A Contextualized Model for Virtual Learning in Higher Institutions

2016 ◽  
Vol 7 (4) ◽  
pp. 60-81
Author(s):  
Mmatshuene Anna Segooa ◽  
Billy Mathias Kalema
Keyword(s):  
Developing Countries ◽  
South African ◽  
Virtual Learning ◽  
Higher Learning ◽  
University Of Technology ◽  
Institutions Of Higher Learning ◽  
Using Data ◽  
Mind Set ◽  
Higher Institutions ◽  
Different Levels

This study aimed at designing a contextualized Virtual Learning model that suits South African institutions of higher learning. The study identified factors necessary for contextualizing VLE to fit the student's perspective in developing countries. Literature was reviewed to identify the contextualizing factors, based on which a research model was designed and validated using data collected from students at different levels of learning at Tshwane University of Technology, South Africa. The study used quantitative approach and the data was analysed using statistical package called Statistical Package for Social Science (SPSS). Results indicated that, compatibility, complexity, technological factors, organisational and environmental issues as well as mind-set are significant factors for VLEs contextualization. This study contributes theoretically by bridging the gap in literature and apposite model informing the development of VLEs in developing countries. Practically, the findings of this study will be leveraged by institutions of higher learning that want to implement VLEs within their settings.

The Ambit of Ethics in the South African Academic Institutions

2021 ◽  
pp. 24-58
Author(s):  
Xolani Mathews Shange
Keyword(s):  
South African ◽  
Higher Learning ◽  
Historically White ◽  
Freedom Of Association ◽  
Black African ◽  
Institutions Of Higher Learning ◽  
Postgraduate Studies ◽  
Higher Institutions ◽  
African Intellectuals ◽  
Ethical Clearance

The chapter examines possible use of instruments and processes such as ethical clearance in the institutions of higher learning as subtle means of perpetuating inequality and racial prejudice towards the indigenous people of South Africa who had recently emerged from the scourge of apartheid with a hope of democracy ultimately providing not only freedom of association and speech, but also intellectual freedom. Freedom to produce African-based knowledge by Black African intellectuals pursuing their postgraduate studies and academics whose careers are at formative stages. However, their vision of becoming producers of African Indigenous knowledge is thwarted by subtle and invisible activities that are aimed at perpetuate coloniality in the higher institutions of learning. Sadly, ethical clearance process has possibly been utilized to derail research outputs that some of the old guard from historically white universities are uncomfortable to witness, thus continuing to maintain the colonial status quo.

scholarly journals Investigating The Challenges Of E-Learning In A Developing Institution Of Higher Learning: A Hypothetical Approach

2019 ◽  
Vol 35 (3) ◽  
pp. 83-96
Author(s):  
Albert Tchey Agbenyegah ◽  
Bongani Innocent Dlamini
Keyword(s):  
South African ◽  
Higher Learning ◽  
Infrastructure Development ◽  
Internet Technologies ◽  
Learning And Teaching ◽  
Institutions Of Higher Learning ◽  
Part Time ◽  
E Learning ◽  
Ict Infrastructure ◽  
Higher Institutions

The popularity of e-learning (EL) largely infiltrated into every sector of South African institutions of higher learning. This growing interest in EL is due to the advent of rapid internet technologies. For decades, South African institutions of higher learning have accepted EL as a vital learning tool for the enhancement of learning and teaching within the higher education sector. However, there are countless challenges that continue to hinder learning and teaching activities. This study seeks to determine the relationships between various challenges and EL capabilities through stated hypotheses. The study is a descriptive, qualitative design aided by a quantitative approach that were applied to collect data. In total 150 full and part-time ICT students including four permanent ICT lecturers participated in the study. By means of statistical methods of descriptive, inferential statistics aided by independent t-tests, three stated hypotheses were formulated and tested. The study therefore, recommends that higher institutions of learning should increase investments in various EL programs including relevant ICT infrastructure development and also in levels of connectivity. The study further recommends that EL contents should be designed taking into account the cultural characteristics of students.

scholarly journals Together but Not Together: Challenges of Remote Learning for Students Amid the COVID-19 Pandemic in Rural South African Universities

