Transformation in Higher Education最新文献

{"title":"Optometry students’ experience of online learning during the COVID-19 pandemic","authors":"Davina Govender, Tarryn Pillay, Nandipha Maci, Nokukhanya Vilakazi, Snenkosi Mthethwa, Umar Mansoor, Zweli Manquzi, D. V. van Staden","doi":"10.4102/the.v8i0.251","DOIUrl":"https://doi.org/10.4102/the.v8i0.251","url":null,"abstract":"Optometry education, like other health professions, has historically been conducted via contact teaching and learning in classrooms, clinics and laboratories. In 2020, COVID-19 imposed an abrupt move to online learning for higher education institutions. This was performed with little insight into the feasibility and readiness for its adoption within certain contexts, as well as the potential impact on learning. This qualitative descriptive project purposively recruited a representative sample of 30 optometry students from a South African university to explore their experiences of online learning during the COVID-19 pandemic. Data were collected using focus group interviews. The data were audio-recorded, transcribed and analysed thematically. Four themes emerged from the research, namely; learning how to learn online, need for social support, technology dependent, and authentic learning. The key challenges observed were difficulty in transitioning to online learning, independent learning, and not having reliable access to internet connectivity. Gaps in clinical skills resulting from restricted access to contact training and real-world clinical exposure negatively impacted competency development.Contribution: Pandemic disruptions to routine academic programme activities within higher education institutions have the potential to negatively impact the learning experience for students where institutions and/or students may be unprepared or under-resourced to support such a shift. The results of this study further suggest that exposure to real-world clinical contexts for optometry students should be enabled even under pandemic conditions to promote the development of clinical competencies needed for effective healthcare delivery. Finally, remote online assessments must be designed to support authentic learning so as not to compromise exit-level outcomes, skills and competencies.","PeriodicalId":32132,"journal":{"name":"Transformation in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49506136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Addressing the underside of student unrest in South African universities using collegial leadership as approach","authors":"B. Omodan","doi":"10.4102/the.v8i0.273","DOIUrl":"https://doi.org/10.4102/the.v8i0.273","url":null,"abstract":"Universities in South Africa are confronted with student unrest, which has hindered the effective university education process. They have faced various shortages of academic activities and teaching and learning because of protests and subsequent management responses that culminated in the closures of universities at most times. Student unrest has made it difficult to actualise the set predetermined goals and objectives of the university. These challenges have severally been linked to problems with tuition fees, financial support for students, adequate and conducive hostel accommodation, student socio-economic background and university management styles. Among the management styles, according to the literature and observation, is the decision-making process where the issues concerning students are decided upon. This study explores the potential of the collegial leadership approach to enhance the university decision-making process towards alleviating student unrest in universities. This study is located within a transformative paradigm to transform social unrest in the university system. Conceptual analysis was employed to make sense of the adopted approach as a veritable tool for managing the power differential between the students and the university management. The study found that collaboration and teamwork, consensus building and organisational relationships are the dimensions of managing student unrest in universities. The recommendation is that collaborative management style, teamwork, consensus building and organisational relationships are encouraged in the university management process.Contribution: This article seeks to contribute to the higher education management system by providing a collegial leadership model. As an integral part of the university system, this model addresses student unrest and improves transformative prospects for the institution. By exploring new ways of managing internal conflict resolution, change is fostered, and improved conditions are cultivated. In this way, it directly responds to the journal’s focus on the transformation of higher education, making it an essential read for scholars and practitioners specialising in this field.","PeriodicalId":32132,"journal":{"name":"Transformation in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46595313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"South African Tourism students’ learning preferences during COVID-19 at universities of technology","authors":"Pavla Mokoena, C. Hattingh","doi":"10.4102/the.v8i0.253","DOIUrl":"https://doi.org/10.4102/the.v8i0.253","url":null,"abstract":"challenge for them during lockdown periods, indicating a lack of sufficient resources to properly participate in learning activities, and crucially, a lack of access to support mechanisms during ERT. Contribution: This study offers student perspectives of remote learning experiences. This data could assist in offering a balance between ERT initiatives and learner-guided frameworks for HE. This knowledge could be critical in limiting the gap in access and success for hybrid or blended tourism programmes post-COVID-19.","PeriodicalId":32132,"journal":{"name":"Transformation in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43959861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"COVID-19 and its impact on students with disabilities: A social justice expression at a South African university","authors":"Maboragane J. Magedi, T. Rakgogo, Onica S. Mnguni, Madikwa H. Segabutla, L. Kgwete","doi":"10.4102/the.v8i0.212","DOIUrl":"https://doi.org/10.4102/the.v8i0.212","url":null,"abstract":"Background: COVID-19 as a pandemic has sparked robust debates within the education sector about the need to save lives, save the academic year, ensure that no student is left behind while being cognisant of issues of culture, equity and social justice.Aim: The study explored the challenges faced by disabled students after the introduction of online teaching and learning as a concomitant part of COVID-19.Setting: The study was conducted at a selected University of Technology (UoT) that is based in Gauteng Province.Methods: The article employed a qualitative approach where face-to-face interviews were used for data collection. Purposeful sampling was used to select 30 student participants, five lecturers and five staff members from the Disability Unit.Results: The study revealed that majority of disabled students are disadvantaged when it comes to assessments. It was further established that some of the special arrangements such as additional time and font enlargement of