In this article, a case study is presented for the development of a Scholarship of Engagement (SoE) engagement database, to map the engagement footprint of the university, and develop a Knowledge Management System (KMS) at the University of the Western Cape (UWC), in order to facilitate the process of knowledge sharing. The aim of this article is to discuss a process of creating baseline data, to explore and profile the institution’s SoE landscape, and facilitate a decentralised system of the SoE, based on an integrated approach to the institutionalisation of the SoE. The sharing of exemplars are important; consequently, in this article the context and role of the Community Engagement Unit (CEU), as well as the motivation for embarking on the project are explained. Additionally, the process from conceptualization, through implementation, to reflections on lessons learnt, and the future path of decentralisation, are plotted and documented. All partners pilot an integrative approach to implementation, to facilitate acceptance and uptake, while enablers that facilitate the process are identified, and decentralisation for the protection of academic freedom is highlighted. This case study is relevant to other universities, especially those on the African continent, as we attend to the broader decolonialisation agenda, which presents an exemplar for the duplication, adaptation, and creation of a SoE database, for universities to profile and present their anchoring in communities, following the principles of engagement that are aligned to transformation and social justice.
{"title":"Decentralised systemising of Scholarship of Engagement in higher education towards societal impact","authors":"P. September-Brown, P. Daniels, C. Hart","doi":"10.20853/37-4-5307","DOIUrl":"https://doi.org/10.20853/37-4-5307","url":null,"abstract":"In this article, a case study is presented for the development of a Scholarship of Engagement (SoE) engagement database, to map the engagement footprint of the university, and develop a Knowledge Management System (KMS) at the University of the Western Cape (UWC), in order to facilitate the process of knowledge sharing. The aim of this article is to discuss a process of creating baseline data, to explore and profile the institution’s SoE landscape, and facilitate a decentralised system of the SoE, based on an integrated approach to the institutionalisation of the SoE. The sharing of exemplars are important; consequently, in this article the context and role of the Community Engagement Unit (CEU), as well as the motivation for embarking on the project are explained. Additionally, the process from conceptualization, through implementation, to reflections on lessons learnt, and the future path of decentralisation, are plotted and documented. All partners pilot an integrative approach to implementation, to facilitate acceptance and uptake, while enablers that facilitate the process are identified, and decentralisation for the protection of academic freedom is highlighted. This case study is relevant to other universities, especially those on the African continent, as we attend to the broader decolonialisation agenda, which presents an exemplar for the duplication, adaptation, and creation of a SoE database, for universities to profile and present their anchoring in communities, following the principles of engagement that are aligned to transformation and social justice.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134997229","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}
Purpose: The purpose of this study is to explore how teacher educators are preparing pre-service teachers to “learn from practice” which the policy on the minimum requirements for teacher education aspires to and which has its focus on campus-based teaching with the aim of narrowing the practice-theory divide. Design/methodology/approach: A qualitative approach through a phenomenological lens, provided opportunities for teacher educators, pre-service final year students and in-service teachers to share personal perspectives of their training experiences. Semi-structured and focus group interviews were specifically structured to solicit perceptions of the practical component of the course. Findings: Pre-service teachers feel that teacher educators are “out of touch” with what happens in classrooms and are not adequately trained to prepare them for the world of teaching. There is evidence that a misalignment exists between how training occurs on campus and what students are facing in the school classroom and this needs to be bridged. Campus courses should be carefully constructed and coordinated with field experiences to effectively guide and support student teacher learning. Originality: Empirical evidence is provided by the most eligible stakeholders i.e., teacher educators, pre-service teachers and in-service teachers, who were able to present their objective and practical views on the realities of their experiences with pre-service teachers’ preparedness to merge theory and practice successfully in a classroom.
