Lufungula Osembe, The Independent Institute of Education, South Africa

Feziwe Lindiwe Khomo, Durban University of Technology, South Africa

Read Here:

ABSTRACT

Active learning is evolving as an interesting area of research at many higher institutions of learning, and this paper presents its practical contributions and implications for developing e-learning contents for both mobile and web-based design platforms and interfaces. With current advances and development in the best design interfaces, the literature indicates that the gaps identified in designing e-learning contents for both mobile and web-based designed platforms need serious attention. This paper looked closely at both mobile and web-based design interfaces, design principles, and online engagement in view of recommending the best approaches to promote active learning. The study followed a Design Science Research (DSR) paradigm to develop the framework to promote active learning. Following a pragmatic research paradigm, the study used one single DSR cycle in the development of the framework after reviewing and analyzing literature. The proposed framework is comprised of 10 steps, and these are supplemented with best approaches using the proposed taxonomy of major motivations for system design

and use adapted from the Multi-Motive Information Systems Continuance (MISC) Model.

Reuben Dlamini, University of the Witwatersrand, South Africa

Read Here:

ABSTRACT

This article reports on research undertaken as part of a provincial government initiative to transform

education practices through the integration of digital technologies. A case study was done in the Gauteng province to understand the factors constraining the uptake of ICT in schools instead of peddling a unified globalist account. It was also an effort to understand why some teachers integrate ICT and others do not. There were 1 330 questionnaires distributed to 133 randomly selected schools, and 837 respondents returned their questionnaires. The response rate was 63%. It is within these methodological constraints and parameters that the results and related discussion should be viewed. Data analysis using descriptive statistics and Pearson correlation analysis revealed that teachers’ limited technological pedagogical knowledge and low experience in integrating computers into the classroom has had impact on ICT uptake. There is a dearth of practices for ICT integration in the classroom; however, there was congruence with the global perspective that context is key. The recommendations are to ensure ongoing technical and pedagogical support, to increase ICT professional development opportunities for teachers, and to conduct a systematic longitudinal study to provide a better understanding of various technologies in teaching and learning.

Ebrahim Adam, The Independent Institute of Education, South Africa

Ruan van den Berg, The Independent Institute of Education, South Africa

Read Here:

ABSTRACT

Institutions globally have been grappling with the sudden shift to e-learning due to lockdowns related to the pandemic. However, challenges associated with motivation and student engagement continue to persist. While it is expected that e-learning will become more entrenched in higher education, ignoring these challenges can affect the sustainability of e-learning. Therefore, it is imperative to explore approaches to overcome the challenges. Utilising a case study approach, supported by a focus group, the authors explore how gamified quizzes influenced the motivation of programming students. In this study, it was found that   articipants experience increased motivation when afforded autonomy, are given a chance to learn socially, and rewarded. However, motivation decreases when students perceive pressure or are not rewarded. Findings also indicate that gamified quizzes contribute to increased understanding and confidence. Ultimately, gamified quizzes are more suited for low stakes learning activities that reward engagement but do not penalise non-engagement or poor performance.

Dr Ritu Bhagwandeen, Central University of Technology, South Africa

Read Here:

ABSTRACT

The paper observes that nearly all universities in Zimbabwe offer crash academic programmes that are commonly Studies indicate that YouTube and YouTube EDU are very popular tools for digital teaching and learning. However, students from disadvantaged communities have significant gaps in experiences, knowledge of the world, and access to enrichment options such as YouTube. The objective of this study was to test the

effectiveness of YouTube versus PowerPoint presentation as a teaching tool to improve overall conceptual understanding of the topic, States of Matter, by 62 second-year pre-service teachers. A quasi-experimental design was used to select the groups conveniently; one group was used as an experimental group (n=31) and the other group was the control group (n=31). A pre-test for both groups was conducted on the first day at the same venue at the time when academic activities
ommenced at the university. The experimental

group as well as the control group consisted of seven (7) males (22.58%) and 24 females (77.42%).

A paired-samples t-test was conducted to evaluate the effectiveness of teaching through YouTube versus PowerPoint presentation. There was a statistically significant difference between the experimental (p=0.000) and control group (p=0.003) results. The findings of this study indicate that science lecturers can convey

information to their students via digital media, devices, and techniques to improve the understanding of chemistry content. This creates sustainable teaching and learning spaces that will improve overall teaching and learning.1eferred to as block release because students attend their face-to-face classes for a short space of time. The Covid-19 pandemic has intensified the use of block release. During block release sessions, students are taught all the course content for the whole semester which usually includes four courses. After the intensive face-to-face lessons, students are expected to write their assignments and then come back to write their final examinations at the end of the semester. The paper contends that the block release mode of instruction is typical distance education and therefore requires continuous student-instructor interaction through use of well-planned practice questions based on the course syllabus. To be effective, the paper suggests that the practice questions should be based on Benjamin Bloom’s taxonomy of questions. The questions focus on key verbs which include remember (or recall), understand, apply, analyse, evaluate and create. This approach enables students to master various types of knowledge which are factual, conceptual, procedural and metacognitive. The paper uses illustrative questions from public policy analysis which is a relatively new discipline in the context of Zimbabwe. The illustrative questions can also be applied across disciplines such as Family and Religious Studies, History and Geography.

Dr Avashni Reddy Moonasamy, University of Zululand, South Africa

Professor Gedala Mulliah Naidoo, University of Zululand, South Africa

Read Here:

ABSTRACT

The novel coronavirus pandemic continues to wreak havoc globally, and lockdowns added to the

disruption. In South Africa, higher education was thrust into online learning almost instantly. Before

the lockdown, online learning was not taken very seriously, and the rollout was delayed. Many higher learning institutions scrambled to switch over to online teaching and learning, and this move highlighted the disparities and profound inequalities among students, which have further exacerbated the digital divide. Students in the urban areas seemed to be better off than their counterparts who live in rural areas. Students living in rural areas struggle without having proper digital devices and poor internet connectivity.