study notes are easily forgotten by the academic staff. In addition, accountability and poor communication between lecturers and support staff from the Disability Unit was cited as one of the qualitative variables that compromise students’ learning outcomes. Online teaching and learning was considered a mode that can be beneficial to both disabled students and their counterpart, normal students.Conclusion: Online teaching and learning is beneficial to the academic project. However, all the necessary resources should be put in place to ensure that no one is compromised in the process. Communication should also be maximised within all the relevant stakeholders.Contribution: The article will profoundly contribute to ensure that there is alignment between policy and practice, especially within the context of teaching and learning that involves students with special needs.","PeriodicalId":32132,"journal":{"name":"Transformation in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43045728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"International research collaboration between South Africa and rest of the world: An analysis of 2012–2021 trends","authors":"Savo Heleta, Divinia Jithoo","doi":"10.4102/the.v8i0.246","DOIUrl":"https://doi.org/10.4102/the.v8i0.246","url":null,"abstract":"","PeriodicalId":32132,"journal":{"name":"Transformation in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42943166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The politics of knowledge in South African universities: Students’ perspectives","authors":"Corinne Knowles, Nomphumelelo Q. Babeli, Athabile Ntlokwana, Zhikona Q. Ntombolwana, Zinathi Z. Sobuza","doi":"10.4102/the.v8i0.244","DOIUrl":"https://doi.org/10.4102/the.v8i0.244","url":null,"abstract":"Knowledge-making in South African universities is set up and framed in particular ways, with a Euro-centric bias. We argue that many of the contributions that African first year entering students could make to this process of knowledge-making are dis-abled, leading to alienation. In this article, we argue for a different perspective and approach to teaching and learning in the humanities. Former Extended Studies students from a South African university have worked collaboratively in a knowledge-making project, and using data generated from this, suggest different kinds of environments and strategies for more inclusive teaching and learning. Using an African feminist theoretical and methodological lens, we consider alternative ways of knowing, and recognition that supports powerful senses of belonging and agency, using examples from student experiences of an Extended Studies humanities programme. We contrast this with how humanities programmes are experienced by some first-year students at the university, sometimes with tragic consequences. Finally, we recommend pedagogic, curricula and extra-curricular changes that can be made, to realise the possibilities of decolonised knowledge-making that is more relevant and inclusive. The authors believe that the ideas around decolonising knowledge that are explored here are more broadly applicable and necessary.Contribution: The article contributes to the conversation on decolonising the humanities curriculum, by including students’ experiences, concerns, and suggestions.","PeriodicalId":32132,"journal":{"name":"Transformation in Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42292012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Decolonizing and transforming curricula for teaching linguistics and language in South Africa: Taking stock and charting the way forward","authors":"Mark de Vos, Kristina Riedel","doi":"10.4102/the.v8i0.200","DOIUrl":"https://doi.org/10.4102/the.v8i0.200","url":null,"abstract":"","PeriodicalId":32132,"journal":{"name":"Transformation in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48992470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Table of Contents Vol 7 (2022)","authors":"Editorial Office","doi":"10.4102/the.v7i0.257","DOIUrl":"https://doi.org/10.4102/the.v7i0.257","url":null,"abstract":"No abstract available.","PeriodicalId":32132,"journal":{"name":"Transformation in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48366317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Engaging Paulo Freire on deliberative democracy: Dialogical pedagogy, deliberation and inclusion in a transformative higher education online education space","authors":"Doniwen Pietersen","doi":"10.4102/the.v7i0.211","DOIUrl":"https://doi.org/10.4102/the.v7i0.211","url":null,"abstract":"An effective education system is an environment where students feel cared for, included and are able to deliver critical dialogical input in their learnings on Learning Management Systems (LMS) platforms. The article aims to epitomizes quality education where skills, values and equal distribution of resources can be accessed by all. This includes effectively trained lecturers who manages diversity and teach effectively, to foster success, and to provide a safe and friendly classroom environment for students. This article comes from a larger work done on how to administer clear dialogical and caring aims (policy) in higher online education spaces where students grow holistically and critically. The paper focuses on the kind of space lecturers need to create online in-order to provide students the opportunity to be part of a caring teaching and learning process in order to form part of an active citizenry beyond their immediate context. This article employed a qualitative research methodology, where a questionnaire was used for lecturers at the Faculty of Theology and Religion at the University of the Free State. These questionnaires covered 30 lecturers who made use of the University’s LMS’ platform. The data was analyzed through the interpretivist paradigm. The finding in this article reveal that the little to no cultivation of critical pedagogical action vis-à-vis the enactment of activism and justice in and through higher education in the context of real pedagogical action in online (LMS) higher education spaces are important. The study is significant because it emphasizes a topic that are helpful in understanding how critical pedagogical action through Freire’s dialogical theory in the online (LMS) higher education platforms ought to be engaged.Contribution: The contribution in this article is an amendment to Freire’s pedagogy frame work framed with the Faculty of Theology and Religion and extending his notion of dialogical engagement to deliberative action in the online (LMS) higher education space is critical tenant for student wholistic growth.","PeriodicalId":32132,"journal":{"name":"Transformation in Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41385019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The social integration experiences of international doctoral students at Russian universities","authors":"Nurudeen Abdul-Rahaman, E. Terentev, Issah Iddrisu","doi":"10.4102/the.v7i0.206","DOIUrl":"https://doi.org/10.4102/the.v7i0.206","url":null,"abstract":"of their universities.","PeriodicalId":32132,"journal":{"name":"Transformation in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44010757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}