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Papers by Brigitte Lenong

Research paper thumbnail of Is Co-teaching a Sustainable Practice in Teacher Education? Lecturers’ Perception

Asian Conference on Education official conference proceedings/ACE, Jan 28, 2024

Research paper thumbnail of Pre-Service Teachers Engaging in Co-Teaching: A Transformative Learning Perspective

ICERI proceedings, Nov 1, 2022

Research paper thumbnail of Engaging University Students in Reading Projects to Enhance Their Learning

DergiPark (Istanbul University), Sep 10, 2020

In Higher Education students encounter large reading materials which require them to be independe... more In Higher Education students encounter large reading materials which require them to be independent readers. Therefore, this makes reading an important academic activity at higher education institutions. Students in this sector engage with different texts and books in their academic years, primarily to acquire information and knowledge. However, they appear not to read other materials to gain insight and for pleasure. Engaging students in reading activities is of importance, hence, reading projects are essential to enhance their reading habits. The research was conducted at University of Technology, to investigate the role of reading projects at tertiary level regarding students learning and reading ability. The study used a qualitative method design to explore the students' engagement in reading projects as to enhance their learning at the Central University of Technology, Free State. Focus group interviews were conducted with Reading Club members involved in reading projects. The findings of this study revealed that the reading projects made reading a shared pleasure, team effort and encouraged metacognitive focus upon learning. The study further provided insight into the role reading projects play in enhancing learning and promoting academic success.

Research paper thumbnail of Teaching Large Classes at an Institution of Higher Learning in South Africa

In line with the notions of increased access to education as well as massification of education i... more In line with the notions of increased access to education as well as massification of education in South Africa and elsewhere, large classes have become common in Universities. While the size of a large class varies from country to country, in a South African context, and at our institution in particular, large classes can mean approximately 120 students in one seating. Although large classes can have a negative effect on student participation and engagement, especially when dealing with first year students, some strategies could be devised to deal with large classes. This study was undertaken to examine the problems students and lecturers experience in large classes as well as strategies that the lecturers have devised in promoting and sustaining student participation and engagement. The setting of the study is the Central University of Technology, Free State, an institution of Higher Learning in the Free State province of South Africa. The population for the study were first-year education students in 2017. A sample of 248 first year education students, from different areas of specialisation was used in the study. A self-constructed questionnaire was used to collect data from the students while semi-structured interviews were used to collect data from the lecturers. The findings revealed that large classes do pose challenges to both students and lecturers. However, both students and lecturers have developed strategies of dealing with large classes. Lecturers have resorted to team teaching, group assignments, and team marking. Students have benefitted from group assignments and group presentations as such activities afforded them opportunities to work collaboratively with one another. Although there is limited participation in class as there is no individual attention, within the groups, they are able to participate and engage with one another. The institution is charged with the responsibility to expand its facilities as the students cannot be turned away.

Research paper thumbnail of Applying an integrated theoretical lens to evaluate the perceived effectiveness of a computer-based reading development course in higher education

South African journal of higher education, 2023

Research paper thumbnail of Pre-Service Teachers Engaging in Co-Teaching: A Transformative Learning Perspective

Research paper thumbnail of Fostering Collaborative Online Learning: Pre-Service Students’ Perspectives

Research paper thumbnail of Reflection on the Use of E-Portfolios During Teaching Practicum at a University of Technology in South Africa

Education and New Developments 2022 – Volume I

During teaching practicum student teachers are expected to acquire major pedagogical skills that ... more During teaching practicum student teachers are expected to acquire major pedagogical skills that have to do with classroom management; organisation; self-criticism; leadership; teaching; testing and assessing between themselves. Evidence of all activities of a student-teacher during teaching practicum is usually contained in a portfolio of evidence which is submitted to the faculty at the end of the program. At the Central University of Technology, this portfolio has always been paper-based. The aim of this project is to reflect on the use of e-portfolios during teaching practicum as a replacement for paper-based portfolios. The project used Participatory Action Research (PAR) as a research methodology. Workshops, interviews, and observations were used as data-gathering instruments. Internal stakeholders took part in the project and included student teachers and lecturers, and the e-learning center at the Central University of Technology. This report provided an overview of the entire project, including the planning phase results. Thematic analysis arrived at teacher training institutions must adopt e-portfolios as a reflective tool to enhance students learning.

