Geography Student Teachers’ Perceptions of Online Problem-based Learning Activities: A Case Study

As online learning is being embraced in higher education, geography modules that implement problem-based learning can integrate online platforms to support geography curriculum delivery and facilitate student collaboration. The aim of this case study was to explore full-time BEd geography student teachers’ (n = 98) perceptions of online problem-based learning activities in two third-year geography modules. The study used quantitative and qualitative research approaches based on questionnaire applications. The findings of the study indicate that the full-time BEd geography student teachers showed positive perceptions regarding the general aspects of online problem-based learning and the online problem-based learning process. Moreover, these student teachers were specifically impressed with the management of the university’s learning management system (Sakai named Efundi), Google Docs, as a collaborative online space on which to compile the problem-based learning report. The student teachers also held positive perceptions of the role-players in online problem-based learning, as well as the assessment rubric used to assess the online problem-based learning activities; hence, these have good correlations with online community of inquiry principles

Kriteria en strategieë vir die optimering van kontaktyd in die bereiking van leeruitkomste in die geografie-opleiding van onderwysstudente

Thesis (Ph.D.)--North-West University, Potchefstroom Campus, 2005.With the acceptance of Outcomes-based Education (OBE) in South Africa, the emphasis shifted from a teacher-centred to a learner-centred instruction approach. The learner-centred teaching approach of OBE is based on the social constructivistic teaching view. This view is based on the fundamental acceptance that people construe knowledge through interaction between their existing knowledge and beliefs and new ideas or situations within a social environment or milieu. It is thus essential that future Geography education students receive training in a similar manner as that which is expected of them as future practising teachers. Lecturers' and students' beliefs and perceptions of how instruction must take place, in the majority of cases, still support the traditional direct instruction approach where lecturers transfer knowledge to students mainly through formal lectures. The acceptance of the social constructivistic teaching approach for the training of Geography education students implies that the beliefs of lecturers and students as well as their roles in the teaching learning process, must change. This means that the purpose of contact time between lecturer and students must necessarily change. Contact time should not just be used by the lecturer for presenting content. It is the task of the Geography lecturer to create a learning environment where students are actively involved in cooperative learning environments in the learning process. The lecturer acts as facilitator, guide, enabler and fellow-explorer in the learning process. Contact sessions must be used to offer the students the opportunity to report back on the learning assignments and activities or to reflect on what has been learnt. Continuous formative assessment takes place during contact and non-contact times to give quick feedback on learning. The lecturer and students are involved in the assessment process. Clear assessment criteria must be compiled by the lecturer in cooperation with students so that the students will know precisely what is expected of them. Together with the learner-centred teaching approach, certain universities worldwide have been obliged to decrease contact time between lecturer and student. Reasons for this can mainly be ascribed to an increase in student numbers and to effectively vii manage the lecturers' time so that more time can be spent on research. The lecturer is supposed to design and plan a specific module so that the set learning outcomes could be achieved within the reduced time. Different guidelines are identified in the context of reducing contact time so as to ensure the effective achievement of learning outcomes. The lecturer should prepare, plan and manage contact time. Students must also accept larger responsibility for independent learning and attain some of the learning outcomes during non-contact times. To support students during non-contact times and to guide them in the attainment of learning outcomes and completion of assignments, students must make use of resource-based learning. The interactive study guide and work planning, as developed and compiled by the lecturer, is necessary for providing students with assistance and guidance so that students know precisely what is expected of them, what resources to use and when. It is furthermore necessary that the assessment strategies, that are used in the teaching of Geography, support the decrease in contact time. Bigger responsibility is given to students in the assessment process and is included in self and peer group assessment of and feedback to assignments. The Geography education lecturer involved in the development of the different Geography modules must make sure that over-assessment does not take place, but that students are exposed to multiple assessment methods. Decision-making by university management on decreased contact time was probably taken without considering the full implications for learner-centred teaching. This study is an attempt to implement a learner-centred teaching approach in the Geography training of education students within the optimising of contact time between lecturer and students. A concept model for the Geography training of education students was developed to ensure the successful attainment of learning outcomes. The perception and attitudes of the students regarding the concept model in Geography-training within the optimising of contact time was analysed, after which the examination results of the students were compared with results of previous years. From the information required in the literature as well as in the implementation of the concept model in Geography training, criteria and strategies for the effective training of Geography teachers in the optimising of contact time were developed.Doctora

Die invloed van informele nedersettings op die omgewing : 'n gevallestudie van Ikageng, Potchefstroom

