- Article 1: A teaching model to promote learning agility in a university course
Caroline Azionya, University of Johannesburg, South Africa
Anna Oksiutycz, University of Johannesburg, South Africa
ABSTRACT
Producing graduates with advanced problem-solving capabilities that function in ambiguous complex
contexts is imperative for the academy and praxis. This paper articulates authentic learning theory within
an agile problem based learning approach as a pedagogical curricular foundation for a conceptual
model that diminishes boundaries between work and study to catalyse learning agility. It uses social
problems requiring interdisciplinary collaboration to develop students’ knowledge arenas using five
learning loops; Individual Discovery, Disciplinary Collaboration, Interdisciplinary Collaboration, Expert
Evaluation and Reflection. A knowledge arena is a locus for learning a specific domain. Learning loops are
the experiential processes through which knowledge arenas are constructed to inculcate learning agility
and gain industry relevant skills for work. The approach equips students with critical literacies, disciplinary
mastery, interdisciplinary reflective thinking skills and prepares them to respond more successfully to
uncertainty during decision-making. Each loop is incrementally complex to allow students to adjust their
learning from teaching, corrective and informational feedback, research, and informational inputs from
lecturers, tutors, industry and issue experts to apply them progressively with each iteration. The model can
be applied to various higher education curricula.
- Article 2: Creating an environment that nurtures deep learning: How does the National University of Lesotho fare?
Tebello Tlali, National University of Lesotho, Kingdom of Lesotho
ABSTRACT
The paper sought to explore the lecturers’ experiences concerning their teaching strategies and students’
learning approaches at the National University of Lesotho (NUL). Thus, the paper analysed these practices
mainly from the lecturers’ perspectives. The growing media negative views about the quality of the
teaching and learning practices at NUL necessitated research on the matter. Departing from an interpretive
paradigm, the study adopted a qualitative design. Date were gathered through semi-structured interviews
with lecturers across the seven faculties of NUL. The population consisted of 300 lecturers. However,
participants were purposively selected, and 14 (two from each of the seven faculties) participated in
this study. The assessment papers provided by the interviewed lecturers were analysed. The findings
indicate that lecturers are frustrated by the lack of a clear teaching and assessment policy. This situation
is exacerbated by inadequate training in teaching and assessment. In addition, the findings suggest
that there is a high prevalence of memorisation, reproduction of class notes and plagiarism among the
students. The paper proposes that the institution addresses these shortcomings through clear teaching,
learning and assessment policies as well as the establishment of comprehensive staff development and
student support programmes.1
- Article 3: Pharmacy students’ experience towards active learning using ‘Clickers’
Frasia Oosthuizen, University of KwaZulu-Natal, South Africa
Peter Owira, University of KwaZulu-Natal, South Africa
Varsha Bangalee, University of KwaZulu-Natal, South Africa
ABSTRACT
The knowledge and application of pharmacology is central to ensuring that pharmacists are able to fulfil
their professional roles. Academics teaching pharmacology in the pharmacy programme at the University of
KwaZulu-Natal must ensure ‘learning that lasts’ despite being faced with ever increasing student numbers.
In an attempt to achieve this, active learning, using clickers (an example of an audience response system),
was incorporated into an undergraduate pharmacology module in the pharmacy programme with the aim
of improving large group student learning. While clickers have been increasingly used as a tool to promote
active learning in the higher education domain, little is known about students’ experience towards its use
in undergraduate pharmacy programmes. This study sought to describe students’ experience and opinions
on active learning strategies using clickers. This was a quantitative, descriptive study that utilised a selfadministered
questionnaire conducted amongst level three pharmacy students enrolled in a pharmacology
module. Overall, student feedback was positive, as they indicated that they enjoyed using clickers - and
had an improved understanding of the course content. Students additionally benefited from the increased
facilitator and peer interaction. This study provides a motivation for including this teaching pedagogy in
other modules in the pharmacy programme.1
- Article 4: Quantitative exploration of students’ experience in cloud computing in a higher education institution
Natasha Madhav, Independent Institute of Education, South Africa
Kayode Emmanuel Adetunji, University of the Witwatersrand, South Africa
Meera K. Joseph, IEEE Computer Society, South Africa
ABSTRACT
The use of cloud computing in the educational sector is still in its evolving stage in countries like South
Africa. The readiness for cloud computing in South Africa has already gained momentum, but not many
researchers are looking into the quantitative exploration of students’ experience in the Cloud even though
these cloud technologies are perceived to expand the educational sector through distance learning and
data exchange among students. The slow uptake seems to lie with data security. In this paper, the authors
investigated the use of cloud services in higher education institutions considering students’ experiences.
