While international conventions with a gender perspective exist, at national level countries such as Mexico have also developed policies and programmes in favour of women’s access to a life of equality and free of violence. Such policies have been translated into institutional protocols to curb gender violence. Despite these polices, data seem to indicate that violence against women continues (UN Women 2020) and gender inequality persists. This article explores the significance of a social gender activist movement that began in 2019 called “clothesline complaints” in one of the most prestigious universities in Mexico. The article also seeks to assess the impact of this movement in other institutions using a documentary analysis research approach. Results show that the selected institutions reported a large number of complaints regarding gender violence. The article concludes that by adopting unconventional grievances reporting procedures of the “clothesline” rather than the traditional institutional protocols, more cases of gender violence can be revealed. We recommend the adoption of the clothesline approach as well as other novel ways of reporting gender-based violence. The clothesline movement presents an opportunity to re-examine the current gender violence reporting structure in higher education institutions in Mexico. Because of the global nature of gender-based violence, we also consider implications for policy and structural review of gender violence reporting protocols in South Africa and other parts of the world. Of key significance is how to integrate informal gender-based violence reports into the formal protocols of reporting without diminishing the original force of appeal which animate the informal reports.
{"title":"Subverting conventional gender-based violence reporting protocols: Clothesline complaints in higher education in Mexico","authors":"A. Masinire, E. Sánchez-Cruz","doi":"10.20853/37-3-4762","DOIUrl":"https://doi.org/10.20853/37-3-4762","url":null,"abstract":"While international conventions with a gender perspective exist, at national level countries such as Mexico have also developed policies and programmes in favour of women’s access to a life of equality and free of violence. Such policies have been translated into institutional protocols to curb gender violence. Despite these polices, data seem to indicate that violence against women continues (UN Women 2020) and gender inequality persists. This article explores the significance of a social gender activist movement that began in 2019 called “clothesline complaints” in one of the most prestigious universities in Mexico. The article also seeks to assess the impact of this movement in other institutions using a documentary analysis research approach. Results show that the selected institutions reported a large number of complaints regarding gender violence. The article concludes that by adopting unconventional grievances reporting procedures of the “clothesline” rather than the traditional institutional protocols, more cases of gender violence can be revealed. We recommend the adoption of the clothesline approach as well as other novel ways of reporting gender-based violence. The clothesline movement presents an opportunity to re-examine the current gender violence reporting structure in higher education institutions in Mexico. Because of the global nature of gender-based violence, we also consider implications for policy and structural review of gender violence reporting protocols in South Africa and other parts of the world. Of key significance is how to integrate informal gender-based violence reports into the formal protocols of reporting without diminishing the original force of appeal which animate the informal reports.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67715758","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 role of indigenous African language in teaching and learning in South Africa is something that has been explored widely in higher education. However, these works have only resulted in the usage of these languages only to make Western knowledges intelligible to those whose first language is not English. This article argues for the need to move beyond this limited usage of indigenous languages as mere translators of Western knowledge. It calls for the usage of indigenous African languages for epistemic purposes. Using a case example of African Psychology, the article illustrates how language carries its people’s knowledges. Demonstrating that the prioritisation of colonial languages in education has cemented the myth that African people have no worthy knowledge from which to draw. This chapter illustrates the manner in which language has kept these indigenous African knowledges alive despite the epistemic violence meted against them .
