Tabisa Mayisela - Academia.edu (original) (raw)

Papers by Tabisa Mayisela

South African journal of higher education, Dec 31, 2022

The study focused on the implementation of supplementary instruction as a suitable and effective ... more The study focused on the implementation of supplementary instruction as a suitable and effective pedagogical intervention for assisting at-risk students enrolled in an Advanced Research Methodology core course in one of the South African higher education institutions (HEIs). Supplementary instruction (SI) has been purported to be an effective technique for assisting atrisk students undertaking high-risk core modules. The educational challenge of at-risk students in higher education has been worsened by the emergence of the COVID-19 pandemic where highrisk core modules implementing e-learning posed serious challenges for at-risk students thereby negatively affecting pass rates and throughput. The design-based research (DBR) approach was used to guide the design of the intervention and research its effectiveness. The article reports on the design principles that yielded these results. After one cycle of DBR, it was established that SI had a positive impact on the pass rates of this particular course. The article argues that the use of the proposed designed principles in SI interventions has the potential to increase higher mean grades, lower failure and withdrawal rates, and higher retention rates of students. However, this study recommends that further iterations must be undertaken to refine design principles for an SI programme of this nature. The pedagogical significance of the current study in the prevailing circumstances and post COVID-19 pandemic is implementing a robust SI intervention in all core Mutanda, Gumede, Using a design-based research approach for a supplementary instruction Mayisela, Ng'ambi programme: A pedagogical intervention during the COVID-19 pandemic 272 modules at the University of Technology.

Advances in electronic government, digital divide, and regional development book series, 2017

The purpose of this chapter is to share a successful case of how ICT was used for educational inc... more The purpose of this chapter is to share a successful case of how ICT was used for educational inclusiveness by students from previously disadvantaged backgrounds. This chapter further illuminates how students could be supported in acquiring digital and academic literacy skills, within a discipline context. Lecturers often find it difficult to define digital literacy beyond the use of ICT in a classroom, or understand how students' acquisition of digital literacy skills could be supported or further expanded into students' academic literacy skills. This piece of work therefore, provides insight to academics, researchers and students, on how: (1) ICT could be integrated into the curriculum; (2) digital literacy could be embedded into the curriculum; and (3) students could be supported in acquiring graduate attributes and skills that make them fit for the workplace.

International journal of educational sciences, 2014

International Journal of Education and Development using ICT, Dec 31, 2016

Uganda's higher education system has generally been criticized for concentrating on theory leadin... more Uganda's higher education system has generally been criticized for concentrating on theory leading to a mismatch between training received and practical skills required by employers. Studies have documented the inability of graduates from some programmes at Makerere University in applying knowledge in the work environment. This could partly be attributed the use of traditional teaching methods, which do not adequately develop higher order cognitive skills and knowledge application in real life situations. Therefore, the study explored how technological approaches can be adopted to produce better graduates with ability to apply knowledge in real life situations. The study aimed to explore 1) how Facebook affords students to transfer knowledge acquired in the lecture room to the workroom and 2) the usefulness of Activity Theory (AT) as a lens to analyze how students interact with Facebook to develop knowledge application skills. Current methods of knowledge application were reviewed to identify gaps, strengths and effectiveness of Facebook learning activities guided by AT which is a useful social learning theory for studying transfer and knowledge application in new contexts among activity systems. Second year Bachelor of Information Technology students interacted with Facebook as a mediating tool to post videos installing an operating system on the page and interact with peers and their lecturer. Analysis of students' interaction with Facebook activities, practices and implications, and the potential of AT for research, development and dissemination is presented. Findings show the usefulness of AT in clarifying how interactions in Facebook and contradictions occur. Finally, limitations of using AT in understanding how Facebook develops knowledge application skills and recommendations for future research are highlighted.