{"title":"Pedagogical dilemma in teacher education: Bridging the theory practice gap","authors":"H. Phillips, J. Condy","doi":"10.20853/37-2-4610","DOIUrl":"https://doi.org/10.20853/37-2-4610","url":null,"abstract":"Purpose: The purpose of this study is to explore how teacher educators are preparing pre-service teachers to “learn from practice” which the policy on the minimum requirements for teacher education aspires to and which has its focus on campus-based teaching with the aim of narrowing the practice-theory divide. Design/methodology/approach: A qualitative approach through a phenomenological lens, provided opportunities for teacher educators, pre-service final year students and in-service teachers to share personal perspectives of their training experiences. Semi-structured and focus group interviews were specifically structured to solicit perceptions of the practical component of the course. Findings: Pre-service teachers feel that teacher educators are “out of touch” with what happens in classrooms and are not adequately trained to prepare them for the world of teaching. There is evidence that a misalignment exists between how training occurs on campus and what students are facing in the school classroom and this needs to be bridged. Campus courses should be carefully constructed and coordinated with field experiences to effectively guide and support student teacher learning. Originality: Empirical evidence is provided by the most eligible stakeholders i.e., teacher educators, pre-service teachers and in-service teachers, who were able to present their objective and practical views on the realities of their experiences with pre-service teachers’ preparedness to merge theory and practice successfully in a classroom.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67715390","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}
Higher education institutions recognize the importance of committing, assimilating, and applying education for sustainable development (ESD) into their curriculum to realize the Sustainable Development Goals. The intention of such a commitment assists in creating a culture of students who are actively engaged. Committed to the notion of teaching and teacher education for social change, in this article, I discuss my conceptualization of service-learning through my experience in higher education. Service-learning has been defined as a mode of “experiential education that integrates meaningful community service into the curriculum” (Nives 2015, 1). My perception is that by adopting service-learning for pre-service commerce teachers, there will be a shift in how social justice issues (Frederick, Cave, and Perencevich 2010) can be infused as a meaningful community service approach within the curriculum. In undertaking such steps, I highlight the nuances of power in these programs in this article. Service-learning is adopted through constructive and cooperative strategies to address the engagement questions that underpin the modules. In the academic and method module, these approaches allow pre-service students to be aware and reflect on their prior encounters and experiences of social justice issues, such as poverty, to mention but one. Drawing on both Dewey and Gwele, this article highlights the lecturer’s experience of assisting students to deliberate service-learning and participate as democratic citizens. In this article, I unpack my notions of service-learning as a subjective experience of the processes and product of service-learning as a didactic approach. This article introduces a platform to re-think and reconnoitre service-learning in higher education through this complex story. The discussion and recommendations of engineering and reengineering the concept, process, and urgency of incorporating service-learning in Higher Education curricula are discussed, and recommendations for future research are made.
高等教育机构认识到承诺、吸收和应用可持续发展教育(ESD)到其课程中以实现可持续发展目标的重要性。这种承诺的意图有助于创造一种积极参与的学生文化。在这篇文章中，我通过我在高等教育中的经历，讨论了我对服务学习的概念，我致力于教学和教师教育的社会变革。服务学习被定义为一种“将有意义的社区服务整合到课程中的体验式教育”模式(Nives 2015, 1)。我的看法是，通过对职前商业教师采用服务学习，社会正义问题(Frederick, Cave, and Perencevich 2010)如何作为有意义的社区服务方法融入课程将会发生转变。在执行这些步骤时，我在本文中强调了这些程序中权力的细微差别。服务学习通过建设性和合作性的策略来解决支撑模块的参与问题。在学术和方法模块中，这些方法使职前学生能够意识到并反思他们之前遇到的社会正义问题和经历，例如贫困，等等。本文借鉴了杜威和格威尔的观点，强调了讲师帮助学生深思熟虑的服务学习和作为民主公民参与的经验。在本文中，我将把我的服务学习概念作为一种教学方法，将其作为服务学习过程和产品的主观体验进行阐述。本文通过这个复杂的故事，介绍了一个重新思考和审视高等教育服务学习的平台。本文讨论了将服务学习纳入高等教育课程的概念、过程和紧迫性，并对未来的研究提出了建议。
{"title":"An auto ethnographic reflection of service learning: A higher education perspective","authors":"J. Ramdhani","doi":"10.20853/37-2-4803","DOIUrl":"https://doi.org/10.20853/37-2-4803","url":null,"abstract":"Higher education institutions recognize the importance of committing, assimilating, and applying education for sustainable development (ESD) into their curriculum to realize the Sustainable Development Goals. The intention of such a commitment assists in creating a culture of students who are actively engaged. Committed to the notion of teaching and teacher education for social change, in this article, I discuss my conceptualization of service-learning through my experience in higher education. Service-learning has been defined as a mode of “experiential education that integrates meaningful community service into the curriculum” (Nives 2015, 1). My perception is that by adopting service-learning for pre-service commerce teachers, there will be a shift in how social justice issues (Frederick, Cave, and Perencevich 2010) can be infused as a meaningful community service approach within the curriculum. In undertaking such steps, I highlight the nuances of power in these