Statistical Package for Social Sciences (SPSS) was used for Likert scale construction and analysis. The
results showed that over 65% of participants had problems with the usage of virtual labs due to lack of
skills and 89% of participants could learn more through practical experience. However, the IT skill level
of students may not determine their outcomes in module tasks while using cloud technologies. A strong
significant relationship between perceived ease of use and perceived value of cloud technologies proved
that the measure of students’ experiences while using cloud technologies will impact the value of the
technologies to assist in class module tasks.1
- Article 5: Nurse educators’ challenges and corresponding measures to improve the academic performance, success and retention of undergraduate nursing students at a university in the Western Cape, South Africa
Katlego Dumisani Trevor Mthimunye, University of Western Cape,
South Africa
Felicity Megan Daniels, University of Western Cape, South Africa
ABSTRACT
The aim of this study was to explore and describe the challenges experienced by nurse educators at a
selected School of Nursing regarding the academic performance, success and retention of undergraduate
nursing students and the measures implemented to overcome these challenges. An in-depth qualitative
research approach with an exploratory and descriptive design was implemented. Stratified purposive
sampling technique was used to recruit nurse educators to participate in the study. Data were analysed by
means of thematic analysis using Atlas, ti. Mac Version 1.6. software. Trustworthiness was safeguarded
by employing the principles of credibility, transferability, dependability and confirmability. Research ethics
was safeguarded by obtaining a written consent as well as ensuring privacy and confidentiality of the study
participants. The findings of this study indicate that nurse educators are faced with challenges related to:
(1) Nursing students’ lack of interest, motivation, dedication, commitment and poor class attendance; (2)
Lack of academic readiness of students admitted into the undergraduate nursing programme; (3) Students’
socioeconomic backgrounds and employment responsibilities; (4) Lack of proficiency in English; (5)
Structure of the undergraduate nursing programme; (6) The physical teaching and learning environment not
being conducive to learning; and (7) Unfavourable working conditions. The recommendations emerging
from this study indicate the need to address student related as well as school related matters.
- Article 6: Factors affecting job satisfaction at a private school in Pietermaritzburg, KwaZulu-Natal
Sudhindra Naidoo, University of KwaZulu-Natal, South Africa
ABSTRACT
Recently, private education in KwaZulu-Natal has encountered a decrease in overall employee satisfaction.
The objective of this study was thus to determine those factors affecting job satisfaction. This was achieved
through conducting a cross-sectional study at a private school in Pietermaritzburg. An anonymous
questionnaire was used to collect the data from 47 staff members. Results showed that age and race
were significantly associated with job satisfaction (p<0.05). The negative perceptions in relation to job
satisfaction mainly revolved around advancement and leadership. Strong positive correlations were found
between ‘environment and culture’ and ‘relationship with colleagues’ (r=0.697, p<0.05), ‘environment
and culture’ and ‘job security’ (r=0.650, p<0.05), and relationships with colleagues and job security were
found to be significantly associated with each other (r=0.660, p<0.05), and leadership with advancement
(r=0.300, p=0.043). Although most participants were satisfied with the general working conditions and
culture of the school, some expressed dissatisfaction with working conditions in their specific departments.
It is recommended that management ensures that working conditions are conducive to skills development
and empowerment of staff in order to promote job satisfaction.1
- Article 7: Reconceptualising teacher professionalism to address school violence: a quest to end corporal punishment
Vusi Mncube, University of Fort Hare, South Africa
Bekithemba Dube, University of the Free State, South Africa
ABSTRACT
The aim of the article is to argue for a need to reconceptualise teacher professionalism as a strategy to
mitigate school violence, as manifested with corporal punishment. The article draws data from participatory
action research, with a focus on teachers’ use of corporal punishment, despite it being outlawed in South
African schools. The study found that a lack of teacher professionalism through corporal punishment is
a form of school violence. The implication drawn from the researchers’ findings is that failure to address
the lack of teacher professionalism – especially regarding the use of corporal punishment – derails all
other attempts to combat violence in schools. It is against this background that the authors propose a
reconceptualisation of teacher professionalism to end corporal punishment. The article concludes with
the argument that for school violence, teachers need to put an end to corporal punishment and adhere to
basic of teacher professionalism.1
- Article 8: A curriculum design framework for alternative access programmes that supports student success in graphic design
Name: Dr Yolandi Burger
Supervisors: Dr S.P. van Tonder
Dr J.H. van Schoor
Institution: University of the Free State
Year of Award: 2018
Qualification: PhD
ABSTRACT
The South African higher education (HE) landscape has undergone many changes since the country’s first
democratic election in 1994. Among these changes, is the inclusion of alternative access programmes
(AAPs) in the programme mix of higher education institutions (HEIs). One of the purposes of AAPs is to act
as a student success mechanism in HE; however, this is not evident from the low graduation rate in South
African HE which is way below the ideal rate of 25% for contact education. This may be due to limitations
of AAPs noted in the reviewed literature of this study. The research was aimed at investigating features of
competencies developed through and/or factors related to successful AAPs for graphic design in order to
derive a curriculum design framework that embeds critical elements in AAPs so that it can support student
success in graphic design education.
Four research objectives were derived in support of the investigation of the stated problem, the first of
which necessitated a literature review and empirical exploration of the constitution/design of existing AAPs
and mainstream graphic design programmes, as well as the generic and discipline-specific competencies
that are cultivated through these programmes. The second research objective called for the exploration
of ways in which AAPs for graphic design might ensure student success, which also required a literature
review and an empirical investigation. The third research objective required an empirical analysis of
the status of one South African private HEI’s existing AAP for graphic design in order to identify the
specific AAP’s strengths, opportunities, aspirations and results (i.e. a SOAR analysis). The fourth and
final research objective involved the comparison, convergence, synthesis and integration of the findings
obtained through the investigations pertaining to the first three research objectives in order to compile a
curriculum design framework in line with the aim of this study.
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