International Journal of Mobile and Blended Learning

This paper contributes to the conceptualisation of digital literacy as a social practice. While p... more This paper contributes to the conceptualisation of digital literacy as a social practice. While previous studies have focused on student digital skills and digital practices in well-resourced environments, there is a research gap concerning digital literacy as a social practice in resource constrained environments, such as South African universities. A qualitative approach is used to explore the acquisition of discipline-specific digital literacy practices by a purposive sample of three first-year students from two extended degree programme courses. The findings reveal that the discipline-specific learning and assessment activities instantiated students' digital literacy practices in the technical, cognitive, and social-emotional dimensions. Furthermore, the participants acquired digital literacies in the technical and cognitive dimension. The research findings provide insight to how other higher education educators in developing contexts could integrate digital literacies into ...

Open Learning as a Means of Advancing Social Justice: Cases in Post-School Education and Training in South Africa

South Africa’s Department of Higher Education and Training (DHET)has put forward ‘open learning’ ... more South Africa’s Department of Higher Education and Training (DHET)has put forward ‘open learning’ as an educational approach to addressing issues ofaccess and success in the post-school education and training sector. This chapterinvestigates the possibilities and limitations of online assessment to advance DHET’sopen learning agenda in the technical and vocational education and training (TVET)sector. Adopting a social justice lens, this chapter explores how online assessmenthas the potential to encourage as well as constrain ‘parity of participation’ (Fraser,1995) from an economic, cultural and political perspective. A small empirical studyinvolving interviews with four staff members from Tshwane North TVET College’s OpenLearning Unit and four students is employed to illuminate the themes of social justice.The findings indicate that online assessment has the potential to aid economic justiceby creating the conditions for working individuals to improve their qualifications whilstworki...

This volume investigates the uptake of ‘open learning’ in South African Technical Vocational Educ... more This volume investigates the uptake of ‘open learning’ in South African Technical Vocational Education and Training (TVET) colleges and higher education institutions. Comprised of 16 studies focused on activities at a range of colleges and universities across the country, these chapters aim to promote a better understanding of open learning practices across the Post-School Education and Training (PSET) sector, including issues such as: recognition of prior learning, access for students with disabilities, work integrated learning, professional development, novel student funding mechanisms, leadership for open educational practices, institutional culture, student support, blended and online learning, flexible learning, online assessment, open educational resource development models and funding, and micro-credentials. This collection of peer-reviewed chapters contributes to understanding the ways in which South African PSET institutions and educators are interpreting ‘open learning’ as...

International Journal of Education and Development using ICT, 2016

1. INTRODUCTIONThe higher education subsector in Uganda has registered continued growth in terms ... more 1. INTRODUCTIONThe higher education subsector in Uganda has registered continued growth in terms of enrolment and number of institutions. According to the National Council for Higher Education (NCHE) Report (2013), enrolment has been increasing since 2000 with the emergency of a vibrant private higher education sector. For instance, between 2006 and 2011 total enrolment was from 137,190 to 198,066; representing a growth of 44.4%. There were 187 higher education institutions (HEIs) in 2011 up from 148 in 2006, representing a growth rate of 26% in that period. Of these, the private sector owned 73% and the public owned only 27% HEIs. However, Makerere University enrolls majority of students in Uganda, for instance, in the academic year 2013/14, the University enrolled 42% of the students in public universities, and 21% of the students in all universities in Uganda (Makerere University, Directorate of Quality Assurance 2016). This implies that Makerere University contributes significan...

International journal of education and development using information and communication technology, 2019

Most universities in Uganda encourage memorization as the predominant method of learning. This ha... more Most universities in Uganda encourage memorization as the predominant method of learning. This has been partly linked to limited practical pedagogical skills among educators, to effectively engage students to develop Higher Order Thinking Skills (HOTS). Consequently, students are not well prepared for the world after university. WhatsApp Enabled Learning (WAEL) has been found to support approaches to learning that promote development of HOTS, like inquiry, creativity, critical reflection and dialogue. Although many universities in Uganda have been using LMSs, there is little evidence that use of an LMS has enhanced development of HOTS. While the Ugandan society is catching on fast with use of WhatsApp due to increased access to mobile technology devices and Internet connectivity, use of WhatsApp in education is still limited. Additionally, there is limited research on the benefits of WAEL to development of HOTS in African countries. This paper examines how WAEL can facilitate develo...