programs in this article. Service-learning is adopted through constructive and cooperative strategies to address the engagement questions that underpin the modules. In the academic and method module, these approaches allow pre-service students to be aware and reflect on their prior encounters and experiences of social justice issues, such as poverty, to mention but one. Drawing on both Dewey and Gwele, this article highlights the lecturer’s experience of assisting students to deliberate service-learning and participate as democratic citizens. In this article, I unpack my notions of service-learning as a subjective experience of the processes and product of service-learning as a didactic approach. This article introduces a platform to re-think and reconnoitre service-learning in higher education through this complex story. The discussion and recommendations of engineering and reengineering the concept, process, and urgency of incorporating service-learning in Higher Education curricula are discussed, and recommendations for future research are made.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67715406","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}
The extent to which coaching behaviour is practiced in PhD supervision is unknown. Supervision and elements of supervision have been studied extensively but not coaching and supervision. The aim of this study was to assess the extent to which coaching behaviours were practiced by supervisors while engaging with PhD students during supervision. A cross sectional survey using a self-administered structured questionnaire was used on an online platform (REDCap). Descriptive and correlational statistics were used to determine the extent to which each coaching and supervision phenomenon were practiced. Three hundred and eighty students registered for a PhD for longer than six months in a Faculty of Health Sciences were invited to participate in the study and 76 participated. Low to moderate levels in coaching behaviour and practice, personal support, supervisor availability and research academic support are reported. Personal support and the level of satisfaction with supervision were significant predictors of coaching behaviour and practice. This study established the extent of different supervisory behaviours and coaching behaviour and practice among supervisors. Coaching in this study was not practised largely with a third of the students interviewed experiencing coaching behaviour and practice.
{"title":"The extent of coaching behaviour and practices in supervision processes of PhD students","authors":"E. Myezwa, H. Geber","doi":"10.20853/37-3-4591","DOIUrl":"https://doi.org/10.20853/37-3-4591","url":null,"abstract":"The extent to which coaching behaviour is practiced in PhD supervision is unknown. Supervision and elements of supervision have been studied extensively but not coaching and supervision. The aim of this study was to assess the extent to which coaching behaviours were practiced by supervisors while engaging with PhD students during supervision. A cross sectional survey using a self-administered structured questionnaire was used on an online platform (REDCap). Descriptive and correlational statistics were used to determine the extent to which each coaching and supervision phenomenon were practiced. Three hundred and eighty students registered for a PhD for longer than six months in a Faculty of Health Sciences were invited to participate in the study and 76 participated. Low to moderate levels in coaching behaviour and practice, personal support, supervisor availability and research academic support are reported. Personal support and the level of satisfaction with supervision were significant predictors of coaching behaviour and practice. This study established the extent of different supervisory behaviours and coaching behaviour and practice among supervisors. Coaching in this study was not practised largely with a third of the students interviewed experiencing coaching behaviour and practice.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67715696","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}
Background : In Africa, remnants of colonisation and the effects of coloniality have influenced childhood in ways dissimilar to those in other parts of the world. Objectives : This article contests against universalised theorising of children, advocates for Afrocentric approaches to childhood studies on African children, and makes a case for Afrocentric pedagogy in the psychology of child sexual violence and childhood trauma. Methodology : The arguments in this article are informed by a rapid review of doctoral research on the history of violence in South Africa and developmental theory to understand how children make meaning of the experience of sexual violence-related trauma. Results : South Africa’s history of colonisation and Apartheid significantly contributes to child outcomes. Decolonial thought and African-centered theorising must be applied to childhood studies in Africa for a contextual understanding of African childhoods. They must centre on the needs and worldviews of Africans. Conclusion : Education is an instrument of enculturation; therefore, pedagogy should reflect the people it studies. The methods and practice in teaching childhood studies in psychology in Africa must humanise both children and professionals. Contribution : The article addresses the questions of relevance in childhood studies in Africa and advances recommendations for how academics and practitioners in childhood sexual violence and psychology should work with complex knowledge in childhood studies pedagogy.