Now that the COVID-19 restrictions are removed, it is vital to reflect upon the lessons learnt; therefore, this paper focused on the challenges experienced and how higher education can be transformed digitally by ensuring that all its students can benefit. The paper adopted a quantitative research approach with 125

undergraduate students participating. The paper was conceptualised using the Technological Acceptance Model and the Social Constructivism Theory. The findings reveal that students are not satisfied with the current state of oline learning and the key challenges confirmed the lack of digital resources, internet connectivity, availability of electricity, and high data costs. It is recommended that higher education develop strategic plans coupled with digital literacy and resources to equip both students and academics

to address the digital gap.

Zahida Myburgh, University of Pretoria, South Africa

Talita Calitz, University of Pretoria, South Africa

Read Here:

ABSTRACT

Private higher education institutions (PHEIs) in South Africa must apply to the Higher Education Quality Committee, a standing committee of the Council on Higher Education (CHE), for the reaccreditation of existing accredited  rogrammes. This article explores the internal quality
management systems at PHEIs to manage the programme reaccreditation process. The conceptual framework for this study is the PHEI Open System Model which presumes the PHEI to be an open system. In an open system in this model, ‘input’ is filtered from the external to the internal environment and catalyses the conversion of resources (‘throughput’) into ‘output’, i.e., a reaccredited programme. The responses of a purposive sample of PHEIs were considered. This is a qualitative study whereby data was collected through semi-structured interviews which served to investigate how PHEIs manage the programme  accreditation process and whether they present as open systems.

Tebello Tlali, National University of Lesotho, Lesotho

Julia Chere-Masopha, National University of Lesotho, Lesotho

Read Here:

ABSTRACT

Traditionally, little emphasis has been placed on defining postgraduate supervision as a teaching and learning practice. This lack of a clear conceptualisation is cited as a source of confusion and frustration among practitioners. Lately, there has been a growing acknowledgement that postgraduate supervision should continually be examined in teaching and learning terms. In an endeavour to reconceptualise and reframe postgraduate supervision, a qualitative approach was adopted. anchored within the constructivist

paradigm as its overarching theoretical framework. Perceptions of 10 supervisors from one university in Lesotho were analysed. Specific attention was paid to the supervisors’ definitions and practices to assess the extent to which they reflected their understanding of postgraduate research supervision as a teaching and learning practice. The findings revealed that while the selected supervisors perceived postgraduate supervision as a teaching practice, they continued to be frustrated and overwhelmed by the institutionalised vagueness that permeates this practice.

Ann-Kathrin Dittrich, University of Innsbruck, Austria

Irma Eloff, University of Pretoria, South Africa

Read Here:

ABSTRACT

Various studies have investigated the intention-behaviour gap in human behaviour, but research on this effect in the teaching and learning domain specifically are still sparse. This paper analyzes the enactment of intentions as it relates to the general pedagogical knowledge that teachers intend to apply in their classrooms. Based on a qualitative-reconstructive study within instrumental case studies, the study focused on the gap between teachers stated intended general pedagogical knowledge application and their intention-realization in the classroom. The findings indicated varying individual degrees of intentionbehaviour gaps among the three cases, but no full intention-realization in any of the cases. Conversely, the findings also show that all the teachers realized some additional components of their general pedagogical knowledge which were not initially stated at the point of planning.

Joanne Christine Schoeman, University of Pretoria, South Africa Salomé Geertsema, University of Pretoria, South Africa Mia le Roux, University of Pretoria, South Africa Lidia Pottas, University of Pretoria, South Africa Marien Alet Graham University of Pretoria, South Africa

Read Here:

ABSTRACT

There is a need for professional development (PD) among second language (L2) learners’ teachers to

bring L2 learners up to the same level as their home language (L1) peers globally and in South Africa. Speech-language therapists (SLTs) can provide PD for teachers on language and literacy development of L2 learners. Within the bioecological framework, a mixed method design was used to determine teachers’ PD needs through a questionnaire and dyadic interviews. The bioecological framework illuminated the

personal characteristics, context, and time factors that inform PD needs. The results indicate a  positive impact on teachers and L2 learners when schools prioritise teacher support for L2 learners. Teachers want to be involved in the implementation of PD, but many would prefer support without a coaching element. The findings provide direction for PD programmes to assist teachers with L2 learners in their class.

Alice Palm, University of South Africa, South Africa

Read Here:

ABSTRACT 

Early departure from the profession may result in a shortage of qualified teachers and may negatively affect learner performance. The loss of teachers from the profession before retirement age is a challenge faced by developed and developing countries across the world. This study seeks to determine the conditions under which teachers who had left the profession might consider returning. A qualitative study framed

within the Self-Efficacy Theory, was conducted. The participants consisted of 14 qualified teachers who had left the teaching profession within their first ten years of teaching. The research instrument used constituted in-depth interviews conducted in-person and online. A thematic data analysis was conducted and the themes and categories that emerged from the data were interpreted. The results indicated that teachers who had left the profession would return if their concerns regarding provision of a supportive environment, adequate remuneration, manageable workload, a more desirable curriculum and sufficient resources, were addressed. Findings are that teachers who return to the profession should be phased

in with regards to their workload and the number of administrative duties. The value of this study lies in answering a paucity in recent research and literature on prerequisite conditions for teachers to return to the profession.