Self-Directed Learning in the era of the COVID-19 pandemic

The COVID-19 pandemic severely impacted teaching and learning at higher education institutions (HEIs), and this book disseminates research findings on a series of cross-campus online initiatives of the North-West University (NWU) to ensure high-quality self-directed learning, whilst simultaneously attending to the need for inclusion and diversity in this challenging context. The golden thread running through the 13 chapters is how this HEI responded to the pandemic in a creative way through its investment in online virtual student excursions, based on problem-based, cooperative learning and gamification principles to support self-directed learning. Whereas virtual excursions usually refer to learning opportunities where ‘a museum, author, park or monument is brought to the student’ (Hehr 2014:1), the virtual excursion in our context is an activity system (Engeström 1987) where students’ learning is scaffolded across the zone of proximal development (Vygotsky 1978) and where their ‘social and pedagogical boundaries are stretched or expanded’ (De Beer & Henning 2011:204). Students engage as Homo ludens, the playing human (Huizinga 1955), in learning activities embedded in an ill-structured problem, and through reflective activities, they are encouraged to reflect on their own naïve understandings or biases. This ‘tension’, or in Veresov (2007) parlance, ‘dramatical collisions’, provides a fertile learning space for self-directed learning

Self-Directed Learning in the era of the COVID-19 pandemic

The COVID-19 pandemic severely impacted teaching and learning at higher education institutions (HEIs), and this book disseminates research findings on a series of cross-campus online initiatives of the North-West University (NWU) to ensure high-quality self-directed learning, whilst simultaneously attending to the need for inclusion and diversity in this challenging context. The golden thread running through the 13 chapters is how this HEI responded to the pandemic in a creative way through its investment in online virtual student excursions, based on problem-based, cooperative learning and gamification principles to support self-directed learning. Whereas virtual excursions usually refer to learning opportunities where ‘a museum, author, park or monument is brought to the student’ (Hehr 2014:1), the virtual excursion in our context is an activity system (Engeström 1987) where students’ learning is scaffolded across the zone of proximal development (Vygotsky 1978) and where their ‘social and pedagogical boundaries are stretched or expanded’ (De Beer & Henning 2011:204). Students engage as Homo ludens, the playing human (Huizinga 1955), in learning activities embedded in an ill-structured problem, and through reflective activities, they are encouraged to reflect on their own naïve understandings or biases. This ‘tension’, or in Veresov (2007) parlance, ‘dramatical collisions’, provides a fertile learning space for self-directed learning

'n Model vir die kortkursus-indiensopleiding van onderwysers vir die leerarea Tegnologie

Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2006.The term technology indicates the process where knowledge, skills and resources are applied to identify human problems and needs and to solve it through analysis, planning, manufacturing, implementation and evaluation. Technology education of the learner is important because it becomes necessary for all people to become technological literate to be able to solve problems, to understand and use technology responsibly and to show appreciation for the interaction between man, technology and the environment. Technology is a relative new learning area that was implemented in the curriculum of the Intermediate and Senior phase. The problem is that educators, who received training before the implementation of this learning area, are not specifically trained for this learning area. These educators are specialized in other subject disciplines than the one needed for the teaching of technology. It is important for educators to have adequate subject knowledge and skills, as well as subject specific pedagogical knowledge and skills to teach the subject effectively. Qualified educators can be retrained in a new subject field by attending in-service training courses. In-service training in the South-African school system is currently uncoordinated. is done in an ad-hoc way and is not regarded as part of the professional development of educators. It is especially short courses that show shortcomings with regard to the needs of the educators, time available and form of training. Educators who do attend in-service courses experienced problems to implement the new knowledge and skills in the school situation, due to a lack of support. The need for a comprehensive short course model based on the specific needs of learning area technology teachers was identified. A situation analyses where learning area technology subject advisors as well as the learning area technology teachers were involved, were done, after which a model was presented. The model is based on four variables, namely context, process, strategy and structure, and content. These four variables determine the further development of the model and influence the outcomes, design, implementation, evaluation and closing. Central to the model is the reflection that is integrated with each phase of the model. Through critical reflection problems in each phase can be identified in time after which the necessary adaptations could be made. This will contribute in making sure that training is still done according to the specific participants needs and that it is done as effectively as possible.Doctora

Invloed van 'n voedingopvoedingprogram op die kennis van en houding oor gesonde eetgewoontes van swart vroue

MSc (Huishoudkunde), North-West University, Potchefstroom CampusWomen are viewed as the gatekeepers of the food channel to the family (Lewin, 1940). Various external factors such as the availability of food and socio-cultural factors as well as internal factors such as knowledge and attitude influence a woman's food choice. Nutrition education may improve her knowledge and attitude, which may lead to improved eating habits in the family . ln this study the impact of the Food and Nutrition section of the Women's Outreach Foundation 10 Programme (WOF 10 Programme) is evaluated summatively, according to a transcultural research approach. Changes in knowledge (tested as knowledge retention) and attitude are measured in four research groups. A 22 item Likert type knowledge test was developed and standardised with acceptable metric characteristics. The knowledge test had a degree of difficulty of 0,5; Cronbach a reliability of 0,72 and a unidimensionality (REP) of 0 ,95 . A 53 item attitude scale was similarly developed and standardised with a Cronbach a reliability of 0 ,86 and a unidimensionality (REP) of 0,90. The knowledge test and attitude scale were devided into three sections , healthy food, healthy eating habits and correct preparation and handling of food. The research groups consisted mainly of Tswana women from the Potchefstoom area and ranged in educational level from standard 6 to standard 10. The knowledge (tested as knowledge retention) and attitude of the three groups of Tswana women taking part in the WOF 10 Programme were tested prior to the presentation of the Food and Nutrition section and again three to five weeks afterwards. A control group who did not take part in the WOF 10 Programme were also tested. The knowledge levels of two of the four research groups showed no statistically meaningful change. These two groups also showed no statistically meaningful improvement in attitude. Statistically meaningful improvements in knowledge and attitude were found in the third experimental group. Various reasons are given as possible explanations for these findings. The way in which the programme was presented, as well as external factors , such as the socio-economic situation of the respondents , and internal factors such as existing knowledge and development levels, could have influenced the impact of the programme. Meaningful changes in the knowledge and attitude of the control group were found. The reason for this may be the reactivity of the respondents caused by sensitisation to nutrition knowledge during the interviews. Recommendations are made regarding the development of a knowledge test and an attitude scale and regarding the planning and presentation of a nutrition education programme.Master

