scholarly journals Meta-modes of learning that support and influence the millennial student’s holistic learning experience at an academic institute in South Africa

2017 ◽  
Vol 32 (1) ◽  
Author(s):  
M. de Swardt ◽  
M.E. Hoque
Keyword(s):  
South Africa ◽  
Learning Experience ◽  
Holistic Learning

scholarly journals Effective approach in making Capstone project a holistic learning experience to students of undergraduate computer science engineering program

2018 ◽  
Vol 8 (4) ◽  
pp. 420 ◽  
Author(s):  
Deepamala N ◽  
Shobha G
Keyword(s):  
Computer Science ◽  
Learning Experience ◽  
Undergraduate Curriculum ◽  
Project Work ◽  
Management Tools ◽  
Holistic Learning ◽  
Engineering Program ◽  
Capstone Project ◽  
Course Outcomes ◽  
Evaluation Rubrics

Final year or Capstone Project is an important and final phase of the undergraduate curriculum in Computer Science Engineering program. Final year project is a course where all the skills learnt by the students in previous semesters are applied and evaluated. The important aspects in the delivery of course are i) developing a model to train the students to deliver quality project work and documentation, ii) effective evaluation of the student based on rubrics which are mapped to course outcomes iii) Map the feedback from stakeholders as per graduate attributes and measure performance. This paper discusses the approach followed for three academic years 2014-2017 on a batch of 250 students per year. Training sessions, evaluation rubrics, usage of project management tools, mapping of their performance with the outcomes of the course and program, feedback from the stakeholders like companies and students themselves gives a clear view of improvement of the performance of the students after the Final Year Project course in three years.

scholarly journals Lessons learned about ageing and gerontological nursing in South Africa

Curationis ◽  
2015 ◽  
Vol 38 (1) ◽  
Author(s):  
Staja Q. Booker
Keyword(s):  
South Africa ◽  
Older Adults ◽  
Nursing Education ◽  
Service Learning ◽  
Learning Experience ◽  
The United States ◽  
Lessons Learned ◽  
Innovative Teaching ◽  
Gerontological Nursing ◽  
The Usa

Background: The unprecedented global growth in older adults merits high-quality gerontological nursing care. As gerontological nursing grows in visibility in developed and developing countries, nurses must possess a broader worldview of ageing with knowledge of physiological, psychosocial, and cultural issues.Purpose: The purpose of this article is to: (1) highlight lessons learned on differences and similarities in ageing and care of older adults in the United States of America (USA) and South Africa (SA); and (2) provide recommendations on how to advance gerontological nursingeducation in SA.Methods: A two-week international service-learning project was undertaken by visiting SA and learning about their nursing system and care of older adults. Service-learning is an innovative teaching-learning-service method that provided reflective and hands-on experience of gerontological nursing. This article provides a personal reflection of lessons learned about ageing and gerontological nursing during the service-learning project.Findings: Care of older adults in SA is in many ways different from and similar to that in the USA. Consequently global nurses should recognise those differences and provide culturally appropriate care. This service-learning experience also demonstrated the need for gerontological nursing education in SA. Based on this, recommendations on how to infuse and advance gerontological nursing education in SA are provided.Conclusion: Caring for older adults in a global context requires knowledge and understanding of cultures and their values and practices. With a growing population of diverse older adults, there is a need for incorporation

Teaching and discussing mental health among university students: a pilot arts-based study

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sarah Atayero ◽  
Kate Dunton ◽  
Sasha Mattock ◽  
Amanda Gore ◽  
Sarah Douglas ◽  
...  
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
University Students ◽  
Psychological Health ◽  
Learning Experience ◽  
Holistic Learning ◽  
Content Type ◽  
The Arts ◽  
Interdisciplinary Approaches ◽  
The Individual

PurposeInterdisciplinary approaches to health education are becoming increasingly common. Here, the authors describe an arts-based approach designed by academics and artists to both supplement the study of mental illness and support the individual mental health of undergraduate and postgraduate university students, by raising the visibility of mental illness in an innovative way.Design/methodology/approachThrough workshops, university students were guided in a sensory and physical way to discuss psychological health and vulnerability. This was followed by the creation of physical representations of mental distress through art pieces.FindingsStudents were able to design their own art pieces and discuss mental health issues in an open and creative way. Students reported that the arts-based initiative was beneficial to their practice as future professionals and provided a holistic learning experience. At the same time, artists were able to generate powerful images which facilitated further discussions within the faculty.Practical implicationsThis project provides an innovative model for workshops which could be employed to raise the visibility of common mental health disorders among university students while providing a safe space to discuss and support wellbeing. Additionally, variations could be implemented to enhance the teaching of affective disorders within a university curriculum.Originality/valueThis paper presents the results of collaboration between academics and artists, who together generated an innovative way to both support students' mental health and provide an alternative way to supplement experiential learning about common mental health conditions such as anxiety and depression.

scholarly journals Finding and Defining Champions in a Rural Adult Education Intervention in Limpopo, South Africa