MA (Geografie), North-West University, Potchefstroom CampusThe origin and development of informal settlements is a common sight around large Third World and South African cities. Because informal settlements will be the only affordable housing for the majority of new urbanites in these cities and towns in the future, a case study of informal settlements around lkageng, Potchefstroom, was undertaken. The purpose of this study is: i) to determine and describe on three spatial scales, namely Third World countries, in South Africa and in lkageng, Potchefstroom, the origin, nature and size of informal settlements, management strategies of authorities with regard to informal settlements, and the influence these settlements have on the environment; ii) to make possible recommendations from the results of the abovementioned investigation with regard to the management of informal settlements in lkageng in particular, but also in South Africa in general, in order to limit deterioration of the environment and to create better living environments. Information about informal settlements in Third World and South African cities was acquired through a literature study. The information for the settlements in lkageng was acquired through the completion of two separate questionnaires by previously identified community leaders and school principals, interviews with previously identified persons, the use of previous research on the informal settlements in lkageng and personal observation through fieldwork, maps, aerial photographs and a video of the area in question. The most important conclusions that come to the fore were the following: • In the Third World and South African cities, as well as in lkageng, the rapid urbanisation process contributed to the shortage of formal housing and the consequent development of informal settlements around these cities. Strategies followed by the authorities with regard to the development of informal settlements can be summarised in three main groups, namely a non-accommodating approach, laissez-faire approach, and an accommodating approach. • The non-accommodating and laissez-faire approach with regard to the development of informal settlements led to the origin of unplanned informal settlements around cities and towns. The informal settlements originated illegally and no infrastructure or services were provided by the authorities in the settlements. The accommodating policy regarding the development of informal settlements was pursued by some authorities as a means to alleviate the drastic housing shortage in cities and towns. The local authorities had to betimes provide suitable sites, and infrastructure and services in the planned informal settlements. • The development of informal settlements in Third World and South African cities and lkageng had direct negative influences on the social, economic and bio-physical environment of the inhabitants. The social, economic and bio-physical environments had indirect negative influences on each other, and this in turn had detrimental results for the other environments. In the cases where the planned informal settlements were successfully implemented by the local authorities, the negative influences on the environment were decreased and better living environments were created for the inhabitants. • The direct and indirect negative influences on the social environment of the inhabitants in most of the unplanned and planned informal settlements include poor health conditions, high occupation density and overcrowding, low-quality shelter, lack of basic services like rubbish removal, provision of water and electricity, sewage systems and a lack of recreation, health and education facilities. • The direct and indirect negative influences, on the economic environment of the inhabitants in most of the informal settlements, are characterised by the limited number of job possibilities, low income and high unemployment. • The direct and indirect negative influences, on the bio-physical environment of the inhabitants in informal settlements, include air and water pollution, soil erosion, the disturbance and removal of the vegetation and animal life. • To decrease environment deterioration through the development of informal settlements, it is important that the local authorities, private sector and the inhabitants co-operate to find solutions because the settlements are part of the greater urban area.Master

Die invloed van informele nedersettings op die omgewing : 'n gevallestudie van Ikageng, Potchefstroom

