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- Volume 4, Issue 1, 2009
The Journal of Independent Teaching and Learning - Volume 4, Issue 1, 2009
Volume 4, Issue 1, 2009
Author Dolina DowlingSource: The Journal of Independent Teaching and Learning 4, pp 3 –4 (2009)More Less
The post-1994 government initiated a number of reforms to address the fragmentation and different educational systems instituted by apartheid. One of these was the introduction of outcomes-based education, which underpinned Curriculum 2005. Another was the replacement of the matriculation examination system by the new National Senior Certificate (NSC) in 2008. This aligned the national examinationsystem with Curriculum 2005.
Author Sue OellermannSource: The Journal of Independent Teaching and Learning 4, pp 5 –15 (2009)More Less
Previous attempts to overcome the problem of my students not engaging with their work and taking responsibility for their learning have had limited success. The core of this paper describes the intervention of an online activity using the self-test tool with true and false questions to overcome this problem. First, the broader educational climate, policies and trends are outlined, theories relating to the specific problem are cited in support of my intervention and the rationale for the use of the methodology of action research is described. Secondly, I explain how a specific online activity was implemented, outline the feedbackreceived and reflect on my findings from this activity as well as subsequent online student engagement and their implications for future action. Based on these findings I conclude that student motivation to study and their performance in tests and examinations is enhanced by offering them self-tests as a means of engaging effectively with their discipline.
Paving the way : academic excellence and the ACN101 tutorial programme at Varsity College, RondeboschAuthor Carla LeverSource: The Journal of Independent Teaching and Learning 4, pp 16 –22 (2009)More Less
Varsity College Rondebosch has experienced a pleasing three year trend of dramatic improvement in first year Commerce student results. This paper examines the contributing factors towards this result and attributes the ACN101 tutorial programme as the major contributing factor. An examination of the tutorial ethos on the Rondebosch campus, together with further research on the function and development of thisacademic resource, follows.
Author Tuntufye S. MwamwendaSource: The Journal of Independent Teaching and Learning 4, pp 23 –28 (2009)More Less
Mathematics self-efficacy is a person's assessment of how good he or she feels he or she is in dealing with the subject of mathematics. The purpose of this study was to examine a relationship between performance in mathematics and students' self-efficacy. The results showed a statistically significant correlation between mathematics efficacy and one's performance. The findings confirmed what other studies have previously reported. It was clear therefore that one's self-efficacy can boost performance in mathematics as well as in other subjects.
Source: The Journal of Independent Teaching and Learning 4, pp 29 –36 (2009)More Less
This paper is concerned with curriculum renewal in departments at a South African higher education andtraining institution with a career orientated focus. The driving forces for curriculum change derive, firstly, from government documentation which itself draws on aspects of the need for new knowledge workers in industry described by Gibbons et al in 1994. The features of such workers would be their ability to apply transdisciplinary knowledge in flexible ways to solve problems. Secondly, there is a need to retain students in the system and to help scaffold their learning through providing a workplace focus and fostering learning to learn skills. In an attempt to meet these needs co-operative staff groups were set up to design interdisciplinary, work-related tasks with associated explanatory and guiding criteria. In observingand talking to staff developing these tasks, difficulties were detected in working co-operatively, moving from evaluative to learner-support criteria, integration and allowing for more learner-centred control in assessment.
Author Sioux McKennaSource: The Journal of Independent Teaching and Learning 4, pp 37 –48 (2009)More Less
A significant change within South Africa's restructured higher education landscape has been the conversionof technikons into universities of technology. This paper explores the position, role and functions of universitiesof technology and the extent to which academic staff are experiencing a University of Technology (UoT) as different to a technikon. Conversations with eleven academic staff members at one UoT indicate that the change is perceived largely to have been about the re-branding of the institution-type and re-positioning it within the market sector. An analysis of the views of these academics about how the roles and functions of a UoT should differ from those of a technikon and from those of a traditional university provide insights into how UoTs are likely to function within the new higher education landscape. We argue that if South Africa is to maintain a diverse higher education sector, the roles and functions of different 'types' of institutions should remain distinct. UoTs should resist the urge to homogenize with established universities.
Author John BougheySource: The Journal of Independent Teaching and Learning 4, pp 49 –58 (2009)More Less
The power relations of 'expert' and 'trainee' often obtain in Higher Education capacity building interventions, particularly those aimed at academic staff new to the profession of teaching. However, as Jean McNiff argues in 'Action Research for Professional Development' (2002), what they really need in their professional learning is an appropriate form of support 'to help them celebrate what they already know', (hence the title of this article). In the article, the author describes a technique for orientating newacademics to their roles of teaching and learning, research and community engagement by asking them to describe graphically and metaphorically their personal understanding of the relationship between 'the lecturer', 'the student', 'the curriculum', 'teaching/learning', 'research', 'community engagement', in the context of 'a comprehensive university' situated in a 'local community' but also serving the needs of 'wider society'. Participants are asked to compare their own teaching and learning metaphors with those put forward by Fox (1983). The author argues that the technique of 'celebrating what we know' by combining the metaphorical and pictorial and sharing with colleagues, is enjoyed by participants and provides a useful starting point for practitioners to reflect on, and interrogate, their own practice.