{"title":"The place of indigenous African languages in the new curriculum: An African Psychology case study","authors":"Z. Cakata","doi":"10.20853/37-3-4855","DOIUrl":"https://doi.org/10.20853/37-3-4855","url":null,"abstract":"The role of indigenous African language in teaching and learning in South Africa is something that has been explored widely in higher education. However, these works have only resulted in the usage of these languages only to make Western knowledges intelligible to those whose first language is not English. This article argues for the need to move beyond this limited usage of indigenous languages as mere translators of Western knowledge. It calls for the usage of indigenous African languages for epistemic purposes. Using a case example of African Psychology, the article illustrates how language carries its people’s knowledges. Demonstrating that the prioritisation of colonial languages in education has cemented the myth that African people have no worthy knowledge from which to draw. This chapter illustrates the manner in which language has kept these indigenous African knowledges alive despite the epistemic violence meted against them .","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67716364","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}
H Kaur, M Khant, S Kistner, D McHugh, W Yu, C Moraga-Prieto, P Pax Andebo, J Lin
This article puts forward love, care, and reverence for all people and our nonhuman kin as the center of posthumanist education. Opening our spiritual eye and building intimate relationships with nature and with all elements of the universe is envisioned as part of a schooling or post-schooling experience; our body, heart and spirit, along with our mind, is an essential part of learning. The article describes the experiences of students taking a graduate level course focusing on global climate change and education at a university in the United States. We use the course as an example to explore what posthumanist education entails. In this qualitative study, students taking the course, along with the faculty designing and teaching the course, describe the course curriculum and pedagogies and reflect on the course’s impact on them. Data sources include the syllabus, students’ reflection papers, nature contact journals, final projects, art works, and group conversations. Although situated in North America, the article is rich with international perspectives as student authors came from six different countries. The article posits that posthumanist education must be eco-centric and love-based, engaging students’ whole being to feel for and love Mother Nature.
{"title":"Toward Eco-centric, Earth-as-School, and Love-based Curriculum and Learning: Example of a graduate course","authors":"H Kaur, M Khant, S Kistner, D McHugh, W Yu, C Moraga-Prieto, P Pax Andebo, J Lin","doi":"10.20853/37-5-6053","DOIUrl":"https://doi.org/10.20853/37-5-6053","url":null,"abstract":"This article puts forward love, care, and reverence for all people and our nonhuman kin as the center of posthumanist education. Opening our spiritual eye and building intimate relationships with nature and with all elements of the universe is envisioned as part of a schooling or post-schooling experience; our body, heart and spirit, along with our mind, is an essential part of learning. The article describes the experiences of students taking a graduate level course focusing on global climate change and education at a university in the United States. We use the course as an example to explore what posthumanist education entails. In this qualitative study, students taking the course, along with the faculty designing and teaching the course, describe the course curriculum and pedagogies and reflect on the course’s impact on them. Data sources include the syllabus, students’ reflection papers, nature contact journals, final projects, art works, and group conversations. Although situated in North America, the article is rich with international perspectives as student authors came from six different countries. The article posits that posthumanist education must be eco-centric and love-based, engaging students’ whole being to feel for and love Mother Nature.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135561007","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}
{"title":"Posthumanist curriculum studies and post-schooling: Contemplations from the South","authors":"P. du Preez, S. Maistry, S. Simmonds","doi":"10.20853/37-5-6129","DOIUrl":"https://doi.org/10.20853/37-5-6129","url":null,"abstract":"","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135448725","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}
Professional development of academics in higher education in South Africa has been offered in an uncoordinated and unsustainable manner. Ever since the new dispensation, concerted efforts have been implemented to address this problem. As part of the solution, universities through their academic development units, have introduced various pedagogical training workshops to equip academics with teaching skills. This study investigates perceptions of academics pertaining to this training. A multi-method cross-sectional research design was adopted to understand lecturers’ perspectives regarding professional development. A total of 45 participants were purposefully selected to participate in the study from the academics who attended the pedagogical training. A questionnaire (closed and open-ended) was used to collect data. Quantitative data were analysed using the Statistical Package for the Social Sciences (SPSS), while thematic analysis was applied to analyse qualitative data. Results of the study revealed that the training was well-received and academic staff members felt motivated and confident to implement various instructional strategies acquired from the training. Participants expressed a need and willingness to learn and develop new instructional techniques and acquired a positive outlook on teaching and learning following the professional development training. The study recommends redesigning the pedagogical training to include ongoing support activities and customisation in addition to the generic version.
