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- Volume 5, Issue 1, 2010
The Journal of Independent Teaching and Learning - Volume 5, Issue 1, 2010
Volume 5, Issue 1, 2010
Author Dolina DowlingSource: The Journal of Independent Teaching and Learning 5, pp 3 –4 (2010)More Less
Along with the exponential growth of institutions of higher learning to meet the expectations of governments to have a highly educated and skilled workforce in order to meet the demands of the 21st century economy, there has been another major shift that has impacted upon the provision of higher education; namely, the growth of information and communication technologies (ICT) and its concomitant use in teaching and learning. This shift is not only in response to the explosion of ICT but also to the emerging learning styles of the new generation of school leavers that has come to be known as the 'net generation'. These learners have grown up in a world surrounded by web-enabled devices and thus possess an ease of communication with friends anywhere in the world. As a consequence, their perception of the world and the ways in which they assimilate information is different to that of previous generations. For instance, the former is more likely to want to know where to find information rather than to internalise knowledge or as another author puts it 'engage in surface rather than deep learning'.
Author Yougan AungamuthuSource: The Journal of Independent Teaching and Learning 5, pp 5 –14 (2010)More Less
Drawing on data gathered from thirteen semi-structured interviews with disadvantaged students, this article describes the challenges faced by university students in accessing Information and Communication Technology (ICT) resources. Students are constrained by access to ICT on many levels: physical access, psychosocial access, epistemological access and content access. This suggests that curriculum designers planning to include ICT in a programme need to consider access in its broadest sense if they are to prevent students from being on the wrong side of the digital divide.
Author Brendon FosterSource: The Journal of Independent Teaching and Learning 5, pp 15 –23 (2010)More Less
The net generation (Oblinger and Oblinger, 2005) was born around the time of the emergence of the personal computer, and, as a result has grown up with access to technology. Higher education institutions now face this generation of students in their classrooms. This paper discusses how technology has influenced the way these students process information and learn. The author, an Academic Development Coordinator at Varsity College, investigates the thoughts and perceptions of the teaching faculty about this generation and how the former can integrate technology into their teaching to support student learning. Suggestions are made regarding ways in which lecturers can respond to these students' learning styles.
Author Amanda HlengwaSource: The Journal of Independent Teaching and Learning 5, pp 24 –33 (2010)More Less
Higher education has three core pillars: teaching, research and community engagement. Teaching and research endeavours have dominated university agendas. However, momentum in prioritising community engagement is growing. The developing emphasis placed on the third pillar raises an opportunity to investigate how community engagement is conceptualised and therefore prioritised within the higher education landscape. Community engagement is expressed as a continuum in higher education inclusive of five overlapping activities of which service-learning is just one. This paper outlines what service-learning is and its potential role in the transformation of higher education, as well as to signal the importance of institutional commitment to service-learning. Lastly, the paper offers a synthesis of the available literature on how to implement successfully service-learning modules.
Author Sean N. JugmohanSource: The Journal of Independent Teaching and Learning 5, pp 34 –41 (2010)More Less
There is a growing demand for professionally educated and trained staff in the tourism sector. However, current literature reveals a significant disparity between the tourism education provided by institutions and the skills required by the industry. A major challenge facing institutions offering tourism education is the identification of industry needs and requirements and the involvement of industry in curriculum design. This paper examines the education, skills and training required of tourism employees and whether the provisions of higher education tourism courses are adequately meeting industry needs. Identifying this 'gap' will assist in the development of tourism education programmes that meet the needs of industry. The paper examines the perceived relevance of the tourism management qualification from three stakeholders' perspectives; namely, managers from the tourism sector, tourism graduate employees, and tourism academics. Surveys, in the form of structured questionnaires, were used to obtain information from the three groups. The overall findings of the study revealed that gaps exist in the tourism curriculum. The recommendations are that closer collaboration is required between academics and managers from industry and that a framework be developed in which the subjects, and industries are located.
Author Mandy LeeSource: The Journal of Independent Teaching and Learning 5, pp 42 –48 (2010)More Less
This article reports on a reflective writing assignment that was carried out with second year General Mathematics undergraduate Bachelor of Education Foundation phase students at a Private Higher Education Institution for Teacher Education in Kwazulu-Natal. In an attempt to get students to develop a better understanding of the mathematical process, a reflective writing assignment was implemented over a period of 6 weeks, which included affective, content and process entries. The intention was to get the students to link the journal entries to the subject content that was covered during lectures, reflect on whatthey had learned and how they could implement this knowledge practically. The students would then be ina position to identify any gaps in their knowledge, which they could address before being assessed underexamination conditions. Contrary to expectations, the students found the assignment to be an extremelydifficult task and disliked completing it. They found it very time consuming and could not always see any value in reflective writing in a Mathematics module. In this article the insight and experiences gained from the assignment will be presented from both the lecturer's perspective and the students' feedback.
Author Sandra StephensonSource: The Journal of Independent Teaching and Learning 5, pp 49 –56 (2010)More Less
The notion of review is not new to academia. Indeed, some may argue that critical reflection is a foundation stone of any intellectual endeavour. However, the introduction and rapid global spread of formal, regulated review systems as part of the quality assurance wave sweeping higher education has not been enthusiastically embraced by academics in general. This article discusses the role and use of reviews in a higher education context and, after considering the relationship between reviews and quality assurance systems, identifies essential elements of review frameworks and suggests practices and strategies which may enhance the value and impact of reviews in higher education institutions.