- Article 1: The contribution of the e-tutor model in an open distance learning higher education institution: the perspective of the e-tutor
Yvonne Joubert, University of South Africa, South Africa
Annette Snyman, University of South Africa, South Africa
ABSTRACT
The objective of this exploratory qualitative study was to determine e-tutors’ perceptions (only e-tutors’ perceptions, not students’ or lecturers’ perceptions) of the contribution of the e-tutor model towards an open distance learning institution, as well as to its students, from a sample of 31 out of 50 e-tutors in the Human Resource Management (HRM) Department. Open-ended questions were emailed to 50 e-tutors
in the HRM Department to be completed on a voluntary basis. The results indicated that according to these e-tutors, the e-tutor model may hold several benefits for the institution, including that it could assist to increase pass rates, provide support to students and lecturers, assist to bridge the ODL gap – the gap between students, lecturers and fellow students due to distance education, and provide a competitive advantage to the institution. The e-tutors’ views furthermore revealed that the model may hold substantial benefits for the students such as that it could assist students to understand the content and knowledge of
the learning matter better, keep them informed, increase interaction, motivate them, and increase support and the ability of students to graduate. Therefore, the study demonstrates that the ODL institution's use of the e-tutor model could increase its student success rates and institutional competitiveness.
- Article 2: Computer-assisted assessment: An old remedy for challenges in open distance learning
Martin Combrinck, Cape Peninsula University of Technology, South Africa
Willem J. van Vollenhoven, North West University, South Africa
ABSTRACT
The article reports on the experiences of lecturers on the implementation of computer-assisted assessment in an open distance learning context. Open distance learning is growing rapidly worldwide. The North-West University and Unit for Open Distance Learning are no different and the institution has a large component of open distance learning students. The aim of the research was to reflect on the experiences of lecturers with regard to the use of computer-assisted assessment. The Technology Acceptance Model and ADKAR model were used as conceptual frameworks. This study adopted a qualitative approach: interviews were conducted with 26 lecturers during 2015 and 2016. The data showed that computer-assisted
assessment (multiple-choice questions) have certain challenges, but can also contribute to a more effective open distance learning assessment strategy. Recommendations were formulated according to findings. The article concludes that computer-assisted assessment has a place in an open distance learning context. - Article 3: Exploring the impact of intimate partner violence on the women students living in cohabitation
Emanuel Mashabela, University of Fort Hare, South Africa
Jabulani Gilford Kheswa, University of Fort Hare, South Africa
ABSTRACT
The aim of the study was to explore the impact of intimate partner violence on female students living in cohabitation in one South African tertiary
nstitution. In a qualitative study comprised of 12 black isiXhosa speaking female students, aged 19-24, from the University of Fort Hare (Alice Campus), a purposive sampling was followed. The study was underpinned by Emersson’s social exchange theory. The participants gave their informed consent to be tape-recorded prior to conducting the focus group interviews, which lasted for almost an hour. Safeguarding their dignity, privacy and confidentiality was achieved by using seudonyms. To ensure trustworthiness of the study, Lincoln and Guba’s principles were followed, namely:
confirmability, dependability, neutrality and transferability. The findings revealed that cohabiting female students are subjugated in terms of expressing their rights to negotiate safe sex and are physically abused when refusing to terminate pregnancies. Furthermore, an impaired sense of autonomy and deprivation to bond with their own biological children were reported. Based on the findings, the authors conclude that there should be empowerment programmes for gender equality at tertiary institutions and parental support for female students. - Article 4: Mutual benefits of an experiential learning community project in South Africa: Perceptual skills development and learning support
Nkhensani Susan Thuketana, University of Pretoria, South Africa
ABSTRACT
This paper draws on Kolb’s experiential learning theory. Experiential learning can be used to create
and verify knowledge or to analyse truths and belief systems. The experiences of third-year Bachelor of Education (BEd) students and the benefits of stakeholder engagement in the delivery of teacher training are highlighted in this paper. Although learners were the focal point of this community engagement project, both in-service and pre-service teachers benefitted in terms of skills transfer and upskilling. Special emphasis was placed on reading comprehension and the effects of the underdevelopment of perceptual skills on learning. The epistemological theoretical insights in this paper contribute to teaching practice, equipping in-service teachers with the skill to link perceptual skills development to learning. The project made use of participatory action research (PAR) underpinned by Kolb’s interactive learning cycle of active experimentation, reflective observation, concrete experience and abstract conceptualisation. Two hundred and seventeen (217) student teachers, 20 Foundation Phase teachers and 300 learners from one school participated in this project. The results of this community engagement project revealed that community projects are essential in disseminating theoretical knowledge to in-service teachers, and thus, in sharing learning support strategies for children with special needs.
