1887

n Tydskrif vir Geesteswetenskappe - Studente se leerbetrokkenheid aan 'n privaat hoëronderwysinstelling s

Volume 56 Number 1-0
  • ISSN : 0041-4751
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Abstract


Student engagement happens when students make a psychological investment in their own learning. They put much effort into learning opportunities that are offered and take pride not simply in earning the formal indicators of success (marks and grades), but in understanding what they learn and incorporating or internalising it in their lives. Since student dropout rates in South Africa are high, student engagement is increasingly seen as an indicator of successful teaching and learning in higher education. Students are considered to be engaged in their own learning when they are involved in their work, persist despite challenges and obstacles, and take visible delight in accomplishing their work. The term also refers to a student's willingness, need, desire and compulsion to participate in, and be successful in, the learning process promoting higher level thinking for enduring understanding. Sometimes student engagement can be seen as an ambiguous term that can be used to recognise the complexity of engagement beyond the fragmented domains of cognition, behaviour, emotion or affect, and in doing so encompass the historically situated individual within their contextual variables such as personal and institutional circumstances and contexts. It can thus be said that engaged students do not only refer to engagement at the personal, but also at the institutional level, whether it represents in-class or out-of-class learning.

Voorgraadse residensiële studente in Suid-Afrika se studie- en leerbehoeftes verskil beduidend van dié van vorige geslagte. Dit blyk duidelik uit die onlangse studente-onrus oor aangeleenthede soos studie-bekostigbaarheid, studente-toegang tot hoër onderwys en die leermodusse in hoër onderwys. Nuwe leerbehoeftes hou ook verband met aspekte soos tegnologiese geletterdheid, onmiddellike behoeftebevrediging, die beskikbaarheid van kennisbronne, studente se sosiale aspirasies en -verbintenisse, hul self-gesentreerdheid asook die mate van studentebetrokkenheid by onderrig- en leersituasies. Hierdie navorsingsprojek se eerste doel was om te bepaal wat die leerbehoeftes van 'n groep studente aan 'n gekose privaat hoëronderwysinstelling is; tweedens is gepoog om vas te stel hoe betrokke hierdie groep studente, volgens hul eie waarneming en dié van hul dosente, by leersituasies is en derdens, wat gedoen kan word om leerbetrokkenheid te bevorder en derhalwe studente se potensiaal tot leersukses te verhoog. Deur 'n gemengde-metode navorsingsontwerp en deelname van die studente en dosente, maak die ondersoek drie hoofbevindings: Eerstens dat veranderende leerbehoetes van huidige studente in privaat hoëronderwys deeglik besef en erken word. Tweedens dat sodanige studente hul betrokkenheid by leer deurgaans as belangrik beskou, maar dat voldoende leergeleenthede enersyds moontlik nie optimaal deur die instelling geskep word nie, of andersyds, waar dit wel geskep word, dit nie optimaal benut word nie. Derdens blyk dit dat studente in privaat hoëronderwys bepaalde leerbehoeftes het wat, indien dit bevredig word, kan bydra tot groter leerbetrokkenheid. Die bevindinge dui ook op implikasies vir dosente aan hierdie tipe instellings om beter vir 'n nuwe generasie studente se leerbehoeftes voorsiening te maak.

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/content/akgees/56/1/EJC186542
2016-03-01
2019-08-23

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