{"title":"Lecturers' perspectives of pedagogical training initiates at a University of Technology in KwaZulu-Natal, South Africa","authors":"P.R. Gumede, M.P Sithole, D Gumede","doi":"10.20853/37-5-5287","DOIUrl":"https://doi.org/10.20853/37-5-5287","url":null,"abstract":"Professional development of academics in higher education in South Africa has been offered in an uncoordinated and unsustainable manner. Ever since the new dispensation, concerted efforts have been implemented to address this problem. As part of the solution, universities through their academic development units, have introduced various pedagogical training workshops to equip academics with teaching skills. This study investigates perceptions of academics pertaining to this training. A multi-method cross-sectional research design was adopted to understand lecturers’ perspectives regarding professional development. A total of 45 participants were purposefully selected to participate in the study from the academics who attended the pedagogical training. A questionnaire (closed and open-ended) was used to collect data. Quantitative data were analysed using the Statistical Package for the Social Sciences (SPSS), while thematic analysis was applied to analyse qualitative data. Results of the study revealed that the training was well-received and academic staff members felt motivated and confident to implement various instructional strategies acquired from the training. Participants expressed a need and willingness to learn and develop new instructional techniques and acquired a positive outlook on teaching and learning following the professional development training. The study recommends redesigning the pedagogical training to include ongoing support activities and customisation in addition to the generic version.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135704044","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}
Radical advances in emergency medical care education in South Africa have resulted in both advancements and suppression. After short-course vocational training, the emergency care provider could seek employment in an emergency service. With the realignment of emergency medical care programmes to the National Qualifications Framework (NQF), these short vocational courses were phased out by 2018. Although necessary for educational advancement, these changes prevented vocationally trained emergency care providers from articulating into higher education without returning to full-time academia. Moreover, despite recognition of prior learning (RPL) policies in higher education, few institutes offering emergency medical care programmes offered this as an access option. This descriptive literature review aimed to analyse the RPL processes in South Africa and globally. Additionally, insight into RPL candidates” support requirements for postgraduate studies was gained. A systematic search of peer-reviewed journal articles, periodicals, dissertations, and governmental reports from 2000 to 2021 was conducted. Various databases were accessed, including Proquest, EBSCOhost, LearnTechLib, JSTOR, ERIC, Google Scholar, and the Thesis Repository. The lack of literature focusing on the prehospital RPL system in South Africa prompted search expansions into the field of health science internationally. Of the 401 screened sources, 19 met the researcher’s inclusion criteria. Two additional articles were sourced in a repeated search in February 2022. The findings revealed enablers and barriers for RPL students and expanded on their personal and academic transitions. The themes identified through the enablers and barriers can assist in identifying additional support for RPL students during their educational journey. Ultimately, despite vital institutional transitions in RPL processes, intrinsic motivation inspired these students to embrace the challenges they faced, and their process of personal transition and lifelong learning began.
南非紧急医疗教育的巨大进步既带来了进步，也带来了压制。经过短期职业培训后，急救服务提供者可以在急救服务机构寻找工作。随着急诊医疗方案与国家资格框架(NQF)的调整，这些短期职业课程将在2018年之前逐步取消。虽然这些变化对教育进步是必要的，但却阻碍了受过职业培训的急诊护理提供者在不回到全日制学术界的情况下接受高等教育。此外，尽管承认高等教育中的先行学习政策，但提供紧急医疗方案的机构很少将其作为一种选择。这篇描述性文献综述旨在分析南非和全球的RPL过程。此外，还深入了解了RPL候选人对研究生学习的支持要求。对2000年至2021年同行评议的期刊文章、期刊、论文和政府报告进行了系统的检索。访问了各种数据库，包括Proquest, EBSCOhost, LearnTechLib, JSTOR, ERIC, Google Scholar和Thesis Repository。缺乏文献集中在院前RPL系统在南非促使搜索扩展到健康科学领域的国际。在401个筛选的信息源中，有19个符合研究人员的纳入标准。另外两篇文章是在2022年2月的重复搜索中获得的。研究结果揭示了RPL学生的促进因素和障碍，并扩展了他们的个人和学术转变。通过推动者和障碍确定的主题可以帮助确定在RPL学生的教育过程中对他们的额外支持。最终，尽管在RPL过程中发生了重要的制度转变，但内在动机激励着这些学生接受他们面临的挑战，他们的个人转变和终身学习的过程开始了。