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Rowan Thompson ◽  
Busisiwe Alant
Keyword(s):  
South Africa ◽  
Adult Education ◽  
Local Community ◽  
Learning Experience ◽  
Limpopo Province ◽  
Participatory Action ◽  
Community Based ◽  
Resource Limited ◽  
Women Mentors ◽  
Out Of School

This paper presents the outcomes of a community-based information communications technology (ICT) and basic adult education (BAE) nutrition training intervention for out-of-school young mothers (YMs) in a resource-limited rural village in eastern Limpopo Province, South Africa. YMs have been identified as a vulnerable and priority group for human development. Out-of-school YMs are often trapped in a cycle of poverty because they lack the resources and qualifications to compete outside their village environment. Implementation of the project's objectives to improve the nutritional and vocational skills education of the YMs was tracked to observe its empowering effect and the effectiveness of the community-based participatory action research (CBPAR) methodology in the implementation of the BAE. Voluntary sampling was used to purposively focus on seven of the 20 selected unemployed YMs between the ages of 18-30 years from this community. The findings revealed that the collaborative CBPAR approach enabled YMs to be empowered in their local community through active participation in the planning, trialling implementation, reflection, observation, and evaluation of the ICT and BAE nutrition course as an out-of-school adult learning experience. During these stages, some YMs displayed what may be considered "champion" behaviours such as higher levels of motivation in class, inviting others to the class, helping peers, regular attendance, and willingness to volunteer locally to access and assist with the facilitation of future courses. This study points to champions acting as catalysts to enable YMs and their older women mentors to fill different roles in the development and delivery of community-based BAE.

"An Investigation Of The İmpact Of Green Supply Chain Practices On Green Performance: Case Of Gauteng Province.".

2020 ◽  
Vol 11 (1) ◽  
pp. 168-168
Author(s):  
Chriss N Mangoukou Ngouapegne
Keyword(s):  
Higher Education ◽  
South Africa ◽  
High School ◽  
Student Satisfaction ◽  
Student Performance ◽  
Learning Experience ◽  
Developed Countries ◽  
Global Knowledge ◽  
Related Factors ◽  
The Impact

Worldwide, higher education is considered as a driver of economic, social and the political changes driving global knowledge (Ngoma, Ntale & Abaho 2017). Besides the increase access to education, the quality of graduate reflected by their academic performance is worrying (Ridzuan, Yunus, Abdullah, Bakar, Azlan & Ramlan 2018). Paloș, Maricuţoiu and Coste (2019), noticed that a large number of enrolled student graduates with poor grades or fail to graduate. In an attempt to retain and capture market share with the increase in study options, higher education all over the world are constantly struggling to provide a distinctive learning experience necessary to improve their students' performance (McGillicuddy & McGloin 2018). Considering the increasingly competitive and dynamic education environment, higher education can no longer ignore the needs and factors required to enhance student performance. Poor student performance in higher education institution has been a major source of concern for decision makers in the educational sector. Lai (2015), posits that the poor student performance can be attributed to the student-related factors such as attendance classes, score in high school, competence in quantitative subject and preparation to exam or tests. Moreover, Glew, Ramjan, Salas, Raper Creed and Salamonson (2019) state that poor attitude to the subject, lack of innovative teaching techniques, inadequate materials and inadequate funding to support the students negatively impact the performance of student. In addition, most prior research on performance has been done at high school or colleges, rather than at university level (Organisation for Economic Co-operation and Development (OECD) 2017). While, studies on student performance in developed countries are well documented, little attention has been dedicated in less developed countries such as South Africa (Ngoma et al., 2017). Given the difference between culture in developed and less developed counties, this study focused on investigating the antecedents of student performance in South Africa. Keywords: Student royalty, student satisfaction, student motivation, student performance

scholarly journals Chinese Migrant Perceptions of Africans: Understanding Confucian Reflexive Politics in Southern Africa

2018 ◽  
Vol 7 (10) ◽  
pp. 172
Author(s):  
Micah Petersen ◽  
Saleem Ali
Keyword(s):  
South Africa ◽  
Southern Africa ◽  
Learning Process ◽  
Learning Experience ◽  
Racial Stereotypes ◽  
Chinese Society ◽  
Confucian Philosophy ◽  
Chinese Workers ◽  
Contemporary Chinese

In this paper, we use a qualitative reflexive approach to understand the dynamics of Chinese migrant perceptions of Africans upon arrival in Africa and the changes in their views upon returning to China. The research is based on in-depth, semi-structured field interviews with Chinese workers and managers in Mozambique and South Africa, as well as interviews with returning migrants to China, carried out in Beijing. Thus, we are able to gauge the learning experience that occurs and how the underlying Confucian philosophy that has been embraced by the Chinese polity manifests such changes in perception. The research suggests that there is a positive learning process which occurs through the migrants’ experience and underlying racial stereotypes of Chinese regarding Africans are eroded. Confucian framing of China’s role in Africa is also mitigated towards a more hybridized view of African cultures and societies that reflects to adaptive propensities of contemporary Chinese society.