{"title":"Decolonising theorising on children: Moving towards African-centred childhood studies pedadogy of sexual violence and trauma","authors":"N. Titi","doi":"10.20853/37-3-4857","DOIUrl":"https://doi.org/10.20853/37-3-4857","url":null,"abstract":"Background : In Africa, remnants of colonisation and the effects of coloniality have influenced childhood in ways dissimilar to those in other parts of the world. Objectives : This article contests against universalised theorising of children, advocates for Afrocentric approaches to childhood studies on African children, and makes a case for Afrocentric pedagogy in the psychology of child sexual violence and childhood trauma. Methodology : The arguments in this article are informed by a rapid review of doctoral research on the history of violence in South Africa and developmental theory to understand how children make meaning of the experience of sexual violence-related trauma. Results : South Africa’s history of colonisation and Apartheid significantly contributes to child outcomes. Decolonial thought and African-centered theorising must be applied to childhood studies in Africa for a contextual understanding of African childhoods. They must centre on the needs and worldviews of Africans. Conclusion : Education is an instrument of enculturation; therefore, pedagogy should reflect the people it studies. The methods and practice in teaching childhood studies in psychology in Africa must humanise both children and professionals. Contribution : The article addresses the questions of relevance in childhood studies in Africa and advances recommendations for how academics and practitioners in childhood sexual violence and psychology should work with complex knowledge in childhood studies pedagogy.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"39 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67716412","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}
In this article, we share our understanding of a “more than” (Ulmer 2017, 10) critical curriculum inquiry and how this type of inquiry can help us collapse the subject‒object binary by attentively responding to embodied experiences in curriculum studies. Our focus is specifically on the affective dimension of curriculum inquiry as we work with what St. Pierre (2018, 604) refers to as the “history of the present”. We use education memory to tap into the nuanced intra-actions between post-humanism, curriculum studies and how these are extended into the post-schooling context. We understand education memory as the sensory, affective and embodied experiences of education that emerge as we pause in awareness of our present moment of becoming. We draw on Pinar’s currere as folding memory into the present to continuously give voice to multidimensional layers of imagined futures. We draw on the concept of refrain (Deleuze and Guattari 1988, 300), which we understand as complex lived experiences informative in our becoming as educators. In using arts-based methods such as poetry, object inquiry, drawing and drumming, we explore lived experiences to tangibly integrate memory and imagination on pedagogical refrains that shape our becoming. Arts-based methods and materials afford tactile engagement with materiality and attentive responsiveness. Thus, we ask: How might the concept of refrain, as manifest in an arts-based research approach, allow us to give voice to curriculum entanglements as a “more-than-critical” curriculum? Through this question, we pay attention to relational occurrences as refrains, for memory and improvisation becoming integrated to inform curriculum entanglements between humans and the more-than-human.