{"title":"A descriptive literature review of Recognition of Prior Learning for vocational learners in emergency medical care in South Africa","authors":"D. Winstanley, C. Cunningham","doi":"10.20853/37-4-5313","DOIUrl":"https://doi.org/10.20853/37-4-5313","url":null,"abstract":"Radical advances in emergency medical care education in South Africa have resulted in both advancements and suppression. After short-course vocational training, the emergency care provider could seek employment in an emergency service. With the realignment of emergency medical care programmes to the National Qualifications Framework (NQF), these short vocational courses were phased out by 2018. Although necessary for educational advancement, these changes prevented vocationally trained emergency care providers from articulating into higher education without returning to full-time academia. Moreover, despite recognition of prior learning (RPL) policies in higher education, few institutes offering emergency medical care programmes offered this as an access option. This descriptive literature review aimed to analyse the RPL processes in South Africa and globally. Additionally, insight into RPL candidates” support requirements for postgraduate studies was gained. A systematic search of peer-reviewed journal articles, periodicals, dissertations, and governmental reports from 2000 to 2021 was conducted. Various databases were accessed, including Proquest, EBSCOhost, LearnTechLib, JSTOR, ERIC, Google Scholar, and the Thesis Repository. The lack of literature focusing on the prehospital RPL system in South Africa prompted search expansions into the field of health science internationally. Of the 401 screened sources, 19 met the researcher’s inclusion criteria. Two additional articles were sourced in a repeated search in February 2022. The findings revealed enablers and barriers for RPL students and expanded on their personal and academic transitions. The themes identified through the enablers and barriers can assist in identifying additional support for RPL students during their educational journey. Ultimately, despite vital institutional transitions in RPL processes, intrinsic motivation inspired these students to embrace the challenges they faced, and their process of personal transition and lifelong learning began.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135496067","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}
Humanist discourse has assumed such an ideological normalcy to the extent that any attempts at its disruption are likely to be met with severe resistance. As such, higher education curriculum design and curriculum content continue to be largely anthropocentric, buoyed by human-centred neoliberal principles that have gradually encroached the academe. To explore ways out of the dilemma, we draw on wild pedagogy theory (Jickling 2015; Mcphie and Clarke 2015; Springgay and Zaliwska 2017; Jickling et al. 2018b) as a means to challenge the straitjacket constraints of neoliberal higher education. Over time, the wild has been banished from classrooms: the call for wild pedagogies might mean that we have reached the limits of the “tamed” ‒ and we have tamed a lot in order to offer a “one size fits all” approach to (higher) education (Jickling et al. 2018a). The tendency for higher education to teach more and more people in less and less time, has implied an understanding of teaching that is characterised by efficiency and processing, at the cost of the process of learning as a relational becoming with the world in the posthuman condition we live in (Braidotti 2019). In this article, vignettes are used to offer an account of our critical posthumanist incursions as university lecturers into curriculum practices. We use a diffractive gaze to present the generative potential of non-anthropocentric approaches as well as the struggles that these present as we strive to de-center our humanistic tendencies towards curriculum knowledge and teaching within the neoliberal space, we find ourselves.
