a range of African and Rwandan traditional values; secondly, it boosts parallel literacy practices in four languages, namely Kinyarwanda, English, French and Kiswahili, by which it is described as “Four-in-One”. This study reports on one year’s implementation of this model, exploring its level of success in accelerating quadriliteracy and community digital literacy and numeracy among Rwandan communities. Participants include University of Rwanda lecturers who initiated the model, graduates from secondary schools who are literacy trainers in their local communities and trainees who are citizens with limited literacy including motorists, street vendors, small-sized business people and others who strive to uplift their literacy levels. The successful stride of this model is that about ten thousand community members from Eastern province are accelerating their literacy practices through translingual and cross-lingual practices. We recommend the application of this model to other African settings with more African traditional values and assess its impact in minimising the high illiteracy rate reported in various corners of Africa.
{"title":"Eclectic Traditional Value Hub Model or four-in-one: An Innovative Booster of Community Quadriliteracy among Adults in Rwandan Rural Communities","authors":"Epimaque Niyibizi, Cyprien Niyomugabo, Valens Ngarukiye, Aloysie Uwizeyemariya, Béatrice Yanzigiye, Cyprien Tabaro, Helene Mukamana, Védaste Mutarutinya","doi":"10.35293/tetfle.v2i1.93","DOIUrl":"https://doi.org/10.35293/tetfle.v2i1.93","url":null,"abstract":"Various studies on literacy have been conducted worldwide, but there is paucity of studies that explored adult literacy from the perspectives of African traditional values. Many African communities, including Rwanda, still experience a low level of literacy in the 21st century. As a contribution to address this literacy gap, an innovative model coined “Eclectic Traditional Value Hub Model” is being implemented in selected Rwandan rural communities to promote quadriliteracy, community literacy and digital literacy among adults with limited literacy. The newness of this model is twofold: firstly, it draws from a range of African and Rwandan traditional values; secondly, it boosts parallel literacy practices in four languages, namely Kinyarwanda, English, French and Kiswahili, by which it is described as “Four-in-One”. This study reports on one year’s implementation of this model, exploring its level of success in accelerating quadriliteracy and community digital literacy and numeracy among Rwandan communities. Participants include University of Rwanda lecturers who initiated the model, graduates from secondary schools who are literacy trainers in their local communities and trainees who are citizens with limited literacy including motorists, street vendors, small-sized business people and others who strive to uplift their literacy levels. The successful stride of this model is that about ten thousand community members from Eastern province are accelerating their literacy practices through translingual and cross-lingual practices. We recommend the application of this model to other African settings with more African traditional values and assess its impact in minimising the high illiteracy rate reported in various corners of Africa.","PeriodicalId":335226,"journal":{"name":"Teacher Education Through Flexible Learning in Africa","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122182388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hannelie du Preez, D. Hannaway, I. Joubert, Francinah Masola
Children are exposed to influential role models, such as parents, peers, teachers, fictional characters and humans in virtual and physical environments. Utilising role modelling as a teaching approach or rich teaching resource not only appeals to the social learning preference of a young child but also supports teachers in reaching out to virtual and physical communities to enrich literacy learning experiences. The perspective of role models to promote acceptable social and academic behaviour in young children has progressively introduced scholarly views on the achievability and importance thereof in education and its applicability as a hybrid pedagogy. With rapid technological advancements and increased access to the Internet, an integrated platform is provided which teachers can benefit from when incorporating role models to help cultivate responsible social and academic behaviour. In this study, we implemented a literacy programme – the Reading, Rugby and Responsibility project – as a community project to improve our understanding of how rugby students, as role models, can intentionally inculcate responsible social and reading behaviour in Grade 3 children. We aligned the outcomes of the project with the Community of Inquiry framework to hypothesise the value and feasibility of using role models as a hybrid pedagogy and resource in early childhood education. We utilised a qualitative case study design and purposefully selected five rugby students to interact with 35 Grade 3 children at an inner-city primary school in Pretoria. The data generated from informal discussions with the rugby students and reflections of their experiences, as well as the children’s narrative accounts and drawings, were thematically analysed. The findings revealed that children yearn to engage with role models and be part of a community. Further investigation on how the Community of Inquiry framework can inform and utilise role modelling as a hybrid pedagogy and resource is beckoned and recommended.