This paper conceptualises a holistic approach to digital education leadership, presenting the arg... more This paper conceptualises a holistic approach to digital education leadership, presenting the argument that digital education leadership is grounded in the practice that it seeks to foster (digital literacy practice) and the processes involved in teaching that practice (digital education). In other words, digital education leadership cannot be viewed in isolation, separate from digital literacy or digital education. The foundational dimensions of the digital in this framework are premised on understandings of literacy as social practices. In brief, we understand that literacy involves sets of practices which are tied to domains of practice (e.g. learning). Furthermore, because literacy is about being able to participate in social practices, and because the contemporary world is technology saturated, then in order to create a life for oneself, one needs to be capable of participating (living, learning and working) in this evolving digitally mediated society. The paper presents a new ...

Digital literacies are an emerging phenomenon that both international and national higher educati... more Digital literacies are an emerging phenomenon that both international and national higher education institutions (HEIs) are still grappling to explicitly define. Universities are beginning to adopt the terminology of digital literacies but probably have a long way to go in adopting practices that emphasise the fuller vision of what digital literacies encompass. Conceptualisation of digital literacies is now shifting focus from a capabilities and consumption of technology notion to a use of technology for academic practices and contribution to production notion. This paper highlights the importance of contextualising digital literacies into disciplinary context and therefore, embedding them in courses or subjects

Digital knowledge production involves the processing and presentation of digital information and ... more Digital knowledge production involves the processing and presentation of digital information and content through the implementation of digital literacy practices in technical, cognitive and social-emotional dimensions. As such, this thesis addresses the question: How and why do first-year higher education students acquire digital content creation literacies in a discipline-specific setting? Firstly, this thesis contributes to the conceptualisation of digital literacy as a social practice through theorizing the complex and evolving nature of digital literacy practices in disciplinary-specific contexts in higher education. Secondly, the thesis develops a theoretical explanation to how higher education students acquire digital content creation literacies within their discipline-specific settings. Drawing on the New Literacies Studies' theoretical approach, first-year students' digital vi Table of contents

INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES, 2014

South African Journal of Education, 2013

Mobile technology is increasingly being used to support blended learning beyond computer centres.... more Mobile technology is increasingly being used to support blended learning beyond computer centres. It has been considered as a potential solution to the problem of a shortage of computers for accessing online learning materials (courseware) in a blended learning course. The purpose of the study was to establish how the use of mobile technology could enhance accessibility and communication in a blended learning course. Data were solicited from a purposive convenience sample of 36 students engaged in the blended learning course. The case study utilized a mixedmethods approach. An unstructured interview was conducted with the course lecturer and these data informed the design of the students' semi-structured questionnaire. It was found that students with access to mobile technology had an increased opportunity to access the courseware of the blended learning course. Mobile technology further enhanced student-to-student and student-to-lecturer communication by means of social networks. The study concludes that mobile technology has the potential to increase accessibility and communication in a blended learning course. Recommendations, limitations of the present study, and suggestions for future research were made.