人文主义话语已经假定了一种意识形态的常态，以至于任何破坏这种常态的企图都可能遭到严重的抵制。因此，高等教育的课程设计和课程内容在很大程度上继续以人类为中心，受到以人为中心的新自由主义原则的支持，这些原则逐渐侵入了学术界。为了探索走出困境的方法，我们借鉴了野生教育学理论(Jickling 2015;Mcphie and Clarke 2015;Springgay and Zaliwska 2017;Jickling等人。2018b)作为挑战新自由主义高等教育约束的手段。随着时间的推移，狂野已经从教室中被驱逐:对狂野教学法的呼吁可能意味着我们已经达到了“驯服”的极限——为了提供一种“一刀切”的(高等)教育方法，我们已经驯服了很多人(Jickling等人，2018a)。高等教育倾向于在越来越短的时间内教授越来越多的人，这意味着对教学的理解以效率和处理为特征，以牺牲学习过程为代价，在我们生活的后人类条件下与世界建立关系(Braidotti 2019)。在这篇文章中，小插曲被用来提供我们作为大学讲师对课程实践的批判性后人文主义入侵的描述。我们用衍射的目光来呈现非人类中心主义方法的生成潜力，以及我们在新自由主义空间中努力将我们的人文主义倾向转向课程知识和教学时所呈现的斗争，我们发现自己。
{"title":"Invoking posthumanist vistas: A diffractive gaze on curriculum practices and potential","authors":"s Maistry, I Sabelis, S Simmonds","doi":"10.20853/37-5-5988","DOIUrl":"https://doi.org/10.20853/37-5-5988","url":null,"abstract":"Humanist discourse has assumed such an ideological normalcy to the extent that any attempts at its disruption are likely to be met with severe resistance. As such, higher education curriculum design and curriculum content continue to be largely anthropocentric, buoyed by human-centred neoliberal principles that have gradually encroached the academe. To explore ways out of the dilemma, we draw on wild pedagogy theory (Jickling 2015; Mcphie and Clarke 2015; Springgay and Zaliwska 2017; Jickling et al. 2018b) as a means to challenge the straitjacket constraints of neoliberal higher education. Over time, the wild has been banished from classrooms: the call for wild pedagogies might mean that we have reached the limits of the “tamed” ‒ and we have tamed a lot in order to offer a “one size fits all” approach to (higher) education (Jickling et al. 2018a). The tendency for higher education to teach more and more people in less and less time, has implied an understanding of teaching that is characterised by efficiency and processing, at the cost of the process of learning as a relational becoming with the world in the posthuman condition we live in (Braidotti 2019). In this article, vignettes are used to offer an account of our critical posthumanist incursions as university lecturers into curriculum practices. We use a diffractive gaze to present the generative potential of non-anthropocentric approaches as well as the struggles that these present as we strive to de-center our humanistic tendencies towards curriculum knowledge and teaching within the neoliberal space, we find ourselves.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135610489","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}
Through the rapid development of virtual reality (VR), South African Higher Educational Institutions (HEIs) have shown interest in the potential VR has in teaching and learning practices. HEIs are further urged by the South African government to use cutting edge educational technology (edtech) tools to promote student engagement and limit the high dropout rates noticeable in HEIs. The researcher explored the perceived impact VR can have on student engagement. A qualitative research methodology was adopted for this study and the research instruments included open-ended questionnaires, semi-structured interviews, and a true experiment. Thirty-six participants took part in the study. The results of the study highlight a 23 per cent higher pass rate and a 180 per cent higher engagement level in students using VR as opposed to students studying via online distance learning. Two themes emerged from the results, namely: (1) the use of VR in teaching and learning, and (2) the influence VR has on student engagement levels. The results of this study further highlight that VR learning yields higher student engagement levels and as a result, students achieve higher marks. The significance of the study lies in the assistance it can offer higher educational institutions in their decision-making process of adopting VR into their teaching and learning processes.
{"title":"Can virtual reality have a positive influence on student engagement?","authors":"M Grewe, L GIE","doi":"10.20853/37-5-5815","DOIUrl":"https://doi.org/10.20853/37-5-5815","url":null,"abstract":"Through the rapid development of virtual reality (VR), South African Higher Educational Institutions (HEIs) have shown interest in the potential VR has in teaching and learning practices. HEIs are further urged by the South African government to use cutting edge educational technology (edtech) tools to promote student engagement and limit the high dropout rates noticeable in HEIs. The researcher explored the perceived impact VR can have on student engagement. A qualitative research methodology was adopted for this study and the research instruments included open-ended questionnaires, semi-structured interviews, and a true experiment. Thirty-six participants took part in the study. The results of the study highlight a 23 per cent higher pass rate and a 180 per cent higher engagement level in students using VR as opposed to students studying via online distance learning. Two themes emerged from the results, namely: (1) the use of VR in teaching and learning, and (2) the influence VR has on student engagement levels. The results of this study further highlight that VR learning yields higher student engagement levels and as a result, students achieve higher marks. The significance of the study lies in the assistance it can offer higher educational institutions in their decision-making process of adopting VR into their teaching and learning processes.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135613889","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}
If virtual assessment lies at the heart of the open, distance and e-learning experience, then information about student responses to the assessment is vital. Feedback is generally thought of as being conveyed by the e-tutor to the student; however, the feedback mechanisms ecosystem demonstrates that student-to-lecturer and student-to-institution are also vital types of feedback. The study followed the mixed method approach to investigate the perceptions of 148 students in the Department of Educational Management universities in South Africa. Of the participants, 143 responded to questionnaires, and the remaining 5 were interviewed by means of a semi-structured interview schedule. The findings indicate that e-tutors did provide feedback to their students, and also that the efficient provision of effective feedback is essential to student learning and continues to be a key concern for many higher education institutions. However, the study also revealed that e-tutors provided conventional, one-dimensional assessment feedback, with negative consequences for teaching and learning. It is recommended that e-tutors should give feedback that encourages students rather than expressing criticism.
