Scholarship of Teaching and Learninghttp://hdl.handle.net/10566/392024-03-29T10:06:10Z2024-03-29T10:06:10ZAn investigation into the use of emerging technologies to transform teaching and learning across differently positioned higher education institutions in south africa2Bozalek, Viviennehttp://hdl.handle.net/10566/79442022-09-23T00:00:45Z2011-01-01T00:00:00ZAn investigation into the use of emerging technologies to transform teaching and learning across differently positioned higher education institutions in south africa2
Bozalek, Vivienne
This paper reports on a project which was initiated in 2011 and which aims to learn more about emerging technologies in higher education in South Africa and their potential impact on enhancing learning in an inequitable educational landscape. This newly developed research project includes a team of researchers across eight differently placed South African HEIs and one international NGO (see footnote 1 for researchers in the team and their institutional affiliations). The paper elaborates on emerging technologies, the South African context, provides an overview of the rationale for the project and describes the research design for the project
2011-01-01T00:00:00ZHaunted Walks of District Six: Propositions for Counter-SurveyingMotala, SiddiqueBozalek, Viviennehttp://hdl.handle.net/10566/71002022-01-18T00:00:49Z2022-02-01T00:00:00ZHaunted Walks of District Six: Propositions for Counter-Surveying
Motala, Siddique; Bozalek, Vivienne
This article traces a pedagogical trajectory in South African higher education that started in engineering education and leads to walking-as-research. Situated on District Six, a well-known site of apartheid forced removals, a cartographic and diffractive methodology is utilized to trace the development of this pedagogy, as well as walks that have emerged out of mapping the site by means of geographic information system (GIS). We develop propositions related to a practice we call counter-surveying, and we trace two walks of District Six with people who are connected to the site. Recognizing the hauntological power of walking, we walk into the past and diffractively read the walks together with South African history, geomatics education, and posthumanist theory. Premised on relational ontologies, we attend to the ghosts of District Six and explore different ways of interrogating issues of land and education, while opening up a space for Otherness.
2022-02-01T00:00:00ZAn evidence-based approach to learning and teaching during the 2020 COVID-19 pandemicPather, SubethraBrown, VanessaLawack, Viviennehttp://hdl.handle.net/10566/60152021-04-15T00:00:37Z2021-01-01T00:00:00ZAn evidence-based approach to learning and teaching during the 2020 COVID-19 pandemic
Pather, Subethra; Brown, Vanessa; Lawack, Vivienne
On 5 March 2020, South Africa’s Health Minister confirmed that
the first case of Covid-19 had been detected in the country and on 15
March the President announced a national state of disaster, followed
by various measures including the closure of schools on 18 March.
On 17 March 2020, the Minister of Higher Education announced
that universities would close until 15 April 2020 for early recess. At
this time the Minister also instructed higher education institutions to
begin preparations for online teaching and learning that “may need to
be put in place to support the academic programme at a later stage”.
Following his announcement, most universities announced their
intention to switch to Emergency Remote Teaching and Learning
(ERTL) on 16 April 2020
2021-01-01T00:00:00ZThe South African dental schools’ educational environment: Final year students’ perceptions at four dental schoolsBhayat, AhmedBarrie, RobertMotloba, PagollangYengopal, Veerasamyhttp://hdl.handle.net/10566/47722019-08-13T00:00:23Z2018-01-01T00:00:00ZThe South African dental schools’ educational environment: Final year students’ perceptions at four dental schools
Bhayat, Ahmed; Barrie, Robert; Motloba, Pagollang; Yengopal, Veerasamy
Introduction: The Educational Environment (EE) can play a major role in the success and progress of students and their studies. The EE includes the infrastructure, clinical activities, the atmosphere created by staff and students and the clinical supervision of students both at the dental hospital and at outreach sites.
Aim: To determine and compare the final year dental students’ perceptions of their EE at the four dental schools in South Africa (SA).
Materials and Methods: A cross-sectional analytical study including all final year dental students registered in 2017 at the four dental schools in SA was undertaken. The Dundee Ready Educational and Environment Measure (DREEM) was used and this consisted of 50 items separated into five categories. All data was anonymous and information was kept strictly confidential. T-tests and ANOVA were used to compare demographics, item, domain and total scores of respondents between the dental schools. Descriptive statistics were used to report on the frequencies and percentages for categorical variables.
Results: Out of total 210 final year students, 141 (67%) agreed to participate. The mean age was 23.9 years (±2.4) and 72% were female. The mean overall score was 124.5 and the mean scores for the domains were 30.3 for learning, 26.2 for the perception of lecturers, 23.4 for academic self-perception, 27.9 for the perception of the atmosphere and 16.2 for social self-perception; all of these indicated that the EEs were more positive than negative. A total of seven (14%) items had a mean score of less than 50%. All institutions except one, had a mean total score above 100 out of a total of 200 (50%). Items which scored the highest included the content being relevant to dentistry and the friendships that were formed. Items with the lowest scores included lecturers being authoritarian, over-emphasis of factual learning and being too tired.
Conclusion: South African dental students perceived their EE to be positive. Older students and males were more satisfied compared to their counterparts. The content of the dental curriculum seemed to be appropriate and relevant but should be constantly re-evaluated to identify areas that need to be improved.
2018-01-01T00:00:00Z