African Minds eBooks, Mar 31, 2022

Blended learning has become a critical element in the ensemble of learning and teaching approache... more Blended learning has become a critical element in the ensemble of learning and teaching approaches in post-school education and training (PSET) as a means to provide flexible and pedagogically inclusive education. With the Department of Higher Education and Training (DHET) in South Africa calling for increased open learning initiatives, many Technical and Vocational Education and Training (TVET) colleges are responding through ICT-mediated adaptations of their learning and teaching approaches, such as blended learning. Northlink TVET College in Cape Town, the top performer in South Africa in the 2018 final National Certificate Vocational (NCV) examination results and well-known for its blended learning initiatives, was chosen to showcase its flexible and inclusive pedagogical approaches. This case study employed a qualitative approach that used in-depth interviews and a focus group with the college's Education and Training Unit manager, two lecturers, and six students to explore the blended learning initiative and practices at the college. This was to interrogate the ways in which the blended learning initiatives were informed by open learning principles, and the extent to which this mode of learning provision at the college can be deemed to be, using Fraser's (2005) critical theory for analysis, socially just. Findings indicate that explicit accommodations in the pedagogical design and implementation of blended learning were made by the college to ameliorate certain financial and political injustices often experienced by students and staff. However, significant strides are yet to be taken to address certain cultural injustices. This study holds the potential to inspire teaching and learning practices and blended learning provision at the college and other PSET institutions, in realisation of the open learning agenda. Recommendations for both the college and DHET have been made.

African Minds eBooks, Mar 31, 2022

At the core of challenges besetting most South African Technical and Vocational Education and Tra... more At the core of challenges besetting most South African Technical and Vocational Education and Training (TVET) colleges are poor leadership and management which lead to inadequate guidance and support for open learning, in general, and, more specifically, technologically innovative practices such as e-learning. E-learning contributed to improving learning flexibility for financially precarious students at Gert Sibande TVET College (GSC), who were unable to commute daily. Flexible modes of learning provision tie in with the South African Department of Higher Education and Training's (DHET) open learning principles. A small-scale qualitative study was undertaken to investigate leadership approaches and practices in its promotion of open learning via the prioritisation of e-learning at GSC, identified by DHET as a forerunner of e-learning. In-depth interviews with senior management and college lecturers were conducted online. Due to the social justice intent foregrounded in DHET's draft Open Learning Policy Framework, Nancy Fraser's social justice framework was used to determine the extent to which the leadership processes and practices enabled socially just environments for increased e-learning initiatives. The study found that visionary and socially just leadership practices contributed to increasing e-learning implementation at the college, although certain economic, cultural and political injustices in terms of effectively enabling e-learning still prevailed. This study holds the potential to further influence the social justice imperatives of leadership of e-learning at the institution, as well as contribute to leadership for open learning initiatives in South Africa and abroad.

Open Learning as a Means of Advancing Social Justice: Cases in Post-School Education and Training in South Africa

Blended learning has become a critical element in the ensemble of learning and teaching approache... more Blended learning has become a critical element in the ensemble of learning and teaching approaches in post-school education and training (PSET) as a means to provide flexible and pedagogically inclusive education. With the Department of Higher Education and Training (DHET) in South Africa calling for increased open learning initiatives, many Technical and Vocational Education and Training (TVET) colleges are responding through ICT-mediated adaptations of their learning and teaching approaches, such as blended learning. Northlink TVET College in Cape Town, the top performer in South Africa in the 2018 final National Certificate Vocational (NCV) examination results and well-known for its blended learning initiatives, was chosen to showcase its flexible and inclusive pedagogical approaches. This case study employed a qualitative approach that used in-depth interviews and a focus group with the college’s Education and Training Unit manager, two lecturers, and six students to explore the...

Open Learning as a Means of Advancing Social Justice: Cases in Post-School Education and Training in South Africa

At the core of challenges besetting most South African Technicaland Vocational Education and Trai... more At the core of challenges besetting most South African Technicaland Vocational Education and Training (TVET) colleges are poor leadership andmanagement which lead to inadequate guidance and support for open learning,in general, and, more specifically, technologically innovative practices such ase-learning. E-learning contributed to improving learning flexibility for financiallyprecarious students at Gert Sibande TVET College (GSC), who were unable tocommute daily. Flexible modes of learning provision tie in with the South AfricanDepartment of Higher Education and Training’s (DHET) open learning principles. Asmall-scale qualitative study was undertaken to investigate leadership approachesand practices in its promotion of open learning via the prioritisation of e-learning atGSC, identified by DHET as a forerunner of e-learning. In-depth interviews with seniormanagement and college lecturers were conducted online. Due to the social justiceintent foregrounded in DHET’s draft Open Learni...

