sharita BHARUTHRAM - Academia.edu (original) (raw)

Papers by sharita BHARUTHRAM

Innovations in Education and Teaching International, 2022

While the peer feedback process has an important role to play in student learning and has many be... more While the peer feedback process has an important role to play in student learning and has many benefits, it is not without its challenges. One of these is the effect that emotions may have on the way that students engage with the feedback. Yet, the specific emotions experienced during peer feedback is relatively underexplored. Therefore, this exploratory qualitative study unpacks the range of emotions experienced by students during peer feedback. Using Plutchnik’s Wheel of Emotions to analyse students’ questionnaire responses, the study found that students largely exhibited positive emotions, which may be due to their perceptions of themselves in relation to the process, as well as the various scaffolds put in place. Knowing which emotions students experienced during peer feedback may enable a greater understanding of the role of emotions in peer feedback, as well as enabling student feedback literacy development.

South African journal of higher education, 2015

Many university lecturers expect students to be able to read disciplinary texts at the appropriat... more Many university lecturers expect students to be able to read disciplinary texts at the appropriate levels, and reflect critically and multi-dimensionally on those texts, yet are often frustrated by many students' lack of ability to do so satisfactorily. While there is much research to suggest that academic writing needs to be taught within the disciplines as a practice linked to disciplinary knowledge, there is less research to make the same claims about academic reading, which is often referred to, rather, as a 'skill'. This article argues for an overt focus on critical academic reading as part of disciplinary teaching and learning, and draws on a case study and lecturers' responses to questions on critical reading to show how an academic literacies and knowledge-focused approach can be useful to lecturers trying to help their students read in the disciplines.

The Journal of Teaching and Learning, Dec 1, 2020

iii Higher education in South Africa faces severe challenges due to the under preparedness of man... more iii Higher education in South Africa faces severe challenges due to the under preparedness of many students entering the system. Research (Perkins 1991; Pretorius 2000, 2005; Balfour 2002) has shown that many students who enter higher education do not have the required academic literacy knowledge and strategies to engage meaningfully with the relevant texts in their disciplines. A major obstacle to students’ success is their limited reading strategies. A significantly large number of students are not able to read at the appropriate grade and/or age level. Yet, reading is one of the most important academic tasks encountered by students. This thesis focuses on the use of reading strategy interventions together with integrated reading/writing activities to enhance reading comprehension. The study is located at the Durban University of Technology, using as participants the students who were registered on the first year extended Dental Technology programme in 2004. The interventions are ...

Vol 32:205-214 Making a case for the teaching of reading across the curriculum in higher education

Africa Education Review, 2015

The assessment rubric is increasingly gaining recognition as a valuable tool in teaching and lear... more The assessment rubric is increasingly gaining recognition as a valuable tool in teaching and learning in higher education. While many studies have examined the value of rubrics for students, research into the lecturers' usage of rubrics is limited. This article explores the lecturers' perceptions of rubrics, in particular, its use and design, the role it can play in informing one's teaching practice and in curriculum review and development. The data shows that many lecturers use the rubric in a very mechanical and unconscious manner and view it mostly as a grading tool with limited instructional value. While acknowledging the rubric as a reflective tool for students, lecturers do not perceive it as having the same benefits for them. The findings, therefore suggest more conversations around the role that rubrics can play in informing one's teaching practice and course design. It also suggests further research into this area.

Research conducted in South Africa has shown that the reading literacy level of students entering... more Research conducted in South Africa has shown that the reading literacy level of students entering higher education is lower than is desirable. In an attempt to gain an understanding of students’ reading habits and practices, this study explored students’ goals in reading, the challenges they face while reading, and the reading behaviours experienced and modelled in their homes. The data were collected by means of a student questionnaire and interviews. The findings of this research have implications for all stakeholders, as they show that reading is marginalised at all levels, and that measures need to be implemented immediately to develop positive reading habits and practices in students. Amongst other things, it is suggested that in order to position students as producers of knowledge, it is imperative for lecturers in various disciplines to play a greater role in encouraging students to read and in helping them attain the reading conversancy required in these lecturers’ disciplin...

Assessment plays a pivotal role in education as it is mostly through assessment methods that stud... more Assessment plays a pivotal role in education as it is mostly through assessment methods that students are allowed to progress from one level to the next. While assessment practices have been the subject of debate for a number of years, the consensus among researchers is a move towards learner-centred assessment practices. Self-assessment, a practice whereby students make judgements about their own work, is a learner-centred practice that has the potential to help develop students into independent and lifelong learners, and as practitioners who would be able to reflect critically on their own professions and practices once they exit University. Self-assessment may be formative or summative. While the use of self-assessment as a summative process, which involves students grading their own work, is a very contentious issue, it continues to remain fundamental in education and therefore students should be taught how to grade themselves. This paper reports on a study in which students sel...

This paper reports on a study based on a project involving a collaborative partnership between an... more This paper reports on a study based on a project involving a collaborative partnership between an academic literacy lecturer, an information literacy expert, an e-learning instructional designer and an HIV/AIDS expert. The rationale for forming a partnership was to include library information literacy and e-learning into an academic development (AD) course which is offered to students from the Faculty of Health Sciences at a Higher Education Institution in South Africa. The subject material used was based on HIV/AIDS topics that students had to debate within an online discussion forum. The aim of the study was to ascertain whether an integrated approach enhances the learning experiences of students and to evaluate the role of the different collaborating partners, as well as to assess the logistics of working together in a partnership with stakeholders from different sectors of the university community.