Research paper thumbnail of Engaging University Students in Reading Projects to Enhance Their Learning

IJAEDU- International E-Journal of Advances in Education, 2020

Research paper thumbnail of Teaching Large Classes at an Institution of Higher Learning in South Africa

Proceedings of the 40th International Academic Conference, Stockholm, 2018

Research paper thumbnail of Assessing the Academic Writing Skills of Final Year English Second Language (Esl) Educations Students to Determine Their Preparedness as Language Teachers: A Practical Approach at a University of Technology

Education and New Developments 2021, 2021

The schooling system plays a significant role in teaching basic literacy skills such as reading a... more The schooling system plays a significant role in teaching basic literacy skills such as reading and writing, yet students from al schooling backgrounds find it challenging to uphold an acceptable standard of academic writing in higher education in comparison with their advantaged peers. The fact that universities have adopted English as the medium for teaching and learning purposes makes it difficult for students to demonstrate the ability to write in their own words, as they are second or third language speakers. Student success at institutions of higher learning depends largely on the adequate mastery of reading and writing skills required by the discipline. The article assesses the academic writing skills of final year education students completing their studies at a University of Technology in South Africa. Thisstudy was necessitated by the realisation that students at both undergraduate and post-graduate level are struggling to express themselves through writing in the academic...

Research paper thumbnail of Assessing the Academic Writing Skills of Final Year English Second Language (Esl) Educations Students to Determine Their Preparedness as Language Teachers: A Practical Approach at a University of Technology

The schooling system plays a significant role in teaching basic literacy skills such as reading a... more The schooling system plays a significant role in teaching basic literacy skills such as reading and writing, yet students from al schooling backgrounds find it challenging to uphold an acceptable standard of academic writing in higher education in comparison with their advantaged peers. The fact that universities have adopted English as the medium for teaching and learning purposes makes it difficult for students to demonstrate the ability to write in their own words, as they are second or third language speakers. Student success at institutions of higher learning depends largely on the adequate mastery of reading and writing skills required by the discipline. The article assesses the academic writing skills of final year education students completing their studies at a University of Technology in South Africa. This study was necessitated by the realisation that students at both undergraduate and postgraduate level are struggling to express themselves through writing in the academic language which is critical for them to succeed at university. The article draws on a writing process skills questionnaire administered to fourth year students and English lecturers in the Department of Education and Communication Sciences. General academic writing conventions such as organisation, development, building an argument, grammar, and spelling were examined through an academic essay. The results highlight the poor writing skills and lack of mastering of academic writing skills of students.

Research paper thumbnail of Is Co-teaching a Sustainable Practice in Teacher Education? Lecturers’ Perception

Asian Conference on Education official conference proceedings/ACE, Jan 28, 2024

Research paper thumbnail of Pre-Service Teachers Engaging in Co-Teaching: A Transformative Learning Perspective

ICERI proceedings, Nov 1, 2022

Research paper thumbnail of Engaging University Students in Reading Projects to Enhance Their Learning

DergiPark (Istanbul University), Sep 10, 2020

In Higher Education students encounter large reading materials which require them to be independe... more In Higher Education students encounter large reading materials which require them to be independent readers. Therefore, this makes reading an important academic activity at higher education institutions. Students in this sector engage with different texts and books in their academic years, primarily to acquire information and knowledge. However, they appear not to read other materials to gain insight and for pleasure. Engaging students in reading activities is of importance, hence, reading projects are essential to enhance their reading habits. The research was conducted at University of Technology, to investigate the role of reading projects at tertiary level regarding students learning and reading ability. The study used a qualitative method design to explore the students' engagement in reading projects as to enhance their learning at the Central University of Technology, Free State. Focus group interviews were conducted with Reading Club members involved in reading projects. The findings of this study revealed that the reading projects made reading a shared pleasure, team effort and encouraged metacognitive focus upon learning. The study further provided insight into the role reading projects play in enhancing learning and promoting academic success.

Research paper thumbnail of Teaching Large Classes at an Institution of Higher Learning in South Africa

In line with the notions of increased access to education as well as massification of education i... more In line with the notions of increased access to education as well as massification of education in South Africa and elsewhere, large classes have become common in Universities. While the size of a large class varies from country to country, in a South African context, and at our institution in particular, large classes can mean approximately 120 students in one seating. Although large classes can have a negative effect on student participation and engagement, especially when dealing with first year students, some strategies could be devised to deal with large classes. This study was undertaken to examine the problems students and lecturers experience in large classes as well as strategies that the lecturers have devised in promoting and sustaining student participation and engagement. The setting of the study is the Central University of Technology, Free State, an institution of Higher Learning in the Free State province of South Africa. The population for the study were first-year education students in 2017. A sample of 248 first year education students, from different areas of specialisation was used in the study. A self-constructed questionnaire was used to collect data from the students while semi-structured interviews were used to collect data from the lecturers. The findings revealed that large classes do pose challenges to both students and lecturers. However, both students and lecturers have developed strategies of dealing with large classes. Lecturers have resorted to team teaching, group assignments, and team marking. Students have benefitted from group assignments and group presentations as such activities afforded them opportunities to work collaboratively with one another. Although there is limited participation in class as there is no individual attention, within the groups, they are able to participate and engage with one another. The institution is charged with the responsibility to expand its facilities as the students cannot be turned away.