South African journal of higher education, Dec 31, 2022

The study focused on the implementation of supplementary instruction as a suitable and effective ... more The study focused on the implementation of supplementary instruction as a suitable and effective pedagogical intervention for assisting at-risk students enrolled in an Advanced Research Methodology core course in one of the South African higher education institutions (HEIs). Supplementary instruction (SI) has been purported to be an effective technique for assisting atrisk students undertaking high-risk core modules. The educational challenge of at-risk students in higher education has been worsened by the emergence of the COVID-19 pandemic where highrisk core modules implementing e-learning posed serious challenges for at-risk students thereby negatively affecting pass rates and throughput. The design-based research (DBR) approach was used to guide the design of the intervention and research its effectiveness. The article reports on the design principles that yielded these results. After one cycle of DBR, it was established that SI had a positive impact on the pass rates of this particular course. The article argues that the use of the proposed designed principles in SI interventions has the potential to increase higher mean grades, lower failure and withdrawal rates, and higher retention rates of students. However, this study recommends that further iterations must be undertaken to refine design principles for an SI programme of this nature. The pedagogical significance of the current study in the prevailing circumstances and post COVID-19 pandemic is implementing a robust SI intervention in all core Mutanda, Gumede, Using a design-based research approach for a supplementary instruction Mayisela, Ng'ambi programme: A pedagogical intervention during the COVID-19 pandemic 272 modules at the University of Technology.

Advances in electronic government, digital divide, and regional development book series, 2017

The purpose of this chapter is to share a successful case of how ICT was used for educational inc... more The purpose of this chapter is to share a successful case of how ICT was used for educational inclusiveness by students from previously disadvantaged backgrounds. This chapter further illuminates how students could be supported in acquiring digital and academic literacy skills, within a discipline context. Lecturers often find it difficult to define digital literacy beyond the use of ICT in a classroom, or understand how students' acquisition of digital literacy skills could be supported or further expanded into students' academic literacy skills. This piece of work therefore, provides insight to academics, researchers and students, on how: (1) ICT could be integrated into the curriculum; (2) digital literacy could be embedded into the curriculum; and (3) students could be supported in acquiring graduate attributes and skills that make them fit for the workplace.

International journal of educational sciences, 2014

International Journal of Education and Development using ICT, Dec 31, 2016

Uganda's higher education system has generally been criticized for concentrating on theory leadin... more Uganda's higher education system has generally been criticized for concentrating on theory leading to a mismatch between training received and practical skills required by employers. Studies have documented the inability of graduates from some programmes at Makerere University in applying knowledge in the work environment. This could partly be attributed the use of traditional teaching methods, which do not adequately develop higher order cognitive skills and knowledge application in real life situations. Therefore, the study explored how technological approaches can be adopted to produce better graduates with ability to apply knowledge in real life situations. The study aimed to explore 1) how Facebook affords students to transfer knowledge acquired in the lecture room to the workroom and 2) the usefulness of Activity Theory (AT) as a lens to analyze how students interact with Facebook to develop knowledge application skills. Current methods of knowledge application were reviewed to identify gaps, strengths and effectiveness of Facebook learning activities guided by AT which is a useful social learning theory for studying transfer and knowledge application in new contexts among activity systems. Second year Bachelor of Information Technology students interacted with Facebook as a mediating tool to post videos installing an operating system on the page and interact with peers and their lecturer. Analysis of students' interaction with Facebook activities, practices and implications, and the potential of AT for research, development and dissemination is presented. Findings show the usefulness of AT in clarifying how interactions in Facebook and contradictions occur. Finally, limitations of using AT in understanding how Facebook develops knowledge application skills and recommendations for future research are highlighted.

