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oa Litnet Akademies : 'n Joernaal vir die Geesteswetenskappe, Natuurwetenskappe, Regte en Godsdienswetenskappe - ’n Netwerkperspektief op die gebruik koöperatiewe basisgroepe as tegniek om samewerking in afstandhoëronderwys te bevorder - opvoedkunde

Volume 16 Number 1
  • ISSN : 1995-5928

 

Abstract

Internasionaal word indringend vereis dat ’n groep kernvaardighede, wat ook as 21ste-eeuse vaardighede bekend staan, in hoëronderwyskurrikula geïntegreer moet word om graduandi vir toetrede tot ’n vinnig-veranderende werkswêreld voor te berei. Een hiervan is die vermoë om in spanverband saam te werk. In hierdie artikel word verslag gelewer oor die manier waarop die ontwikkeling van samewerkingsvaardighede in die kurrikulum vir Instructional Technology and Multimedia in Adult Education (INTMAEU), ’n nagraadse module wat deur die Universiteit van Suid-Afrika (Unisa) aangebied word, geïntegreer is. Die klas (N = 77) is ewekansig in 11 koöperatiewe basisgroepe met sewe lede elk ingedeel. Vir elke basisgroep1 is ’n besprekingspunt in Arend,2 ’n aanlynleeromgewing vir onderwysers, geskep. Die agenda vir deelname aan die besprekingspunte is gebaseer op die drie primêre take van ’n koöperatiewe basisgroep, naamlik akademiese-ondersteuningstake, roetinetake en persoonlike-ondersteuningstake. Die effektiwiteit van samewerking is binne ’n gelyktydiggeneste-gemengdemetodes-raamwerk ondersoek. Die netnografiese ondersoek het getoon dat twee tot sewe lede van tien van die basisgroepe die take uitgevoer het en dat die elfde groep nooit aan hulle besprekingspunt deelgeneem het nie. Verskeie lede van al elf basisgroepe het die take ook in ander basisgroepe uitgevoer. Die ingeneste sosiale-netwerk-analise (SNA) het getoon dat die studente hulle tydens die samewerkingsproses in geheelontwikkelingsnetwerke verweef het. Die ontleding van die sosiogramme van die geheelontwikkelingsnetwerke het getoon dat agt van die groepe saamgewerk het omdat geen student afgesonderd geraak het nadat die verbindings met die fasiliteerder verwyder is nie. Die vloei van hulpbronne is egter deur die aanwesigheid van verskeie eenrigtingverbindings beïnvloed, daarom kan afgelei word dat sommige lede van die groepe nie effektief saamgewerk het nie. Die belangrikste bevinding is dat koöperatiewe basisgroepe ’n bruikbare tegniek bied om samewerking in afstandhoëronderwys te bevorder, mits die geheelontwikkelingsnetwerke wat tydens die proses ontwikkel, ontleed word om die effektiwiteit van samewerking te ondersoek. Dié inligting behoort gebruik te word om aktiwiteite te skep wat samewerking kan bevorder. Daar word aanbeveel dat die tegniek in afstandhoëronderwys toegepas word omdat die suksessyfer van die saamwerkende studente beduidend hoër as dié van die afgesonderde studente was.


A network perspective on the use of cooperative base groups as a technique to improve collaboration in distance higher education 

Internationally it has become vital to integrate the development of a group of core skills, also known as 21st-century skills, into higher education curricula to prepare students for entering a rapidly changing working world. In this paper I report on the way I have integrated the development of one of these skill sets, namely teamworking skills, into the curriculum of Instructional Technology and Multimedia in Adult Education (INTMAEU).

INTMAEU is a postgraduate module offered by the University of South Africa (Unisa). This module forms part of the Diploma in Higher Education and aims at preparing lecturers to use technology and multimedia effectively in higher education classrooms. Traditionally, opportunities for the development of teamworking skills were limited, since the students do not attend classes. Currently, technologies can be used to create opportunities to develop teamworking skills.

The 2015 INTMAEU class (N = 77) was randomly divided into 11 cooperative base groups with seven members each. For each of these groups, a discussion point was created in Arend, an online learning environment for teachers. The agenda for participation was based on the three primary tasks of a cooperative base group, namely academic support tasks, routine tasks and personal support tasks. The efficiency of collaboration in each of these base groups was investigated within a simultaneously nested mixed methods framework. For the purpose of this research the quantitative method (Social Network Analysis or SNA) was nested in the qualitative method (netnography).

The netnographic investigation showed that two to seven members of ten of the eleven base groups took up the tasks of a cooperative base group. The eleventh group never participated. Various members of all base groups took up the tasks in other base groups as well, indicating that they were able to transfer the newly acquired skills to other social settings. The nested social network analysis confirmed the findings of the netnographic research and showed that various students had weaved themselves into whole development networks. During the analysis of the whole development network of each base group it was found that eight of the base groups collaborated, since none of the members became isolated after their ties with the facilitator had been discontinued.

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2019-04-01
2019-10-18

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