Show simple item record

dc.contributor.authorSiebrits, Andre
dc.contributor.authorStoltenkamp, Juliet
dc.contributor.authorMokwele, Tebogo
dc.date.accessioned2015-09-09T20:14:07Z
dc.date.available2015-09-09T20:14:07Z
dc.date.issued2015
dc.identifier.citationSiebrits, A., Stoltenkamp, J. & Mokwele, T. (2015). The impact of tutoring in the digital academic literacy programme on graduate attributes at the University of the Western Cape. Advances in Research, 5(4): 1-31.en_US
dc.identifier.issn2348-0394
dc.identifier.urihttp://hdl.handle.net/10566/1592
dc.description.abstractThis study reports on the impact of a Tutor Work-Study Programme, within the Digital Academic Literacy Programme (DAL) at the University of the Western Cape (UWC), South Africa. This study was prompted by the need to investigate the impact of peer (student) tutoring initiatives on tutors’ learning, academic studies and future career preparation. This paper seeks to make a contribution to the broadening of conceptions regarding impact of tutoring programmes from knowledge gains in the recipients, to gains (and impediments) conferred to tutors supporting the delivery of the material. While the enquiry focuses primarily on the DAL tutors, it also includes an account of the impact of the tutors on the delivery and facilitation of programme, and on the registered UWC students served by it. A mixed-methodology is employed, incorporating qualitative and quantitative data, drawn from questionnaires and interviews. The sample consists the tutors in the programme (second semester, 2014) who agreed to take part in the study, as well as the three facilitators. Data are also drawn from a semester-end evaluation regarding tutoring. Findings reveal that participation in the DAL Programme had a strongly positive impact on the tutors, especially in skills gains and general career preparation. The tutors also had a strongly positive impact on the delivery and the facilitators. Finally, while most students enrolled in the DAL Programme were satisfied with the quality of the support and expertise provided by tutors in class, some areas for improvement are identified. Ultimately, the need to reflect critically on student interventions at Higher Education Institutions must be taken seriously, especially in the context of producing professional, knowledgeable, and employable graduates who are able to meet the demands of the modern information economy. In this context, the results of this research reveal that should the DAL Programme be discontinued or cease to be integrated into the curriculum at UWC, student development would be directly impeded, given the dire need for digital academic literacies.en_US
dc.language.isoenen_US
dc.publisherScience Domain Internationalen_US
dc.rightsThis is the author version of the published document. The author version is licensed under the Creative Commons Attribution license (CC BY 3.0 ZA) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
dc.source.urihttp://dx.doi.org/10.9734/AIR/2015/18995
dc.subjectDigital academic literaciesen_US
dc.subjectGraduate attributesen_US
dc.subjectPeer tutoringen_US
dc.subjectStudent developmenten_US
dc.titleThe impact of tutoring in the digital academic literacy programme on graduate attributes at the University of the Western Capeen_US
dc.typeArticleen_US
dc.privacy.showsubmitterfalse
dc.status.ispeerreviewedtrue
dc.description.accreditationUnknownen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record