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Now showing items 11-20 of 33
‘Digital Natives’ Require Basic Digital Literacy Skills
(University of the Western Cape, 2016)
This paper discusses a Digital Academic Literacy (DAL) Programme at the University of the Western Cape (UWC). It highlights the programme's response to and alignment with emerging South African Higher Education (HE) national ...
Lessons learnt: support interventions during a blended course for teacher-educators from urban and rural settings
(Scientific research, 2014)
This comparative case study research focused on the design and delivery of a blended Programme
for professional working teacher-educators from both urban and rural settings. The overall purpose
of the Programme was to ...
The Facilitation and Support of a Blended e-Learning Course for Science Educators in a Rural Setting, South Africa
(Asian Online Journal Publishing Group, 2013)
This paper presents the findings of both qualitative and quantitative case study research of the implementation of a blended eLearning course for Science educators in the Eastern Cape, Mthatha. The Centre for Innovative ...
An exploration of the alignment of learning theories with eTools at the University of the Western Cape (UWC)
(2017)
The impact of emerging technologies on authentic learning in higher education remains a core
concern in the South African context. Learning Management Systems (LMSs) must include
emerging technologies to support innovative ...
Making sense of the transitional maelstrom of part-time students and their conceptions of learning as mediated by conceptional domains of work, family and self. A case study of undergraduate, part-time political studies students at a university in South Africa
(University of the Western Cape, 2015)
The traditional trajectory of young students in higher education in South Africa is currently under sharp scrutiny and the general provision is considered to be inadequate in terms of quality, diversity and quantity. There ...
Working the ‘in-between-spaces’ for transformation within the academy
(South African Journal of Education, 2018)
This paper considers the importance of ‘in-between spaces’ within the academy for challenging dominant institutional culture and hegemonic power relations towards a ‘de-colonised’ university. It questions ‘mainstreaming’ ...
A realist assessment of the implementation of blended learning in a South African higher education context
(South African Association for Research and Development in Higher Education (SAARDHE), 2016)
Opportunities for further studies by working adults came under threat as the University of the Western Cape stopped the offering of after-hours classes in most of its Faculties. Unqualified and under-qualified librarians ...
A realist assessment of the implementation of blended learning in a higher education context: the case of the Library and Information Science Department at the University of the Western Cape
(University of the Western Cape, 2015)
Opportunities for further studies by working adults came under threat as the University of the Western Cape stopped the offering of after-hours classes in most of its Faculties. Unqualified and under-qualified librarians ...
Building common knowledge: negotiating new pedagogies in Higher Education in South Africa
(University of the Western Cape, 2015)
Discussions in this chapter are located within an action research-based study which aims at supporting the integration of enhanced pedagogies in one university in South Africa. The study recognises that even full-time ...
Keeping the doors of learning open for adult student-workers within higher education
(University of the Western Cape, 2015)
The Freedom Charter of the African National Congress (ANC), the triumphant South African liberation movement, proclaims that ‘the doors of learning shall be open’ for all. Twenty years since coming to power, the doors of ...