International Journal of Mobile and Blended Learning

This paper contributes to the conceptualisation of digital literacy as a social practice. While p... more This paper contributes to the conceptualisation of digital literacy as a social practice. While previous studies have focused on student digital skills and digital practices in well-resourced environments, there is a research gap concerning digital literacy as a social practice in resource constrained environments, such as South African universities. A qualitative approach is used to explore the acquisition of discipline-specific digital literacy practices by a purposive sample of three first-year students from two extended degree programme courses. The findings reveal that the discipline-specific learning and assessment activities instantiated students' digital literacy practices in the technical, cognitive, and social-emotional dimensions. Furthermore, the participants acquired digital literacies in the technical and cognitive dimension. The research findings provide insight to how other higher education educators in developing contexts could integrate digital literacies into ...

Open Learning as a Means of Advancing Social Justice: Cases in Post-School Education and Training in South Africa

South Africa’s Department of Higher Education and Training (DHET)has put forward ‘open learning’ ... more South Africa’s Department of Higher Education and Training (DHET)has put forward ‘open learning’ as an educational approach to addressing issues ofaccess and success in the post-school education and training sector. This chapterinvestigates the possibilities and limitations of online assessment to advance DHET’sopen learning agenda in the technical and vocational education and training (TVET)sector. Adopting a social justice lens, this chapter explores how online assessmenthas the potential to encourage as well as constrain ‘parity of participation’ (Fraser,1995) from an economic, cultural and political perspective. A small empirical studyinvolving interviews with four staff members from Tshwane North TVET College’s OpenLearning Unit and four students is employed to illuminate the themes of social justice.The findings indicate that online assessment has the potential to aid economic justiceby creating the conditions for working individuals to improve their qualifications whilstworki...

This volume investigates the uptake of ‘open learning’ in South African Technical Vocational Educ... more This volume investigates the uptake of ‘open learning’ in South African Technical Vocational Education and Training (TVET) colleges and higher education institutions. Comprised of 16 studies focused on activities at a range of colleges and universities across the country, these chapters aim to promote a better understanding of open learning practices across the Post-School Education and Training (PSET) sector, including issues such as: recognition of prior learning, access for students with disabilities, work integrated learning, professional development, novel student funding mechanisms, leadership for open educational practices, institutional culture, student support, blended and online learning, flexible learning, online assessment, open educational resource development models and funding, and micro-credentials. This collection of peer-reviewed chapters contributes to understanding the ways in which South African PSET institutions and educators are interpreting ‘open learning’ as...

International Journal of Education and Development using ICT, 2016

1. INTRODUCTIONThe higher education subsector in Uganda has registered continued growth in terms ... more 1. INTRODUCTIONThe higher education subsector in Uganda has registered continued growth in terms of enrolment and number of institutions. According to the National Council for Higher Education (NCHE) Report (2013), enrolment has been increasing since 2000 with the emergency of a vibrant private higher education sector. For instance, between 2006 and 2011 total enrolment was from 137,190 to 198,066; representing a growth of 44.4%. There were 187 higher education institutions (HEIs) in 2011 up from 148 in 2006, representing a growth rate of 26% in that period. Of these, the private sector owned 73% and the public owned only 27% HEIs. However, Makerere University enrolls majority of students in Uganda, for instance, in the academic year 2013/14, the University enrolled 42% of the students in public universities, and 21% of the students in all universities in Uganda (Makerere University, Directorate of Quality Assurance 2016). This implies that Makerere University contributes significan...

International journal of education and development using information and communication technology, 2019

Most universities in Uganda encourage memorization as the predominant method of learning. This ha... more Most universities in Uganda encourage memorization as the predominant method of learning. This has been partly linked to limited practical pedagogical skills among educators, to effectively engage students to develop Higher Order Thinking Skills (HOTS). Consequently, students are not well prepared for the world after university. WhatsApp Enabled Learning (WAEL) has been found to support approaches to learning that promote development of HOTS, like inquiry, creativity, critical reflection and dialogue. Although many universities in Uganda have been using LMSs, there is little evidence that use of an LMS has enhanced development of HOTS. While the Ugandan society is catching on fast with use of WhatsApp due to increased access to mobile technology devices and Internet connectivity, use of WhatsApp in education is still limited. Additionally, there is limited research on the benefits of WAEL to development of HOTS in African countries. This paper examines how WAEL can facilitate develo...

