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- South African Journal of Higher Education
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- Volume 18, Issue 1, 2004
South African Journal of Higher Education - Volume 18, Issue 1, 2004
Volumes & issues
Volume 18, Issue 1, 2004
The role of discourse analysis in the conceptualisation of service learning in higher education : research in higher educationAuthor J-A. Van WykSource: South African Journal of Higher Education 18, pp 303 –321 (2004)More Less
Despite high levels of interest in matters civic within and among institutions of higher learning in South Africa, service learning as a vehicle for transformation of teaching and learning seems largely neglected and under-theorised. The challenge for academics as reflective practitioners is to engage in the discourses entailed in service learning, especially in how they shape the way academics think and produce understandings and critical engagements of service learning practices in their various local contexts. Discourse analysis as a critical framework for examining the meanings we assign to social and academic practices seems highly relevant to understand the usually taken-for-granted assumptions that imbue the concept of service learning. This article problematises the nature and purpose of service learning in the South African higher education context, especially against the backdrop of similarities and differences between academic knowledge and community knowledge, and how these practices assist academics in understanding how students reflect on who they are and what the purpose of their studies is. The article engages a specific example of service learning and unravels some of its dominant discourses which seek to produce and situate students, institutions and communities. What becomes apparent is that service learning practices are internal to the power discourses which constitute them.
Source: South African Journal of Higher Education 18, pp 322 –335 (2004)More Less
Research conducted in the late seventies and early eighties argues that learners conceptualise information differently, if it is offered through various (multiple) instructional methods (modes). Thus the term multimodal education was created ± nowadays a familiar educational approach. With the appearance of the Internet, the potential for disillusionment with multimodal education has become a possibility. This article considers the different kinds of multimodal education, as illustrated through a case study of a course where the Internet was introduced as an additional mode. The article demonstrates that the so-called channel view of multimodal education (channeling information to students through a variety of unique modes) is encompassed by the broader and more appropriate communication- view. According to this view, modes communicate different messages about the world and learning. This means that modes can easily convey inconsistent messages to learners. An awareness of potential inconsistencies is crucial to ensuring that multimodal education leads to higher quality learning.
Implementing learnerships : learner recruitment and selection - lessons learnt from the KwaZulu-Natal pilot projects : the practice of higher educationSource: South African Journal of Higher Education 18, pp 336 –352 (2004)More Less
Since the Skills Development Act of 1998, the `learnership' model of workplace training has been promoted in South Africa as a creative vehicle for addressing high unemployment rates and a scarce skills shortage. However, because learnerships are a recent innovation, the body of applied knowledge is small. This article aims to contribute to what is known through examining a series of pilot projects, implemented between 1997 and 2001 in KwaZulu-Natal, with specific reference to the recruitment and selection of learners. This process is a critical `input' into the establishment of any Learnership and should be carefully designed and planned if it is to be effective. Therefore we need to examine the process, identify lessons learnt and highlight emerging best practices for the future.
An interdisciplinary approach to design at the University of Pretoria : the practice of higher educationAuthor C. LemmerSource: South African Journal of Higher Education 18, pp 353 –363 (2004)More Less
This article investigates the implementation of an interdisciplinary approach to Design in Architecture, Landscape Architecture and Interior Architecture at the University of Pretoria, South Africa. Architecture, Landscape Architecture and Interior Architecture were previously offered as distinctive academic disciplines, located in separate academic departments. The process of integrating these closely related disciplines into a three-year Bachelor of Science (BSc) programme as well as a Magister (Professional) by course work commenced in 2001 and 2002 respectively. This new approach, unique in the context of South African higher education, is examined by means of a literature review and a qualitative inquiry.
Transforming teachers' conceptions of teaching and learning in a post graduate certificate in higher education and training course : the practice of higher educationSource: South African Journal of Higher Education 18, pp 364 –381 (2004)More Less
The changing context of higher education and the challenges this presents to lecturers has led to the introduction of accredited professional development courses for academics in some institutions. Many lecturers in higher education are finding that teaching the way they were taught and using the traditional lecture format is no longer always appropriate. If graduates are to function effectively in today's world, lecturers need to create teaching and learning contexts which promote their ability for life-long learning. Research shows that in order to achieve this, students need to be actively engaged in the learning process. This may require shifts in the way lecturers perceive their role. A central theme of the Postgraduate Certificate in Higher Education and Training (PGCHET) course discussed in this article is that of the critically reflective practitioner. From the research conducted it is clear that encouraging lecturers to reflect on their practices, to examine the epistemologies underpinning their disciplines along with what that means for teaching and learning, and then presenting them with a range of theoretical frameworks can lead to their developing or changing their conceptions of teaching. However, for the course developers it is also important to understand the factors that may militate against participants implementing new ideas and developing their practice.
Widening participation in science education : the potential for distance learning to deliver programmes of stydy in foundation level science : the practice of higher educationSource: South African Journal of Higher Education 18, pp 382 –394 (2004)More Less
The College of Science (COS) at the University of the Witwatersrand in South Africa has been running a successful access course to the Faculty of Science for over ten years. In this time, more than 370 BSc graduates have emerged from this programme. However, this programme offers access to only 200 students per year. The COS decided to broaden access to its programmes by making its existing courses in Physics, Chemistry, Biology, Earth Sciences and Mathematics available in open-learning format. This article provides the rationale and description of the project and presents some early findings on the research into the piloting of this programme in its first year.