{"title":"Reaching out with rugby role models to inspire literacy in young children: Informing hybrid pedagogy","authors":"Hannelie du Preez, D. Hannaway, I. Joubert, Francinah Masola","doi":"10.35293/tetfle.v1i1.63","DOIUrl":"https://doi.org/10.35293/tetfle.v1i1.63","url":null,"abstract":"Children are exposed to influential role models, such as parents, peers, teachers, fictional characters and humans in virtual and physical environments. Utilising role modelling as a teaching approach or rich teaching resource not only appeals to the social learning preference of a young child but also supports teachers in reaching out to virtual and physical communities to enrich literacy learning experiences. The perspective of role models to promote acceptable social and academic behaviour in young children has progressively introduced scholarly views on the achievability and importance thereof in education and its applicability as a hybrid pedagogy. With rapid technological advancements and increased access to the Internet, an integrated platform is provided which teachers can benefit from when incorporating role models to help cultivate responsible social and academic behaviour. In this study, we implemented a literacy programme – the Reading, Rugby and Responsibility project – as a community project to improve our understanding of how rugby students, as role models, can intentionally inculcate responsible social and reading behaviour in Grade 3 children. We aligned the outcomes of the project with the Community of Inquiry framework to hypothesise the value and feasibility of using role models as a hybrid pedagogy and resource in early childhood education. We utilised a qualitative case study design and purposefully selected five rugby students to interact with 35 Grade 3 children at an inner-city primary school in Pretoria. The data generated from informal discussions with the rugby students and reflections of their experiences, as well as the children’s narrative accounts and drawings, were thematically analysed. The findings revealed that children yearn to engage with role models and be part of a community. Further investigation on how the Community of Inquiry framework can inform and utilise role modelling as a hybrid pedagogy and resource is beckoned and recommended.","PeriodicalId":335226,"journal":{"name":"Teacher Education Through Flexible Learning in Africa","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130333857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Distance learning is a mode of study globally accepted as a tool for enhancing access, equity and quality in education. The Kenyan Government has put in place mechanisms to promote open and distance learning practices in educational institutions. However, there is doubt in Kenya, regarding the quality of academic performance attained by distance learning students. The objective of this study was to determine the influence of learner support systems on the academic performance of distance learning students in selected Kenyan public universities. The study is based on Pragmatism due to its focus on objectivity and the use of scientific methods. Mixed-methods research methodology was adopted for the study. The sample consisted of 847 Bachelor of Education (Arts) distance learning students, 149 lecturers teaching distance learning students, and two (2) administrators in charge of distance learning programmes. The research instruments consisted of questionnaires, interview guides, document analysis and the instrument for measuring academic performance. The findings indicated that a learner support system statistically, significantly and positively influences academic performance of distance learning students, although at a low level (4.9%). However, the findings revealed that guidance and counselling support, which is part of the learner support system, did not significantly influence the academic performance of distance learning students. The study recommends that particular focus should be on the provision of remotely accessible guidance and counselling services since most distance learning students cannot physically access the services which are on campuses.
{"title":"Learner support system and academic performance of distance learning students in selected Kenyan public universities","authors":"Rebecca Wambua, C. Gakuu, H. Kidombo, S. Ndege","doi":"10.35293/tetfle.v1i1.69","DOIUrl":"https://doi.org/10.35293/tetfle.v1i1.69","url":null,"abstract":"Distance learning is a mode of study globally accepted as a tool for enhancing access, equity and quality in education. The Kenyan Government has put in place mechanisms to promote open and distance learning practices in educational institutions. However, there is doubt in Kenya, regarding the quality of academic performance attained by distance learning students. The objective of this study was to determine the influence of learner support systems on the academic performance of distance learning students in selected Kenyan public universities. The study is based on Pragmatism due to its focus on objectivity and the use of scientific methods. Mixed-methods research methodology was adopted for the study. The sample consisted of 847 Bachelor of Education (Arts) distance learning students, 149 lecturers teaching distance learning students, and two (2) administrators in charge of distance learning programmes. The research instruments consisted of questionnaires, interview guides, document analysis and the instrument for measuring academic performance. The findings indicated that a learner support system statistically, significantly and positively influences academic performance of distance learning students, although at a low level (4.9%). However, the findings revealed that guidance and counselling support, which is part of the learner support system, did not significantly influence the academic performance of distance learning students. The study recommends that particular focus should be on the provision of remotely accessible guidance and counselling services since most distance learning students cannot physically access the services which are on campuses.","PeriodicalId":335226,"journal":{"name":"Teacher Education Through Flexible Learning in Africa","volume":"215 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114849142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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