Adhering to scientific and ethical criteria for scholarship of teaching and learning

Despite expanding engagement in Scholarship of Teaching and Learning (SoTL), clear guidelines for ethical criteria for SoTL, and the implementation thereof remain limited. In this paper we critically reflect on how the ethics criteria and processes impact on lecturer engagement in SoTL, and we provide suggestions for lecturers, academic developers, and members of scientific and ethics committees on how to support research in teaching and learning, without losing the scholarliness of such research or hindering innovation in teaching. This paper provides a critical reflection on SoTL and ethics. Practical recommendations such as: the adaptation of ethical requirements, consultation between SoTL researchers and ethics committees and acknowledging that SoTL is not purely discipline- specific research, are provided. Taking these recommendations into account may support a better alignment between the ethical application process and the scientific approach of SoTL research

In-service training for technology teachers: a needs assessment

This paper reports on a needs assessment, conducted in two elementary schools in Quebec, that examined the use that teachers are making of the computer facilities, as well as their skill and confidence levels in this area. The first section provides a general description of the project, details the sources of information, and discusses the reasons for performing the assessment. Results of the analysis are presented in the second section, including summaries of: interviews with the school board director, the regional technology coordinator, principals, computer resource teachers, and the technology integration specialist at the Quebec Ministry of Education; teacher focus groups; and teacher surveys. The third section presents recommendations, including: description of the performance gap (i.e., the gap between teachers' current use of technology and the ideal vision described by various members of the school community); general recommendations in the areas of professional development, pedagogical support, and technical support; and a format for a workshop to enable teachers to incorporate technology into their teaching. An appendix contains the teacher survey, including results. (DLS

An experiential learning-teaching model in recreation studies: reflections on implementation

The recreation profession is a fast-growing, diverse, career field, creating unique challenges for academic institutions in preparing students. Not all the skills and competencies (graduate attributes) needed by entry-level recreation professionals can be achieved through academic curricula in classroom settings. Experiential learning pedagogy may address these challenges for recreation education. The Twin-Cycle Experiential Learning model (TCELM) can incorporate field- and classroom-based experiential learning into degree programmes. The purpose of this article is to investigate the experience of students in a recreation module that implemented an adapted TCELM. A holistic single-case is reported with qualitative data including student reflections, lecturer reflections and focus group interviews, subject to inductive coding. The merit of both cycles of the TCELM in student learning was examined. Group work and time management were two factors identified that may challenge the implementation of experiential learning. However, both these factors contribute to the development of essential skills for the workplace. It was concluded that the adapted TCELM is practically implementable within a recreation module at a higher education institution. However, attention should be given to student expectations, active learning opportunities and the time spent on experiential learning activities

An evaluation of technology teacher in training in South Africa: shortcomings and recommendations

Compared to other subjects Technology Education (TE) is regarded as a new subject both nationally and internationally. In the absence of an established subject philosophy Technology educators had little alternative than to base their professional teaching and learning practices on approaches from other fields of knowledge and to adapt these. TE is one of the compulsory subjects for learners in South Africa from grade 4–9 since 1998. One of the challenges was the fact that no previous teacher training programmes existed for Technology thus new ones had to be developed. This research described what the necessary knowledge, skills and values are that a qualified Technology teacher should possess and determined if teacher training institutions in South Africa provide opportunities to develop this qualities. Qualitative research was used to provide insight into the nature of pre-service Technology training programmes in South Africa, in order to identify shortcomings in the pre-service training of Technology teachers. The population consisted of senior faculty who have experience in the developing of pre-service training programmes and the training of Technology teachers. Findings of the study suggest a greater focus on the training of Technology teachers as subject specialists by establishing standards that is appropriate for tertiary training in order to enhance the development of subject knowledge; subject specific pedagogical content knowledge by implementing micro lessons; revision of time, planning and facilities for the practising of subject skills; and sufficient opportunities to practise, analyse and reflect on teaching processes to develop appropriate teaching strategies

Preparing recreation professionals: graduate attributes expected of entry-level recreation professionals in a South African context

The unemployment rate of graduate students in South Africa (SA) has increased more than 4% in the past 10 years. This increase can be ascribed to the current economic situation as well as the unemployability of these students. The focus was to determine the graduate attributes (skills and competencies that make students employable) required in entry-level recreation professionals in SA. A ranking-type Delphi study design was used, consisting of three iterations. Ten experts from the public, non-profit and private recreation sectors whose organizations employ entry-level recreation professionals were asked to rank the graduate attributes most required in students, and evaluate the relevance of graduate attributes for a SA context. Data were analzsed using descriptive statistics and inductive coding. “Passion for the profession”, “trainability and a willingness to learn” and “communication skills” were the top-ranked attributes. Clear differences were found in the expectations from SA graduates compared with United States graduates. “Creativity”, “ability to work with groups” and “conflict management” were added for the SA context. These results clarified what is expected of graduates entering recreation careers in SA, and it is therefore crucial that institutions preparing recreation students focus on these attributes in their programmes to enhance graduate employabilit