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- Volume 15, Issue 2, 2001
South African Journal of Higher Education - Volume 15, Issue 2, 2001
Volumes & issues
Volume 15, Issue 2, 2001
Source: South African Journal of Higher Education 15, pp 159 –162 (2001)More Less
Students at higher education institutions in South Africa are exposed to changing epistemic contexts and postures. The concept "epistemic posture" refers to the ways in which human beings "do knowing" and the presuppositions they have about the "epistemic meta-narrative" (Newman & Holzman 1997:7). Not taking it for granted that lecturers' changing epistemic postures will live up to students' expectations of a lecturer, the researchers found it necessary to pause for a moment to ask the questions: What do students expect from lecturers? And will the introduction of socio-constructivism as a theory of knowledge and learning in an undergraduate Education course live up to the students' expectations of a lecturer? Therefore this article intends to: <BR>. briefly describe and explain which epistemic changes are taking place in South African higher education; <BR>. discuss the results of qualitative research done about undergraduate students' expectations of lecturers at a residential university; <BR>. discuss some possible challenges an threats which students might experience in a changing epistemic context at a higher education institution.
Source: South African Journal of Higher Education 15, pp 163 –170 (2001)More Less
Innovative teaching methods such as collaborative learning, teamwork and mind maps were introduced to teach Computer Science and Statistics courses at tertiary level. This article focuses mainly on the research methods used to research the effectiveness of these teaching methodologies. Soft Systems Methodology (SSM) was adapted and used to manage the research process. Both qualitative and quantitative instruments of measurement were used to compare the effectiveness of the model. Finally, it was possible with the use of this research method to prove that the new teaching strategies are successful in paving the way to lifelong learning.
Author A.B. ChimbgandaSource: South African Journal of Higher Education 15, pp 171 –178 (2001)More Less
The writing problems of ESL learners in our institutions of higher learning are a perennial cause for concern. This article discusses how process and task-based approaches can be used to enhance the academic writing skills of the learners. It reviews the shifting paradigms in composition theory and practice, and then goes on to examine the process approach which views writing as a process, as opposed to a focus on the written product. The different writing stages that can be implemented under this approach are examined as well as the dissenting voices which are critical of the approach. The second part of the article focuses on the task-based approach which currently underpins communicative writing. Here, the notion of task-based writing is discussed, as well as the variables that determine its success, the goals, the sequencing of tasks, and the implementation processes. The author argues that while process and task-based writing currently offer the best perspectives for developing the main skills in writing, such as fluency, complexity and accuracy, the approaches should not be taken as a panacea for all students' writing problems. Teachers might do well to select or combine a variety of those strategies which foster academic writing.
Source: South African Journal of Higher Education 15, pp 179 –185 (2001)More Less
At the University of Transkei teaching and research are considered to be two sides of the same coin. Research is thus regarded as a fundamental and indispensable activity. With the University facing the challenge of becoming competitive within the new structure of higher education in South Africa, a strategic plan for research in the Humanities and Social Sciences has resulted in a flexible blueprint for research development. The Research Resource Centre supports this initiative by facilitating research capacity development and research excellence within the University. This article discusses the role of the Research Resource Centre in the provision of research training for social science researchers and provides details of the various workshops and seminars used to develop skills in the use of statistics and computer-based statistical packages.
Source: South African Journal of Higher Education 15, pp 186 –194 (2001)More Less
There are two web-based outreach projects based in the botany department at the University of the Western Cape (UWC), providing high-school level learning resources in the area of Biology and Environmental Education. An analysis of guestbook submissions and server logs was made to determine if the resources were reaching learners and educators, the geographical distribution of learners, and the degree to which users find the resources useful for learning support. The results indicate that a substantial number of learners, educators and parents find and access the resources, and that they invariably find them useful. The majority of users come from outside of South Africa, although there are indications that the number of South African users is increasing. The data indicate that a website with content targeted at school level can be a useful outreach tool. However access to the Internet among school learners in South Africa is still in its infancy. Online outreach can also target the global population, and possibly help a historically disadvantaged institution such as UWC become a significant player in the global HE marketplace.
Source: South African Journal of Higher Education 15, pp 195 –204 (2001)More Less
It is a well established fact that many students find it difficult to understand chemical concepts, because chemistry is a multifaceted discipline, requiring complex thinking and reasoning. By incorporating more visual material into a chemistry lecture, the lecturer may succeed in restricting the overloading of the students' short-term memory, many a time the major factor leading to misconceptions. The goal of this research project was to investigate whether computer simulations used as a visually-supporting teaching strategy, can improve concept formation with regard to molecules and chemical bonding, as found in water. Both the qualitative and quantitative evaluation of responses supported the positive outcome of the implementation of computer simulations as a teaching aid. Maximum benefit should be reaped from available technological developments to ensure quality education to all learners in chemistry.
Source: South African Journal of Higher Education 15, pp 205 –217 (2001)More Less
Over the past 40 years a number of management, education and training fashions and fads have appeared. Critics argue that management adopts quick fixes and that new techniques may not represent permanent solutions. Others feel that managers adopt new techniques because they are working towards continuous improvement in a highly uncertain world. Remember that you can only achieve continuous improvement through training and development of the people in the organization. It is important that the appropriate training and assessing approaches should be used in the training and development of the multi-skilled artisan. The time ratio for training compared to development could be 70% to 30%. What is multi-skilling? Each and every person will have his/her own perception of this concept. A multi-skilled employee can be: <BR>. An employee who can do more than one job, like a millwright. <BR>. An employee who is trained in one job, but because of other inputs he/she can be utilised in different areas of the organisation. <BR>For the authors, multi-skilling refers to wide usability and adaptability of the worker in the workplace. In the training and development of the multi-skilled artisan the core syllabus will be the training part, and the peripherals the development part as set out in the model. The artisans' definition of life skills did correlate very closely with the definition given by the authors. The artisans' use of the new terminology came out very clearly during the second post-test. The authors think that the application of the assessment model (collage) was a success and that the outcomes were reached.