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- The Independent Journal of Teaching and Learning
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- Volume 7, Issue 1, 2012
The Independent Journal of Teaching and Learning - Volume 7, Issue 1, 2012
Volume 7, Issue 1, 2012
Author Dolina DowlingSource: The Independent Journal of Teaching and Learning 7, pp 3 –4 (2012)More Less
Challenges surrounding the massification of higher education are not confined only to South Africa but also concern governments, policy makers, and managers of higher education institutions globally. Indeed 'Attaining and Sustaining Mass Higher Education' was the theme of the Organisation for Economic Cooperation and Development (OECD) biennial conference in Paris in September 2012. The management of access - one of the sub-themes of the conference - is particularly important. This is crucial for successful higher education study, which is a major contributor to young persons fulfilling their aspirations, their future employability, and by extension leading prosperous and fulfilled lives. However, it could be argued that this sub-theme is even more important for South Africa as it continues with its national transformation project of society, and the important role that higher education is expected to play in contributing to the economic development of the country.
Investigating the nature of epistemological access afforded by a first-year chemistry intervention programme : towards a pedagogy of possibility!Source: The Independent Journal of Teaching and Learning 7, pp 5 –13 (2012)More Less
This paper describes a study motivated by a general concern to capture innovative and effective practice in higher education, supporting a move towards a 'pedagogy of possibility', 'understanding who we are and what we do', opening up 'new ways of being in the university' (Boughey, 2010). The research seeks to investigate the nature of epistemological access afforded by a first-year chemistry intervention programme, with an ultimate aim of contributing to the development of effective spaces for learning in higher education. The study is regarded as dynamic in terms of its emergence from, and its intended contribution to, practice. The outcome of this somewhat emergent process not only suggests relevant and useful insights into educational practice in higher education but also offers an appropriate and meaningful model for conducting research in higher education. This research contributes to the field both pedagogically as well as methodologically.
Author Cookie M. GovenderSource: The Independent Journal of Teaching and Learning 7, pp 14 –23 (2012)More Less
In order for higher education students to perform well academically, they need to be engaged and intrinsically or self-motivated. They require motivational programmes with tools and techniques to guide them to take responsibility for their learning, perform well at assessments and graduate successfully. Research was conducted on a group of higher education students to investigate whether the implementation of a specific motivational intervention programme called 'Concepts for Academic Performance' results in improved performance, responsible attitudes and increased throughput rate. The aims of the research were to engage and motivate students while instilling a positive attitude towards learning, and to measure if the motivational programme increases student throughput rate through improved performance. Both quantitative and qualitative data were gathered, analysed and compared at pre-test and post-test phases. The findings reveal that students achieved higher academic scores in their post-test versus their pre-test and that they developed positive attitudes to learning and assessment after experiencing the motivational programme.
Source: The Independent Journal of Teaching and Learning 7, pp 24 –35 (2012)More Less
This article describes how art and design students within a higher education institution in South Africa are able to learn through transformation during the periods leading up to, and eventually writing, year-end examinations. The description is related through data generated by means of a focus group interview with five purposefully selected participants which was then followed up by one individual interview with a sixth participant. These interviews essentially adopted a qualitative research paradigm from which the contextual phenomenon embodied in an end-of-year examination could be investigated. The data collected yielded that participants felt that the most effective learning strategy involved group or collaborative learning. Collaborative learning as described in this paper can provide supportive structures that not only facilitate learning but go a long way to help realise personal transformations. More importantly, collaborative learning was explored as being a critical marker in determining that Transformative Learning (TL) had indeed occurred, even though TL as a pedagogical tool had never been applied.
Author John BallamSource: The Independent Journal of Teaching and Learning 7, pp 36 –45 (2012)More Less
At Varsity College (VC) and throughout the divisions of The Independent Institute of Education, academic developers are known by the title of 'Academic Development Coordinators'. This paper reflects critically on the development of this role. Some of the critical insights gained in this role are examined, from the author's initial appointment as an academic development coordinator based at one of the regional campuses, and then subsequently as the national academic development coordinator in which academic leadership is provided for the regional campus academic development coordinators. Thereafter three pertinent issues are explored with which the newly evolved role still grapples. Firstly, the unconscious ignorance of the complexity embedded within this role. Secondly, there is the profound shift in awareness that occurs in academic identity, from that of subject expert to a teaching and learning professional managing an academic culture. Finally, there exists the issue of how to manage sensitively an academic developer within the context of the institution's performative education agenda.
Author Wafa Abdulrahman AlmansooriSource: The Independent Journal of Teaching and Learning 7, pp 46 –54 (2012)More Less
This paper considers the role that learning outcomes play in the programme reviews conducted by the Higher Education Review Unit (HERU) of the Quality Assurance Authority for Education & Training (QAAET) in the Kingdom of Bahrain. The findings of the 12 bachelor programmes reviewed in the field of Business Administration reveal that almost all of those programmes have developed programme intended learning outcomes (ILOs). This, in most cases, is the result of the programme review framework developed and used by the HERU of the QAAET to review the programmes offered by higher education institutions operating in the Kingdom of Bahrain. There is evidence that the conducting of programme reviews has started a paradigm shift, moving programmes from an input-based approach towards an outcome-based approach. An outcome-based approach to programme design, delivery, assessment and evaluation will inevitably be of more significance as the Kingdom develops its National Qualification Framework, which is due to be implemented by the year 2014.
A developmental approach to an acceleration programme : an analysis of students' performance : practitioners' cornerAuthor Julie DouglasSource: The Independent Journal of Teaching and Learning 7, pp 55 –63 (2012)More Less
Acceleration was a course first offered in 2005 through the Vega School of Brand Leadership, a division of The Independent Institute of Education, in South Africa to undergraduate marketing and advertising students who were identified as weak writers or at risk of failing their first year of study. This paper describes the pilot process in Durban of a change in delivery for the Acceleration Programme (AP) in Semester 1, 2010, and compares the results of AP students with those of others in their year. Analysis showed the AP group performed best which prompted further analysis and comparison of marks within the first-year cohort. Qualitative data were collected from students and lecturers to deepen understanding of the AP process and to assist future decisions about the programme.