MA (Geografie), North-West University, Potchefstroom CampusThe origin and development of informal settlements is a common sight around large Third World and South African cities. Because informal settlements will be the only affordable housing for the majority of new urbanites in these cities and towns in the future, a case study of informal settlements around lkageng, Potchefstroom, was undertaken. The purpose of this study is: i) to determine and describe on three spatial scales, namely Third World countries, in South Africa and in lkageng, Potchefstroom, the origin, nature and size of informal settlements, management strategies of authorities with regard to informal settlements, and the influence these settlements have on the environment; ii) to make possible recommendations from the results of the abovementioned investigation with regard to the management of informal settlements in lkageng in particular, but also in South Africa in general, in order to limit deterioration of the environment and to create better living environments. Information about informal settlements in Third World and South African cities was acquired through a literature study. The information for the settlements in lkageng was acquired through the completion of two separate questionnaires by previously identified community leaders and school principals, interviews with previously identified persons, the use of previous research on the informal settlements in lkageng and personal observation through fieldwork, maps, aerial photographs and a video of the area in question. The most important conclusions that come to the fore were the following: • In the Third World and South African cities, as well as in lkageng, the rapid urbanisation process contributed to the shortage of formal housing and the consequent development of informal settlements around these cities. Strategies followed by the authorities with regard to the development of informal settlements can be summarised in three main groups, namely a non-accommodating approach, laissez-faire approach, and an accommodating approach. • The non-accommodating and laissez-faire approach with regard to the development of informal settlements led to the origin of unplanned informal settlements around cities and towns. The informal settlements originated illegally and no infrastructure or services were provided by the authorities in the settlements. The accommodating policy regarding the development of informal settlements was pursued by some authorities as a means to alleviate the drastic housing shortage in cities and towns. The local authorities had to betimes provide suitable sites, and infrastructure and services in the planned informal settlements. • The development of informal settlements in Third World and South African cities and lkageng had direct negative influences on the social, economic and bio-physical environment of the inhabitants. The social, economic and bio-physical environments had indirect negative influences on each other, and this in turn had detrimental results for the other environments. In the cases where the planned informal settlements were successfully implemented by the local authorities, the negative influences on the environment were decreased and better living environments were created for the inhabitants. • The direct and indirect negative influences on the social environment of the inhabitants in most of the unplanned and planned informal settlements include poor health conditions, high occupation density and overcrowding, low-quality shelter, lack of basic services like rubbish removal, provision of water and electricity, sewage systems and a lack of recreation, health and education facilities. • The direct and indirect negative influences, on the economic environment of the inhabitants in most of the informal settlements, are characterised by the limited number of job possibilities, low income and high unemployment. • The direct and indirect negative influences, on the bio-physical environment of the inhabitants in informal settlements, include air and water pollution, soil erosion, the disturbance and removal of the vegetation and animal life. • To decrease environment deterioration through the development of informal settlements, it is important that the local authorities, private sector and the inhabitants co-operate to find solutions because the settlements are part of the greater urban area.Master

Hybrid problem-based learning in Technology teacher preparation: Giving students a voice in their learning process

Technology education instils technological literacy in South African learners, preparing them for life and employment. Yet, few high school level Technology teachers are being trained and, therefore, ensuring that the few students who study to become Technology teachers are optimally prepared is vital. Learning strategies such as problem-based learning need to be implemented to provide students with opportunities to have a voice and be actively involved in their education. Hybrid problem-based learning (hPBL) has been successfully implemented in Geography and Life Sciences teacher education, but its utilisation in Technology teacher preparation has not been reported. Therefore, a concurrent triangulation research study was conducted at a South African university offering extensive Technology teacher preparation. The study explored how teacher students experienced and perceived hPBL as a teaching-learning strategy and how this gave them a voice in their teacher training. The study substantiated hPBL as a beneficial teaching-learning strategy to give Technology student teachers a voice - and actively involve them - in their learning construction

Self-Directed Learning for the 21st Century

This book is devoted to scholarship in the field of self-directed learning in the 21st century, with specific reference to higher education. The target audience of the book includes scholars in the field of self-directed learning and higher education. The book contributes to the discourse on the quality of education in the 21st century and adds to the body of scholarship in terms of self-directed learning, and specifically its role in higher education. Although all the chapters in the book directly address self-directed learning, the different foci and viewpoints raised make the book a rich knowledge bank of work on self-directed learning

Self-Directed Learning for the 21st Century

This book is devoted to scholarship in the field of self-directed learning in the 21st century, with specific reference to higher education. The target audience of the book includes scholars in the field of self-directed learning and higher education. The book contributes to the discourse on the quality of education in the 21st century and adds to the body of scholarship in terms of self-directed learning, and specifically its role in higher education. Although all the chapters in the book directly address self-directed learning, the different foci and viewpoints raised make the book a rich knowledge bank of work on self-directed learning

The decolonisation of the curriculum project

This book is the result of a longitudinal research project (2016–2018) funded by the National Research Foundation and the Fuchs Foundation, and it disseminates original research. The project researched the affordances of indigenous knowledge in the school science, technology and mathematics curricula. Short learning programmes (SLPs) were offered to STEM teachers, during which they engaged in creative and inquiry-based teaching and learning strategies. Research shows that strategies such as problem-based and cooperative learning have the potential to enhance self-directed learning. This design-based research was conducted in several provinces in South Africa (North-West Province, the Northern Cape, Limpopo Province, and in Gauteng). Based on the data obtained after each intervention, design principles were formulated for redesigning of SLPs. The qualitative research focussed on teachers’ lived experiences of the epistemological border-crossing between natural science and indigenous knowledge, their views on the nature of science and indigenous knowledge, and the reformed teaching and learning that took place after the intervention, in teachers’ classrooms