- Article 5: School-based professional development interventions: The effects of a lesson study approach for mathematics teachers
David Maleho Letloenyane, University of the Free State, South Africa
Loyiso Currell Jita, University of the Free State, South Africa
ABSTRACT
School-based professional development interventions are regarded as one of the most efficient ways to facilitate teacher learning. However, the available evidence supporting their effectiveness is limited. This paper assesses and seeks to understand the effects of a school-based professional development intervention that uses Lesson Study to foster improvements in the teaching and learning of primary and secondary school mathematics. Retrospective pre-testing and semi-structured interviews reveal that teachers perceive changes in their curriculum decisions and instructional practices after participating in the
intervention. Furthermore, the findings suggest that collaboration, peer observation and critical reflection are essential components in assisting teachers with the selection and implementation of effective teaching strategies. The findings suggest that school-based professional development interventions can be effective in improving teachers’ instructional practices and curriculum decisions. The authors therefore recommend
a shift towards more situated, collaborative and school-based professional development approaches for teachers.
- Article 6: Resilience and care: How teachers deal with situations of adversity in the teaching and learning environment
Alice Wabule, University of the Witwatersrand, South Africa
ABSTRACT
Focusing on the notion of teacher resilience, which has attracted much attention on teaching and teacher education in contemporary research, this article discusses manifestations of resilience and care in the professional practices of teachers in one school in Uganda, while navigating the challenging and competing demands of the job, their personal welfare and social needs. I draw on in-depth interviews and Focus Group Discussion (FGDs) with 32 teachers to show that teachers are not always indifferent to their job obligations and do not lack commitment to quality teaching as oftentimes presented in public discourse. I examine acts of professionalism such as care for learners and resilience that manifest both implicitly and explicitly, when faced with adverse conditions. By exploring their working lives, I present the various factors that lead to the successful and sustainable long-standing careers as teachers. I argue against the dominant discourse of criticism that is harmful and counterproductive to their self-esteem, morale and enthusiasm. The article suggests positive feedback that motivates self-evaluation of both strengths and weaknesses, and recognition of small acts of resilience and initiatives undertaken by individual teachers
as a way of uplifting the public image of teaching.
- Article 7: Micro commercialisation the new threat to teacher collegiality in Masvingo district
Kudzayi Savious Tarisayi, University of KwaZulu-Natal, South Africa
Everjoy Munyaradzi, Great Zimbabwe University, Zimbabwe
Munyaradzi Chidarikire, University of KwaZulu-Natal, South Africa
ABSTRACT
This article interrogates the phenomenon of money-making among humanities teachers in secondary schools in Zimbabwe. Contemporary literature (Murisa, 2010; Mukeredzi, 2013) reveals that there has been a deterioration in the working conditions of teachers which has dented teacher morale to an all-time low. In order to make ends meet, teachers resort to the micro commercialisation of education. A qualitative study was carried out in Masvingo district with the purpose of exploring the effects of education commercialisation on teacher collegiality among history and geography teachers. A convenient
sample comprising eight Heads of Departments (History and Geography) and 20 teachers within these departments was selected for this study. Data were generated through semi-structured interviews and focus group discussions. Findings from this study indicated that extra lessons have been commercialised, which has ripple effects on cluster-based seminars and school and teacher associations. The article concludes that micro commercialisation of education negatively affected teacher collegiality. The authors recommend
that the responsible authorities should address the working conditions of teachers in order to curtail micro commercialisation activities.
- Article 8: Exploring learner-centred approaches in Business Studies grades 10-12
ABSTRACT
This is a literature review of different scholars on learner-centred approaches to teach Business Studies in grades 10-12. The researcher engaged and reviewed literature in order to identify and analyse learnercentred approaches of teaching Business Studies in grades 10-12. Documents such as CAPS, Business Studies books and articles have been explored and analysed for the purpose of identifying learner-centred approaches to teach Business Studies. The objective is to identify and analyse different approaches that teachers can use to teach learners which engage and acknowledge the learner as knowledge producer.
The main focus today on teaching is how the learner learns the content rather than focusing on what they learn as well as how they will apply the content in real life situations such as a business environment whether owning or working in the business. Methodologies of teaching and learning are the primary focus now of teaching. You can be a content guru but it is useless if one does not have clear and usable strategies, approaches and methods of presenting the content to the learners to the extent that ensures learners understand and that they are able to apply the content. Constructivism theory is used to engage articles and elaborate on the learner-centred approaches. The author identified the following; oral
presentation, learner-teacher (learner as a teacher), learners as designer of teaching and learning aids, question and answer method, group-discussion, problem-solving, project-based learning, case studies and simulation. It is recommended that teachers also make use of field trip in order to familiarise learners with their future environment (businesses as workplace, and/ or inviting successful entrepreneurs to motivate
learners about business environment.
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