{"title":"Voicing curriculum: Exploring embodied entanglements of arts-based inquiry and refrain","authors":"Z Venter, M Müller, F Kruger","doi":"10.20853/37-5-5978","DOIUrl":"https://doi.org/10.20853/37-5-5978","url":null,"abstract":"In this article, we share our understanding of a “more than” (Ulmer 2017, 10) critical curriculum inquiry and how this type of inquiry can help us collapse the subject‒object binary by attentively responding to embodied experiences in curriculum studies. Our focus is specifically on the affective dimension of curriculum inquiry as we work with what St. Pierre (2018, 604) refers to as the “history of the present”. We use education memory to tap into the nuanced intra-actions between post-humanism, curriculum studies and how these are extended into the post-schooling context. We understand education memory as the sensory, affective and embodied experiences of education that emerge as we pause in awareness of our present moment of becoming. We draw on Pinar’s currere as folding memory into the present to continuously give voice to multidimensional layers of imagined futures. We draw on the concept of refrain (Deleuze and Guattari 1988, 300), which we understand as complex lived experiences informative in our becoming as educators. In using arts-based methods such as poetry, object inquiry, drawing and drumming, we explore lived experiences to tangibly integrate memory and imagination on pedagogical refrains that shape our becoming. Arts-based methods and materials afford tactile engagement with materiality and attentive responsiveness. Thus, we ask: How might the concept of refrain, as manifest in an arts-based research approach, allow us to give voice to curriculum entanglements as a “more-than-critical” curriculum? Through this question, we pay attention to relational occurrences as refrains, for memory and improvisation becoming integrated to inform curriculum entanglements between humans and the more-than-human.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135561100","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}
In this article we discuss the difference between curriculum studies (as a field of inquiry) in the posthuman condition and posthuman curriculum (studies). The posthuman condition is characterised by both posthumanism and post-anthropocentrism and relates respectively, to how we now define human given humans’ entanglement with new technologies, and the ethical response-ability of humans in intra-action with the more-than-human-world in a context of impending ecological disaster. In this article we shall argue that although Enlightenment humanism has been challenged philosophically/conceptually both in discourses on anti-humanism and posthumanism, humanist approaches to curriculum studies remain with us in the posthuman condition – the ghosts of Dewey, Tyler, Freire, etc., imbue much of curriculum work. However, the posthuman condition also produces posthuman thought that makes it possible to reimagine curriculum studies, that we shall call posthuman curriculum (studies). We shall review different approaches to curriculum studies in the posthuman condition, and then turn our attention to posthuman curriculum (studies). We argue that curriculum (as a vital concept) in posthumanist terms is intelligible and manifests through intra-actions, processes of becoming and experimenting. Set against sedentary states of being that mark curriculum studies in the posthuman condition; becoming, intra-acting and experimenting in posthuman curriculum (studies) are acts, doings in and of this world. The acts and doings in posthuman curriculum (studies) that are mostly written about include: improvisation, theorisation and diffraction. To these we add and specifically discuss quantum tunnelling, tracing, and desiring. Other forms of curriculum experimentation worthy of consideration in posthuman curriculum (studies) but not discussed in the article are queering, imagining, and writing. Towards the end we make the point that although some connections with the past (such as those that haunt curriculum discourses) can be threatening to life, connections of the thick now hold potential and radical openness for newness.