This paper conceptualises a holistic approach to digital education leadership, presenting the arg... more This paper conceptualises a holistic approach to digital education leadership, presenting the argument that digital education leadership is grounded in the practice that it seeks to foster (digital literacy practice) and the processes involved in teaching that practice (digital education). In other words, digital education leadership cannot be viewed in isolation, separate from digital literacy or digital education. The foundational dimensions of the digital in this framework are premised on understandings of literacy as social practices. In brief, we understand that literacy involves sets of practices which are tied to domains of practice (e.g. learning). Furthermore, because literacy is about being able to participate in social practices, and because the contemporary world is technology saturated, then in order to create a life for oneself, one needs to be capable of participating (living, learning and working) in this evolving digitally mediated society. The paper presents a new ...

Digital literacies are an emerging phenomenon that both international and national higher educati... more Digital literacies are an emerging phenomenon that both international and national higher education institutions (HEIs) are still grappling to explicitly define. Universities are beginning to adopt the terminology of digital literacies but probably have a long way to go in adopting practices that emphasise the fuller vision of what digital literacies encompass. Conceptualisation of digital literacies is now shifting focus from a capabilities and consumption of technology notion to a use of technology for academic practices and contribution to production notion. This paper highlights the importance of contextualising digital literacies into disciplinary context and therefore, embedding them in courses or subjects

Digital knowledge production involves the processing and presentation of digital information and ... more Digital knowledge production involves the processing and presentation of digital information and content through the implementation of digital literacy practices in technical, cognitive and social-emotional dimensions. As such, this thesis addresses the question: How and why do first-year higher education students acquire digital content creation literacies in a discipline-specific setting? Firstly, this thesis contributes to the conceptualisation of digital literacy as a social practice through theorizing the complex and evolving nature of digital literacy practices in disciplinary-specific contexts in higher education. Secondly, the thesis develops a theoretical explanation to how higher education students acquire digital content creation literacies within their discipline-specific settings. Drawing on the New Literacies Studies' theoretical approach, first-year students' digital vi Table of contents

INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES, 2014

South African Journal of Education, 2013

Mobile technology is increasingly being used to support blended learning beyond computer centres.... more Mobile technology is increasingly being used to support blended learning beyond computer centres. It has been considered as a potential solution to the problem of a shortage of computers for accessing online learning materials (courseware) in a blended learning course. The purpose of the study was to establish how the use of mobile technology could enhance accessibility and communication in a blended learning course. Data were solicited from a purposive convenience sample of 36 students engaged in the blended learning course. The case study utilized a mixedmethods approach. An unstructured interview was conducted with the course lecturer and these data informed the design of the students' semi-structured questionnaire. It was found that students with access to mobile technology had an increased opportunity to access the courseware of the blended learning course. Mobile technology further enhanced student-to-student and student-to-lecturer communication by means of social networks. The study concludes that mobile technology has the potential to increase accessibility and communication in a blended learning course. Recommendations, limitations of the present study, and suggestions for future research were made.

African Minds eBooks, Mar 31, 2022

Blended learning has become a critical element in the ensemble of learning and teaching approache... more Blended learning has become a critical element in the ensemble of learning and teaching approaches in post-school education and training (PSET) as a means to provide flexible and pedagogically inclusive education. With the Department of Higher Education and Training (DHET) in South Africa calling for increased open learning initiatives, many Technical and Vocational Education and Training (TVET) colleges are responding through ICT-mediated adaptations of their learning and teaching approaches, such as blended learning. Northlink TVET College in Cape Town, the top performer in South Africa in the 2018 final National Certificate Vocational (NCV) examination results and well-known for its blended learning initiatives, was chosen to showcase its flexible and inclusive pedagogical approaches. This case study employed a qualitative approach that used in-depth interviews and a focus group with the college's Education and Training Unit manager, two lecturers, and six students to explore the blended learning initiative and practices at the college. This was to interrogate the ways in which the blended learning initiatives were informed by open learning principles, and the extent to which this mode of learning provision at the college can be deemed to be, using Fraser's (2005) critical theory for analysis, socially just. Findings indicate that explicit accommodations in the pedagogical design and implementation of blended learning were made by the college to ameliorate certain financial and political injustices often experienced by students and staff. However, significant strides are yet to be taken to address certain cultural injustices. This study holds the potential to inspire teaching and learning practices and blended learning provision at the college and other PSET institutions, in realisation of the open learning agenda. Recommendations for both the college and DHET have been made.

