Die onderwyseres se persepsie van intrinsieke bevorderingshindernisse

Thesis (MEd)--PU for CHE, 1998This research focussed on the following issues: • The underrepresentation of female teachers in educational management posts • The teacher's perception of intrinsic promotional barriers. The investigation into the female teacher's perception of intrinsic promotional barriers as reason for her underrepresentation, was based on a study of available literature. Her femininity and female attitudes are held responsible for her underrepresentation. Documented intrinsic perceptions are • sex roles and sex-role typing • sex-role socialisation • societal stereotyping • psychological expectations • motivation and career expectations • role conflict. The female teacher's perception of intrinsic.barriers, as identified by the study, was empirically verified by means of a structured questionnaire. The study concludes with a summary, deductions and recommendations drawn from the research. Intrinsic promotional barriers that are experienced by the female teacher, include: • Sex roles and the influence of sex-role typing • Role conflict. Intrinsic promotional barriers that were not widely experienced by female teachers were: • Sex-role socialisation • Societal stereotyping • Psychological expectations • Motivation and career expectations. The recommendations were that the principles of equality and non-discrimination should be reinforced, the use of "educator" instead of "teacher" encouraged and an enquiry into extrinsic barriers to promotion, followed by the implementation of a management development programme.Master

Towards a blended learning approach: a cooperative model for continuing teacher education

The successful delivery of academic and logistical support and overall quality assurance processes will determine the survival of open and distance learning (ODL) in the higher education (HE) sector. The literature emphasises that barriers to success for ODL students are primarily concerned with student support, be it academically, administratively or financially. The social divide between student-lecturer and student-administrator is crucial and the need for sufficient student support - based on social justice principles - is inevitable in a developing country such as South Africa. The focus of this article is a case study of a partnership value-chain between a tertiary academic institution - North-West University (NWU) - and a private education and training institution - the Open Learning Group (OLG). It draws on blended learning and social justice theory which constitutes efficient student support in a cooperative partnership mode. It reports on what the praxis reveals in establishing success criteria towards the development of a mega-university. This model decreases risks, saves costs, ensures academic and logistical quality, and builds operational strength through best practices from both partners. The basis of this partnership is a service-level agreement that includes sufficient auditing and tracking systems to determine the quality of performance, implementation and feedback

Assessment of the quality of interaction in distance learning programmes utilizing the Internet or interactive television : perceptions of students and lecturers

WebCT, a web-based virtual learning environment (VLE) and Interactive TV (ITV) are relatively new technologies that are used to deliver distance education at the Faculty of Health Sciences, Stellenbosch University. This study explores how effective current approaches to instructional design and interaction have been in utilizing these two technologies to support interaction and what lessons can be learnt. Five focus-group interviews were held with students and lecturers to assess the perceived quality of student–lecturer/student–student interactions. All students were invited to complete a questionnaire at the end of every module to assess their perceptions of interaction. Interaction was highly valued by students and lecturers participating in distance-learning programmes utilizing either VLE or ITV. Students rated courses using both technologies as moderately interactive. Significant differences between VLE and ITV were detected in student–lecturer and student–student interactions, use of additional modes of communication, instructional design, technological interactivity and social rapport activities. The groups did not differ across a number of likely barriers to interaction and both also reported the need for more flexible and better paced instructional designs

The relationship between identity, language and teaching and learning in Higher Education in South Africa

he study on the relationship of identity, language and teaching and learning was conducted by a team of eight members at a higher education institution in the Western Cape. The aims of the research were to investigate the relationship between language, identity and learning, to show how this investigation can benefit dialogue about transformation, and to facilitate the research development of the team. The research design made use of narrative and educational biography in semi-structured interviews with 64 staff members and 100 students. The study supports views of identity as constructed and non-unitary. It shows how language, both as proficiency in the dominant medium of communication and as discourse, is a key component of identity in a higher education institution. The interviews demonstrated how, according to lecturers and students, language and discourse function as primary influences on individuals’ acculturation and integration into the academic community. According to the interviewees, language as a marker of identity is interwoven with other aspects of identity. It is both a resource and a source of identification and affiliation. The research demonstrated that dialogue and self reflection can be facilitated via research into identity, teaching and learning, and that this can be beneficial for both the interviewees and the research team