2021 ◽  
Vol 6 (3) ◽  
pp. 213-226
Author(s):  
Newlin Marongwe ◽  
Rufaro Garidzirai
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Data Gathering ◽  
Higher Learning ◽  
Black Universities ◽  
Institutions Of Higher Learning ◽  
The Media ◽  
Rural Institutions ◽  
Higher Institutions ◽  
Remote Learning

The purpose of the study was to examine the challenges of remote learning that were faced by students in four rural institutions of higher learning amid the COVID-19 pandemic. It is well documented that in South Africa as well as globally, the COVID-19 pandemic has disrupted the teaching and learning in higher institutions of education. A call was made by the Department of Higher Education and Training that mandated universities to adopt remote learning to save the academic year. That call was a blanket statement that did not consider the context of different universities, given the inequalities that existed prior to the outbreak of COVID-19 between the historically disadvantaged universities and the well-established ones. The study adopted a qualitative approach that made use of a desktop research methodology, as well as the media (Television, radio and newspapers), and social media as sources of data gathering to document the challenges. One of the key findings was that some students studying at rural institutions of higher learning experienced challenges of limited skills as well as the convenience of and access to technology and other tools of trade. The paper concludes that such students were proposing that, ‘we are together but not together”. The root of such grievance is that they were grossly affected by the geographical and historical position of the universities they were enrolled at and the situation was deepened and exposed by the COVID-19 pandemic. The paper recommends the equal redistribution of resources especially to previously disadvantaged Black universities. The paper further recommends that the Department of Education introduce online learning to students from as early as high school so that there will be continuity and ease in remoting learning.

Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

IFLA Journal ◽  
2021 ◽  
pp. 034003522110182
Author(s):  
Evans F Wema
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Higher Learning ◽  
Virtual Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
The Face

This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.

scholarly journals A Systematic Review of Challenges in Research Supervision at South African Universities

2018 ◽  
Author(s):  
King Costa
Keyword(s):  
South Africa ◽  
Systematic Review ◽  
South African ◽  
National Development ◽  
Research Capacity ◽  
Higher Learning ◽  
Postgraduate Students ◽  
Research Supervision ◽  
Knowledge Based Economy ◽  
Institutions Of Higher Learning

Postgraduate students in South Africa and other parts of the world, particularly in developing nations struggle to complete the research component of their studies. According to the National Development Plan ( 2013) it has become a requirement for South African institutions to play a pivotal role in knowledge production so as to transform South Africa from a resource-based economy towards a knowledge-based economy.  In pursuit of meeting this requirement and further to increase subsidy from the Department of Higher Education and Training (DHET), South African institutions of higher learning have been on the drive for recruiting postgraduate students en masse. One of the main problems facing South African institutions is that the number of students enrolled does not correspond to those who graduate at the end of the postgraduate programme study period.  This study is a systematic review of literature on challenges in postgraduate supervision and further proposes a possible solution.  Five South African institutions of higher learning’s postgraduate throughput data is carefully studied and substantiated by previous research on postgraduate supervision challenges on these particular institutions. Study findings present challenges related to research capacity development and burden of supervision at these institutions.  Collaborative methods of supervision such as the C.O.S.T.A model are hereby proposed as possible solutions to the current throughput problem in South Africa.

Ethnicity, Tribalism, and Xenophobia in a South African Rural-Based University

2021 ◽  
pp. 152-172
Author(s):  
Mavhungu Abel Mafukata
Keyword(s):  
Social Behavior ◽  
Cultural Diversity ◽  
South African ◽  
Higher Learning ◽  
South African Government ◽  
The South ◽  
African Government ◽  
Ethnic Tensions ◽  
Institutions Of Higher Learning ◽  
The University

The South African government has lobbied institutions of higher learning to recruit academics from across Africa to address the challenge of shortage of skills. Some universities have indeed exploited this opportunity. However, it has emerged that these nationals get to face unbearable anti-social behavior from the locals. Among others, these expatriates contend incidences of tribal-ethnic tensions and xenophobia. Multiple theories were adopted to assist the analysis. The results revealed that there was evidence of tribalism, ethnicity, and incited xenophobia at this university. Furthermore, the study found that the acts of tribalism and ethnicity cut across the university community. The study revealed that deaneries and departments reflected ethnic-tribal orientations depending on the tribes of the respective incumbents in those sections. The university should recognise that it has become a space of cultural diversity where people should be recognized outside the ethnic and tribal framework of locality.