{"title":"Curriculum Studies in the posthuman condition/posthuman curriculum (studies)","authors":"L Le Grange, P Du Preez","doi":"10.20853/37-5-5985","DOIUrl":"https://doi.org/10.20853/37-5-5985","url":null,"abstract":"In this article we discuss the difference between curriculum studies (as a field of inquiry) in the posthuman condition and posthuman curriculum (studies). The posthuman condition is characterised by both posthumanism and post-anthropocentrism and relates respectively, to how we now define human given humans’ entanglement with new technologies, and the ethical response-ability of humans in intra-action with the more-than-human-world in a context of impending ecological disaster. In this article we shall argue that although Enlightenment humanism has been challenged philosophically/conceptually both in discourses on anti-humanism and posthumanism, humanist approaches to curriculum studies remain with us in the posthuman condition – the ghosts of Dewey, Tyler, Freire, etc., imbue much of curriculum work. However, the posthuman condition also produces posthuman thought that makes it possible to reimagine curriculum studies, that we shall call posthuman curriculum (studies). We shall review different approaches to curriculum studies in the posthuman condition, and then turn our attention to posthuman curriculum (studies). We argue that curriculum (as a vital concept) in posthumanist terms is intelligible and manifests through intra-actions, processes of becoming and experimenting. Set against sedentary states of being that mark curriculum studies in the posthuman condition; becoming, intra-acting and experimenting in posthuman curriculum (studies) are acts, doings in and of this world. The acts and doings in posthuman curriculum (studies) that are mostly written about include: improvisation, theorisation and diffraction. To these we add and specifically discuss quantum tunnelling, tracing, and desiring. Other forms of curriculum experimentation worthy of consideration in posthuman curriculum (studies) but not discussed in the article are queering, imagining, and writing. Towards the end we make the point that although some connections with the past (such as those that haunt curriculum discourses) can be threatening to life, connections of the thick now hold potential and radical openness for newness.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135561793","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 quantitative study examines the student’s perception of what their relationship with their lecturers should be to enhance higher education teaching and learning, as well as students’ success. The finding of the study reveals the students’ perception and expectations of a lecturer’s role in maintaining good pedagogical relations at the higher-education level. These roles were framed within four cardinal themes: students’ academic development, social relationships, respect and trust, and the ethics of care. The finding also reveals that the students hold substantial expectations of the lecturers to take a lead in driving social relationship. The student does not only expect the lecturer to pay attention to his or her academic progress, moral and personal development but also to care, respect, trust and even the student’s non-academic activities and goals are considered to be the lecturer’s prerogative. The study recommends institutional strategies for promoting effective teaching and learning through relational pedagogy drive, reduction of large-size classes, raising student voice and well-being, and establishing ethics of care or caring culture as an integral part of the Institution’s teaching philosophy. The study argues that the mainstream pedagogical relationship serves as a constructive way of understanding decolonialism in Africa, as well as an antidote to the persevering colonial infrastructures found in higher education.
{"title":"Shifting from the old frame of reference to (w)holistic teacher-student relationship in higher education institution: A case of the University of The Free State","authors":"F Okoye","doi":"10.20853/37-5-5406","DOIUrl":"https://doi.org/10.20853/37-5-5406","url":null,"abstract":"This quantitative study examines the student’s perception of what their relationship with their lecturers should be to enhance higher education teaching and learning, as well as students’ success. The finding of the study reveals the students’ perception and expectations of a lecturer’s role in maintaining good pedagogical relations at the higher-education level. These roles were framed within four cardinal themes: students’ academic development, social relationships, respect and trust, and the ethics of care. The finding also reveals that the students hold substantial expectations of the lecturers to take a lead in driving social relationship. The student does not only expect the lecturer to pay attention to his or her academic progress, moral and personal development but also to care, respect, trust and even the student’s non-academic activities and goals are considered to be the lecturer’s prerogative. The study recommends institutional strategies for promoting effective teaching and learning through relational pedagogy drive, reduction of large-size classes, raising student voice and well-being, and establishing ethics of care or caring culture as an integral part of the Institution’s teaching philosophy. The study argues that the mainstream pedagogical relationship serves as a constructive way of understanding decolonialism in Africa, as well as an antidote to the persevering colonial infrastructures found in higher education.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135667339","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}
There is a growing recognition that the relationship between digital technologies and education is more complex and multi-faceted than previously conceived. Given the multi-faceted nature of digital education, which involves social and technology elements in the realm of knowledge-acquisition, an epistemic community such as a community of inquiry (CoI) provides an appropriate theoretical perspective to frame the analysis of the interlink between internet self-efficacy and inclusive learning experiences. In recognition of the importance of active participation in the ubiquitous learning environment, the argument focused on the development of a CoI as an intellectual community that provides a structure for educators to implement digital education. Central to this article is the development of the various presences to sustain interaction and reflection in a socio-epistemological orientation approach. Notwithstanding the widely recognised affordances of digital technologies to connect people, this study was conducted to elicit relevant evidence on digital education, to gain insights into the practicality of digital education, to articulate several important research questions within each of the identified affordances, and to provide suggestions for institutions pursuing digital education. Furthermore, there is clear evidence that digital education is intertwined with digital capital and digital inclusion.