African Minds eBooks, Mar 31, 2022

At the core of challenges besetting most South African Technical and Vocational Education and Tra... more At the core of challenges besetting most South African Technical and Vocational Education and Training (TVET) colleges are poor leadership and management which lead to inadequate guidance and support for open learning, in general, and, more specifically, technologically innovative practices such as e-learning. E-learning contributed to improving learning flexibility for financially precarious students at Gert Sibande TVET College (GSC), who were unable to commute daily. Flexible modes of learning provision tie in with the South African Department of Higher Education and Training's (DHET) open learning principles. A small-scale qualitative study was undertaken to investigate leadership approaches and practices in its promotion of open learning via the prioritisation of e-learning at GSC, identified by DHET as a forerunner of e-learning. In-depth interviews with senior management and college lecturers were conducted online. Due to the social justice intent foregrounded in DHET's draft Open Learning Policy Framework, Nancy Fraser's social justice framework was used to determine the extent to which the leadership processes and practices enabled socially just environments for increased e-learning initiatives. The study found that visionary and socially just leadership practices contributed to increasing e-learning implementation at the college, although certain economic, cultural and political injustices in terms of effectively enabling e-learning still prevailed. This study holds the potential to further influence the social justice imperatives of leadership of e-learning at the institution, as well as contribute to leadership for open learning initiatives in South Africa and abroad.

Open Learning as a Means of Advancing Social Justice: Cases in Post-School Education and Training in South Africa

Blended learning has become a critical element in the ensemble of learning and teaching approache... more Blended learning has become a critical element in the ensemble of learning and teaching approaches in post-school education and training (PSET) as a means to provide flexible and pedagogically inclusive education. With the Department of Higher Education and Training (DHET) in South Africa calling for increased open learning initiatives, many Technical and Vocational Education and Training (TVET) colleges are responding through ICT-mediated adaptations of their learning and teaching approaches, such as blended learning. Northlink TVET College in Cape Town, the top performer in South Africa in the 2018 final National Certificate Vocational (NCV) examination results and well-known for its blended learning initiatives, was chosen to showcase its flexible and inclusive pedagogical approaches. This case study employed a qualitative approach that used in-depth interviews and a focus group with the college’s Education and Training Unit manager, two lecturers, and six students to explore the...

Open Learning as a Means of Advancing Social Justice: Cases in Post-School Education and Training in South Africa

At the core of challenges besetting most South African Technicaland Vocational Education and Trai... more At the core of challenges besetting most South African Technicaland Vocational Education and Training (TVET) colleges are poor leadership andmanagement which lead to inadequate guidance and support for open learning,in general, and, more specifically, technologically innovative practices such ase-learning. E-learning contributed to improving learning flexibility for financiallyprecarious students at Gert Sibande TVET College (GSC), who were unable tocommute daily. Flexible modes of learning provision tie in with the South AfricanDepartment of Higher Education and Training’s (DHET) open learning principles. Asmall-scale qualitative study was undertaken to investigate leadership approachesand practices in its promotion of open learning via the prioritisation of e-learning atGSC, identified by DHET as a forerunner of e-learning. In-depth interviews with seniormanagement and college lecturers were conducted online. Due to the social justiceintent foregrounded in DHET’s draft Open Learni...