Digital Mental Health Support for Students in Higher Institutions in Nigeria During Pandemics

2022 ◽  
pp. 278-295
Author(s):  
Abel Ebiega Enokela
Keyword(s):  
Mental Health ◽  
School Counselors ◽  
Social Contexts ◽  
Higher Learning ◽  
Institutions Of Higher Learning ◽  
Mental Health Support ◽  
Response Measures ◽  
Health Support ◽  
To Come ◽  
Higher Institutions

This chapter examined the challenges associated with students' mental health in a pandemic period like the COVID-19 era and the expected coordinated response measures that should be in place to mitigate such challenges with focus on the mental health of students in institutions of higher learning in Nigeria, the most populous nation on the continent of Africa. Specifically, the review strengthened the need for school counselors' going back to the drawing board to come up with modalities that could keep students psychologically and emotionally healthy. Students normally enjoy school community life but would have to adjust their patterns of social interactions during an outbreak of an infectious disease. The review explored and applied the assumptions of social support theory which laid emphasis on supportive relationships within social contexts. School counselors were charged in this chapter to engage their students' community with digital mental health support to help them remain mentally healthy in spite of the adverse events usually provoked by the presence of a pandemic.

scholarly journals ‘Selfishly backward’ or ‘selflessly forward?’: A white male’s insider perspective on a challenge and opportunity of decolonisation for practical theology in the South African context

2019 ◽  
Vol 75 (2) ◽  
Author(s):  
Alfred R. Brunsdon
Keyword(s):  
South Africa ◽  
South African ◽  
Practical Theology ◽  
Higher Learning ◽  
Mass Action ◽  
South Africans ◽  
White Males ◽  
Institutions Of Higher Learning ◽  
Sitz Im Leben ◽  
African Context

Depending on the Sitz im Leben of practical theologian, the issue of decolonisation will be a greater or lesser reality. For South Africans, decolonisation has become a part of their daily living. Decolonisation can be regarded as a second wave of liberation in the post-apartheid South Africa. Following on the first wave, or even the tsunami of transformation, is the urgent call for the decolonisation of colonial knowledge, structures and epistemologies that endured in the new dispensation. Squarely in the aim of decolonisation efforts are institutions of higher learning and by implication all disciplines taught there, including theology. The non-negotiability of the decolonisation of higher education is evident in the recurring violent protests and mass action, as expressed in different ‘#must-fall’ campaigns over the last few years. This article argues that the current decolonisation drive in South Africa is urging local practical theologians to make an important choice, namely to move ‘selfishly backward’ or ‘selflessly forward’. In other words, maintaining current practices or exploring alternatives in a new context. This choice is embedded in the reality that a significant number of practical theologians in South Africa are white males that may, from a decolonisation perspective, be deemed part of the colonisation legacy. Against this background, the article attempts to provide a reflective insider’s perspective on a challenge and opportunity this creates for practical theology.

scholarly journals Legal Concerns with Academic Engagement Programs in Developing Countries

2015 ◽  
Vol 10 (2) ◽  
pp. 18-28
Author(s):  
Molly Eckman ◽  
Ellie Kriner ◽  
Khanjan Mehta ◽  
Kevin Prucino ◽  
Meng Lian ◽  
...  
Keyword(s):  
Developing Countries ◽  
Community Service ◽  
Academic Engagement ◽  
New Products ◽  
Academic Programs ◽  
Higher Learning ◽  
Program Leaders ◽  
Institutions Of Higher Learning ◽  
Different Types ◽  
Travel Abroad

Universities and other institutions of higher learning have seen an increase in the number of academic programs that involve engagement with external communities, especially in the developing world. These programs may include travel abroad, community service, or the design and commercialization of new products. Despite this growth, many faculty and program leaders remain unaware of the legal concerns and challenges that might arise on these types of activities. This article informs faculty on the legal nuances relevant to different types of academic engagement programs. Representative examples of each type of program are used to illustrate legal concerns that may arise, and compromise academic engagement programs.

Sign in / Sign up

Export Citation Format

Share Document