Research paper thumbnail of Applying an integrated theoretical lens to evaluate the perceived effectiveness of a computer-based reading development course in higher education

South African journal of higher education, 2023

Research paper thumbnail of Pre-Service Teachers Engaging in Co-Teaching: A Transformative Learning Perspective

Research paper thumbnail of Fostering Collaborative Online Learning: Pre-Service Students’ Perspectives

Research paper thumbnail of Reflection on the Use of E-Portfolios During Teaching Practicum at a University of Technology in South Africa

Education and New Developments 2022 – Volume I

During teaching practicum student teachers are expected to acquire major pedagogical skills that ... more During teaching practicum student teachers are expected to acquire major pedagogical skills that have to do with classroom management; organisation; self-criticism; leadership; teaching; testing and assessing between themselves. Evidence of all activities of a student-teacher during teaching practicum is usually contained in a portfolio of evidence which is submitted to the faculty at the end of the program. At the Central University of Technology, this portfolio has always been paper-based. The aim of this project is to reflect on the use of e-portfolios during teaching practicum as a replacement for paper-based portfolios. The project used Participatory Action Research (PAR) as a research methodology. Workshops, interviews, and observations were used as data-gathering instruments. Internal stakeholders took part in the project and included student teachers and lecturers, and the e-learning center at the Central University of Technology. This report provided an overview of the entire project, including the planning phase results. Thematic analysis arrived at teacher training institutions must adopt e-portfolios as a reflective tool to enhance students learning.

Research paper thumbnail of Engaging University Students in Reading Projects to Enhance Their Learning

IJAEDU- International E-Journal of Advances in Education, 2020

Research paper thumbnail of Teaching Large Classes at an Institution of Higher Learning in South Africa

Proceedings of the 40th International Academic Conference, Stockholm, 2018

Research paper thumbnail of Assessing the Academic Writing Skills of Final Year English Second Language (Esl) Educations Students to Determine Their Preparedness as Language Teachers: A Practical Approach at a University of Technology

Education and New Developments 2021, 2021

The schooling system plays a significant role in teaching basic literacy skills such as reading a... more The schooling system plays a significant role in teaching basic literacy skills such as reading and writing, yet students from al schooling backgrounds find it challenging to uphold an acceptable standard of academic writing in higher education in comparison with their advantaged peers. The fact that universities have adopted English as the medium for teaching and learning purposes makes it difficult for students to demonstrate the ability to write in their own words, as they are second or third language speakers. Student success at institutions of higher learning depends largely on the adequate mastery of reading and writing skills required by the discipline. The article assesses the academic writing skills of final year education students completing their studies at a University of Technology in South Africa. Thisstudy was necessitated by the realisation that students at both undergraduate and post-graduate level are struggling to express themselves through writing in the academic...

Research paper thumbnail of Assessing the Academic Writing Skills of Final Year English Second Language (Esl) Educations Students to Determine Their Preparedness as Language Teachers: A Practical Approach at a University of Technology

The schooling system plays a significant role in teaching basic literacy skills such as reading a... more The schooling system plays a significant role in teaching basic literacy skills such as reading and writing, yet students from al schooling backgrounds find it challenging to uphold an acceptable standard of academic writing in higher education in comparison with their advantaged peers. The fact that universities have adopted English as the medium for teaching and learning purposes makes it difficult for students to demonstrate the ability to write in their own words, as they are second or third language speakers. Student success at institutions of higher learning depends largely on the adequate mastery of reading and writing skills required by the discipline. The article assesses the academic writing skills of final year education students completing their studies at a University of Technology in South Africa. This study was necessitated by the realisation that students at both undergraduate and postgraduate level are struggling to express themselves through writing in the academic language which is critical for them to succeed at university. The article draws on a writing process skills questionnaire administered to fourth year students and English lecturers in the Department of Education and Communication Sciences. General academic writing conventions such as organisation, development, building an argument, grammar, and spelling were examined through an academic essay. The results highlight the poor writing skills and lack of mastering of academic writing skills of students.