scholarly journals The perspective of optometry students of the Phelophepa train regarding its role in developing experiential skills

2009 ◽  
Vol 68 (2) ◽  
Author(s):  
R. Hansraj
Keyword(s):  
South Africa ◽  
Health Care ◽  
Clinical Training ◽  
Clinical Skills ◽  
Low Vision ◽  
Learning Experience ◽  
Diagnostic Techniques ◽  
South Wales ◽  
Good Learning ◽  
Optometry Students

Purpose: The optometry degree programme in South Africa currently includes a combination of both theoretical and clinical modules.  The optometric skills required by graduates are often achieved by students’ involvement in clinical training at both in-house clinics, as well as external clinics.   One of the external clinic sites for all institutions in South Africa currently offering the Optometry degree is the Phelophepa Health Care train.  This study set out to investigate, from a student’s perspective, the effectiveness of experiential learning at this clinical site.Setting: The study was carried out aboard the Ph-elophepa Health Care train.Method:  A questionnaire survey was completed by a saturated sample of 177 optometry students having completed at least a two week clinical rotation aboard Phelophepa.  The sample comprised students from all four optometry programmes in South Africa, as well as, exchange optometry students from the University of New South Wales and Melbourne University.  The questionnaire was divided into five sections that dealt with demographics, equipment and facilities, profile of refractive and pathologycases encountered, additional skills and general perceptions. The self-administered questionnaire was in English and Afrikaans, as these are the twolanguage mediums in which optometric education,in South Africa, is currently delivered.Results: A response rate of 57% was obtained.  Theequipment and facilities aboard Phelophepa were found to be adequate.  Just over half of all the respondents had consulted with over 50 patients onPhelophepa during their two week rotation.  Communication was not reported as being a barrier to consulting with patients on Phelophepa.  Respondents reported the clinical cases as being mainly interesting and ‘good learning’ cases.  The majority of respondents (71%) felt that the general clinical skills they obtained on Phelophepa were better than those developed in their institutional clinics.  Not all refractions and ophthalmoscopy on patients aresupervised aboard Phelophepa.  There appears to be a need for the delivery of specialized optometry skills like binocular vision, paediatric vision, low vision and diagnostic techniques on Phelophepa.   All the respondents agreed that Phelophepa was a useful learning site, and 99% agreed that optometry departments should continue using it as an externalclinic site.Conclusion:  Despite certain shortcomings, under-graduate students perceive Phelophepa to be a useful learning experience that optometry schools in South Africa should continue to utilize.  

distance learning; experiences; narrative analysis; previously disadvantaged; study mode

2018 ◽  
Vol 39 (1) ◽  
pp. 34-48 ◽  
Author(s):  
Willie Tafadzwa Chinyamurindi
Keyword(s):  
South Africa ◽  
Distance Learning ◽  
Narrative Analysis ◽  
Learning Experience ◽  
Point Of View ◽  
Career Counselling ◽  
Distance Learner ◽  
First Choice ◽  
Study Mode ◽  
Learning Institutions

Distance learning is a popular mode of study in South Africa, especially among previously disadvantaged individuals. In a post-democratic South Africa, such individuals have become a priority in efforts of redress and social justice initiatives. An investigation into the experiences of enrolment can be a useful precursor to current and ongoing career counselling support, especially among population cohorts such as previously disadvantaged individuals. The study drew on a narrative inquiry that investigated a sample of 40 previously disadvantaged individuals’ experiences of studying via distance learning. Based on the narrative analysis, three main themes emerged as informing the aims of the study mainly to investigate students’ experiences of studying via distance learning. First, distance learning, as a mode of study, was not the first choice, with preference being given to non-distance learning institutions. Second, distance learning was chosen due to pragmatic reasons. Finally, being a distance learner was framed as a difficult yet opportunity-yielding experience. Based on these findings, strategies for improving the distance learning experience from a career counselling, teaching, administrative and policy point of view were suggested.

scholarly journals Integrating theory and practice in conservatoires: formulating holistic models for teaching and learning improvisation

2007 ◽  
Vol 24 (3) ◽  
pp. 295-312 ◽  
Author(s):  
Catherine Parsonage ◽  
Petter Frost Fadnes ◽  
James Taylor
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Theory And Practice ◽  
Significant Part ◽  
Jazz Improvisation ◽  
Holistic Learning ◽  
Academic Curriculum ◽  
Further Development ◽  
Academic Study

Academic study has become a more significant part of a conservatoire education in recent times, but it has not always informed performance as effectively as it might. There is a need for further development of an academic curriculum that is specifically relevant to performers, in which the links between theory and practice are made explicit rather than expecting students to construct these for themselves. This article reports on research into the integration of theory and practice at Leeds College of Music, UK, using jazz improvisation as a case study. Pilot teaching sessions within two modules explored ways in which students can be encouraged to engage actively with an appropriate academic curriculum that is embedded within a holistic learning experience.

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