Progressio Pub Date : 2023-12-08 DOI: 10.25159/2663-5895/15087

S. Yende

{"title":"Emerging Trends in South African Higher Education: A Critical Analysis of Distance Learning Modalities in Music","authors":"S. Yende","doi":"10.25159/2663-5895/15087","DOIUrl":"https://doi.org/10.25159/2663-5895/15087","url":null,"abstract":"\u0000This study addresses the dynamic shifts in South African higher education, focusing on integrating distance learning into music education. The proliferation of digital platforms has redefined educational paradigms, necessitating a critical examination of its impact on music pedagogy within the South African context. Employing a qualitative critical analysis methodology, this research leverages existing scientific literature to discern patterns, challenges, and opportunities presented by distance learning modalities. Anchored in Jack Mezirow's Transformative Learning Theory, this study investigates emerging trends in distance learning modalities within South African higher education music programmes. Two significant findings emerge: firstly, distance learning fosters student autonomy, enabling self-directed exploration of musical concepts. Secondly, collaborative online environments facilitate cross-cultural musical exchanges, enriching students' cultural understanding and musical proficiency. This study underscores the imperative of harnessing technology for music education in South Africa, emphasising its capacity to democratise access and broaden cultural understanding. The findings contribute to a growing body of literature on transformative learning experiences in music education, offering practical insights for educators and policymakers. As South Africa's educational landscape continues to evolve, this research lays a foundation for the innovative integration of digital platforms, ushering in a new era of inclusive and culturally enriched music education.\u0000","PeriodicalId":476034,"journal":{"name":"Progressio","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138588465","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}

引用次数: 0

Undergraduate Students’ Perceptions of the Use of Online Examinations in an Open and Distance Learning Environment 本科生对开放和远程学习环境中使用在线考试的看法

Progressio Pub Date : 2023-10-27 DOI: 10.25159/2663-5895/12541

Tšhegofatšo Phuti Makgakga

{"title":"Undergraduate Students’ Perceptions of the Use of Online Examinations in an Open and Distance Learning Environment","authors":"Tšhegofatšo Phuti Makgakga","doi":"10.25159/2663-5895/12541","DOIUrl":"https://doi.org/10.25159/2663-5895/12541","url":null,"abstract":"This phenomenological study explored undergraduate students’ perceptions of the usefulness and ease of using online examinations in relation to the practicality and security of those who enrolled for Teaching Mathematics in the FET Phase. The perception theory, which outlines positive and negative perceptions, was used to underpin this study. An interpretive paradigm was also used as the study employed a phenomenological qualitative research design. The study generated data from 12 students who participated in semi-structured telephone interviews. The findings of the study revealed both positive and negative perceptions of online examinations. Positive perceptions that made online examination pleasurable were cost saving and saving on travel time, writing at one’s own pace and space, submitting answer sheets online, getting immediate feedback, and writing online and offline. On the other hand, negative perceptions included difficulties in using the Invigilator App, noise pollution, network connectivity, and load shedding. The study suggests that students identify spaces where they can easily access a stable internet network with no noise pollution.","PeriodicalId":476034,"journal":{"name":"Progressio","volume":"20 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136262617","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}

引用次数: 0

Demotivating Online Formative Assessment Strategies at an Open Distance Learning University 一所开放远程学习大学的在线形成性评估策略

Progressio Pub Date : 2023-10-18 DOI: 10.25159/2663-5895/13117

Antonia Makina

{"title":"Demotivating Online Formative Assessment Strategies at an Open Distance Learning University","authors":"Antonia Makina","doi":"10.25159/2663-5895/13117","DOIUrl":"https://doi.org/10.25159/2663-5895/13117","url":null,"abstract":"Online formative assessment strategies are an important element in the level of engagement needed for motivating students learning online in open distance learning (ODL) because they are key in offering large-scale interactive participation. While many studies have looked at the advantages of online formative assessment strategies, they have neglected demotivating online formative assessment strategies that students struggle with. To ensure the quality of the online assessment, it is also important to understand the nature of assessment practices that demotivate students from persisting with their studies. This is because the type of online assessment that students struggle with should guide the choice and design of the online formative assessment strategies. Therefore, this article identifies online formative assessment strategies that demotivate students from participating persistently in online formative assessment in ODL in order to improve the design and development of online learning. This study used a developmental research approach to carry out a descriptive quantitative case study survey involving 112 purposefully sampled students, of which 58 responded, who were registered for a master’s in education in ODL course at an ODL university in South Africa. A thematic coding process was adopted during the analysis of students’ responses to an online Google form. Though students differed in their choices of the online formative assessment strategies that demotivated them in their studies, there was consensus on seven significant themes. The socio-technological perspective and the self-determination theory were used as the theoretical frameworks to drive the investigation since they encompassed all relevant aspects of the design of online learning and motivation to learn online. Information regarding demotivating online formative assessment strategies provide insight to course leaders and instructional designers attempting to build successful online learning strategies that motivate students to participate persistently in online learning environments.","PeriodicalId":476034,"journal":{"name":"Progressio","volume":"133 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135884063","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}

引用次数: 0

A Design Thinking Approach to Disentangle the Wicked Problem of Re-Curriculation during a Pandemic 用设计思维方法解决大流行期间的复课问题

Progressio Pub Date : 2023-10-16 DOI: 10.25159/2663-5895/11062

Johanna Catharina (Irene) Lubbe, Sumaiya Adam, Werner Cordier

{"title":"A Design Thinking Approach to Disentangle the Wicked Problem of Re-Curriculation during a Pandemic","authors":"Johanna Catharina (Irene) Lubbe, Sumaiya Adam, Werner Cordier","doi":"10.25159/2663-5895/11062","DOIUrl":"https://doi.org/10.25159/2663-5895/11062","url":null,"abstract":"Covid-19 continues to cause major disruptions and unique challenges in the higher education sector. Some of the most profound disruptions are in health sciences where students depend on current, up-to-date information, interdisciplinary collaboration, and work-integrated learning to acquire the needed skill set to become proficient clinical practitioners. Combining the Covid-19 pandemic with emergency remote teaching and an outdated 25-year-old non-responsive, fragmented curriculum created the perfect storm for a wicked problem. (A problem that is almost impossible to solve due to incomplete, contradictory, and changing requirements that are often difficult to recognise.) In this article, the authors share their journey-in-process of design thinking disentanglement to solve this current and wicked problem. Shortly before the start of the pandemic, the specific medical school under study embarked on a re-curriculation process—a process that was rudely and abruptly distorted and tangled by the pandemic. However, despite the initial setback, they continue with this mammoth task, basing their activities on “design thinking” principles. They purposively approach this task from within a human-centred, value-based, solution-focused, action-orientated and systematic reasoning process. The five intertwined, non-linear design thinking phases of empathise (stake-holder analysis and data collection), define (data analysis and problem statement), ideate (possible solutions), prototype (integrated draft curriculum) and test (stake-holder feedback and input) were adopted as a method to facilitate and expedite the re-curriculation process. The process discussed in this manuscript has value beyond the health sciences. The approach to storyboarding, creating, and unpacking a new curriculum is applicable to all disciplines in multiple educational settings.","PeriodicalId":476034,"journal":{"name":"Progressio","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136113759","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}

引用次数: 0

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