{"title":"Examining teaching and learning through feedback in open distance and e-learning: The views of the students","authors":"L.I. Lumadi","doi":"10.20853/37-5-5373","DOIUrl":"https://doi.org/10.20853/37-5-5373","url":null,"abstract":"If virtual assessment lies at the heart of the open, distance and e-learning experience, then information about student responses to the assessment is vital. Feedback is generally thought of as being conveyed by the e-tutor to the student; however, the feedback mechanisms ecosystem demonstrates that student-to-lecturer and student-to-institution are also vital types of feedback. The study followed the mixed method approach to investigate the perceptions of 148 students in the Department of Educational Management universities in South Africa. Of the participants, 143 responded to questionnaires, and the remaining 5 were interviewed by means of a semi-structured interview schedule. The findings indicate that e-tutors did provide feedback to their students, and also that the efficient provision of effective feedback is essential to student learning and continues to be a key concern for many higher education institutions. However, the study also revealed that e-tutors provided conventional, one-dimensional assessment feedback, with negative consequences for teaching and learning. It is recommended that e-tutors should give feedback that encourages students rather than expressing criticism.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135667893","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 COVID-19 pandemic that has engulfed the whole world has given rise to a number of previously disguised challenges to higher educational institutions (HEIs). In the blink of an eye, lecturers had to facilitate learning in remote environments without any prior training. What aroused the interest in this study was the need to know how lecturers at one university dealt with the sudden shift to remote teaching during the pandemic. The way in which lecturers dealt with the shift may reveal their self-directedness. Using a qualitative open-ended questionnaire, we explored lecturers’ experiences of facilitating remote learning during the pandemic with the aim of uncovering their experiences and exploring how these experiences revealed lecturers’ self-directedness. The findings suggest that lecturers had both positive and negative experiences about facilitating online learning in their remote areas. We concluded that, even though lecturers experienced challenges in facilitating remote learning, most of them were able to introduce solutions to those challenges, indicating some element of being self-directed learners.
{"title":"Adapt or preserve: Lecturers’ experiences of teaching and learning during the COVID-19 pandemic in South Africa and their self-directedness","authors":"S. C. Mahlaba, E. Mentz","doi":"10.20853/37-4-4858","DOIUrl":"https://doi.org/10.20853/37-4-4858","url":null,"abstract":"The COVID-19 pandemic that has engulfed the whole world has given rise to a number of previously disguised challenges to higher educational institutions (HEIs). In the blink of an eye, lecturers had to facilitate learning in remote environments without any prior training. What aroused the interest in this study was the need to know how lecturers at one university dealt with the sudden shift to remote teaching during the pandemic. The way in which lecturers dealt with the shift may reveal their self-directedness. Using a qualitative open-ended questionnaire, we explored lecturers’ experiences of facilitating remote learning during the pandemic with the aim of uncovering their experiences and exploring how these experiences revealed lecturers’ self-directedness. The findings suggest that lecturers had both positive and negative experiences about facilitating online learning in their remote areas. We concluded that, even though lecturers experienced challenges in facilitating remote learning, most of them were able to introduce solutions to those challenges, indicating some element of being self-directed learners.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135441720","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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