{"title":"Interactivity, the heart and soul of effective learning: The interlink between internet self-efficacy and the creation of an inclusive learning experience","authors":"R. Dlamini","doi":"10.20853/37-2-5105","DOIUrl":"https://doi.org/10.20853/37-2-5105","url":null,"abstract":"There is a growing recognition that the relationship between digital technologies and education is more complex and multi-faceted than previously conceived. Given the multi-faceted nature of digital education, which involves social and technology elements in the realm of knowledge-acquisition, an epistemic community such as a community of inquiry (CoI) provides an appropriate theoretical perspective to frame the analysis of the interlink between internet self-efficacy and inclusive learning experiences. In recognition of the importance of active participation in the ubiquitous learning environment, the argument focused on the development of a CoI as an intellectual community that provides a structure for educators to implement digital education. Central to this article is the development of the various presences to sustain interaction and reflection in a socio-epistemological orientation approach. Notwithstanding the widely recognised affordances of digital technologies to connect people, this study was conducted to elicit relevant evidence on digital education, to gain insights into the practicality of digital education, to articulate several important research questions within each of the identified affordances, and to provide suggestions for institutions pursuing digital education. Furthermore, there is clear evidence that digital education is intertwined with digital capital and digital inclusion.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67715496","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}
Plagiarism is a major concern across institutions of learning. We developed and implemented an innovative online course to teach students about plagiarism. This study aimed to ascertain why students plagiarise, and to determine whether the course would impact students’ knowledge and perceptions of plagiarism. This case study used a mixed-methods approach. The “Understanding Plagiarism” course was based on the principles of the Activated Classroom Teaching model that uses 5 digital-age pedagogies (Curation, Conversation, Correction, Creation, Chaos) to encourage engagement. Data was obtained from surveys administered before and after the course. 148 students accessed the course and 98 completed the surveys. The main reasons identified for committing acts of plagiarism included improved grades, laziness, and unintentional plagiarism. Students’ knowledge of plagiarism improved after completing the course (67% to 93%). The majority (83%) agreed that students who plagiarise should be disciplined, and 68 per cent agreed that they felt guilty if they copied from a friend, textbook, or the internet. This research shifts the discourse on plagiarism from policy to programme and in particular the implementation of active pedagogic approaches to online teaching. Two implications of this study are, firstly, active pedagogies need to be adopted to ensure effective learning, and secondly, plagiarism which is increasing should be programmatically, and not punitively addressed.
{"title":"An innovative online plagiarism course for students at a South African university","authors":"S. Mahomed, I. Mackraj, C. Blewett","doi":"10.20853/37-2-5046","DOIUrl":"https://doi.org/10.20853/37-2-5046","url":null,"abstract":"Plagiarism is a major concern across institutions of learning. We developed and implemented an innovative online course to teach students about plagiarism. This study aimed to ascertain why students plagiarise, and to determine whether the course would impact students’ knowledge and perceptions of plagiarism. This case study used a mixed-methods approach. The “Understanding Plagiarism” course was based on the principles of the Activated Classroom Teaching model that uses 5 digital-age pedagogies (Curation, Conversation, Correction, Creation, Chaos) to encourage engagement. Data was obtained from surveys administered before and after the course. 148 students accessed the course and 98 completed the surveys. The main reasons identified for committing acts of plagiarism included improved grades, laziness, and unintentional plagiarism. Students’ knowledge of plagiarism improved after completing the course (67% to 93%). The majority (83%) agreed that students who plagiarise should be disciplined, and 68 per cent agreed that they felt guilty if they copied from a friend, textbook, or the internet. This research shifts the discourse on plagiarism from policy to programme and in particular the implementation of active pedagogic approaches to online teaching. Two implications of this study are, firstly, active pedagogies need to be adopted to ensure effective learning, and secondly, plagiarism which is increasing should be programmatically, and not punitively addressed.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67715576","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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