South African Journal of Higher Education, May 1, 2018

This study engaged students at the affective level in order to acquire a better understanding of ... more This study engaged students at the affective level in order to acquire a better understanding of their emotional experiences at university with the ultimate aim of improving teaching and learning. A qualitative research study was undertaken whereby students wrote about their feelings at that particular moment, on two different occasions in a semester. The data reveals that students used mostly negative descriptors to express their emotions some of which included feelings of selfdoubt, alienation, loss of identity and not belonging to the university and their disciplinary community. The feelings expressed by students show that their emotions constitute the very core of their being and are therefore intertwined with the way they perceive their studies and themselves as students and as individuals. Hence, it is argued that emotional factors cannot be disentangled from teaching and learning and that spaces need to therefore be created in the curriculum for the inclusion of the affective domain.

South African Journal of Higher Education, 2015

Many university lecturers expect students to be able to read disciplinary texts at the appropriat... more Many university lecturers expect students to be able to read disciplinary texts at the appropriate levels, and reflect critically and multidimensionally on those texts, yet are often frustrated by many students’ lack of ability to do so satisfactorily. While there is much research to suggest that academic writing needs to be taught within the disciplines as a practice linked to disciplinary knowledge, there is less research to make the same claims about academic reading, which is often referred to, rather, as a ‘skill’. This article argues for an overt focus on critical academic reading as part of disciplinary teaching and learning, and draws on a case study and lecturers’ responses to questions on critical reading to show how an academic literacies and knowledge-focused approach can be useful to lecturers trying to help their students read in the disciplines.

Journal for Language Teaching

Journal for Language Teaching

This paper reports on a study in which students self-graded an assessment task with the aid of an... more This paper reports on a study in which students self-graded an assessment task with the aid of an assessment rubric. On comparing student selfgrades with those of the tutor it was found that majority (72.6%) of the students failed to demonstrate good self-assessment skills with student grades ranging from 25 less than the tutor grade to an overestimation of 36 above the tutor grade. Consistent with other research studies the results further show that weaker students graded themselves higher than the better performing students. However, there was a tendency for male students to grade themselves higher than female students. Analysis of the qualitative data reveals that students' feelings 2 about self-grading may play a role in the grades they assign themselves. The author therefore recommends that affective factors need to considered and addressed prior to the self-grading task. Furthermore, it is evident that rubrics alone may not necessarily improve selfgrading and that internalisation of the rubric criteria and standards, as well as practice is crucial. Finally, in order to produce graduates who are able to appraise their performance, selfassessment should be embedded early in the students degree programme and be sustained throughout the degree.

Apples – Journal of Applied Language Studies

This paper reports on a study in which students co-constructed a rubric checklist with their lect... more This paper reports on a study in which students co-constructed a rubric checklist with their lecturer and which they used to assess themselves. Data were collected by means of a student questionnaire, tutor feedback, as well as tutors’ and lecturers’ observations to ascertain students’ experiences and opinions of the design process and of using the tool to self-assess. The findings show that co-designing the rubric checklist with students increased their motivation and enhanced students’ confidence in completing the task. In addition, students gained enormous benefits from using the rubric checklist as a self-assessment tool. Reflecting critically on the feedback received from students and tutors the authors argue that for enhanced student engagement in the teaching and learning process they should be involved as active participants in the assessment processes. In addition, students need to learn to assess the quality of their own work early in their academic career with continuous ...

Assessment & Evaluation in Higher Education, 2016

... UNIVERSITY OF TECHONOLOGY IN SOUTH AFRICA SHARITA BHARUTHRAM A thesis submitted to the School... more ... UNIVERSITY OF TECHONOLOGY IN SOUTH AFRICA SHARITA BHARUTHRAM A thesis submitted to the School of Language, Literacies, Media and Drama Education, Faculty of Education, University of KwaZulu-Natal, for the degree of Doctor of Philosophy. ...

Teaching in Higher Education, 2006

Africa Education Review, 2012

Innovations in Education and Teaching International, 2022

While the peer feedback process has an important role to play in student learning and has many be... more While the peer feedback process has an important role to play in student learning and has many benefits, it is not without its challenges. One of these is the effect that emotions may have on the way that students engage with the feedback. Yet, the specific emotions experienced during peer feedback is relatively underexplored. Therefore, this exploratory qualitative study unpacks the range of emotions experienced by students during peer feedback. Using Plutchnik’s Wheel of Emotions to analyse students’ questionnaire responses, the study found that students largely exhibited positive emotions, which may be due to their perceptions of themselves in relation to the process, as well as the various scaffolds put in place. Knowing which emotions students experienced during peer feedback may enable a greater understanding of the role of emotions in peer feedback, as well as enabling student feedback literacy development.

South African journal of higher education, 2015

Many university lecturers expect students to be able to read disciplinary texts at the appropriat... more Many university lecturers expect students to be able to read disciplinary texts at the appropriate levels, and reflect critically and multi-dimensionally on those texts, yet are often frustrated by many students' lack of ability to do so satisfactorily. While there is much research to suggest that academic writing needs to be taught within the disciplines as a practice linked to disciplinary knowledge, there is less research to make the same claims about academic reading, which is often referred to, rather, as a 'skill'. This article argues for an overt focus on critical academic reading as part of disciplinary teaching and learning, and draws on a case study and lecturers' responses to questions on critical reading to show how an academic literacies and knowledge-focused approach can be useful to lecturers trying to help their students read in the disciplines.

The Journal of Teaching and Learning, Dec 1, 2020

iii Higher education in South Africa faces severe challenges due to the under preparedness of man... more iii Higher education in South Africa faces severe challenges due to the under preparedness of many students entering the system. Research (Perkins 1991; Pretorius 2000, 2005; Balfour 2002) has shown that many students who enter higher education do not have the required academic literacy knowledge and strategies to engage meaningfully with the relevant texts in their disciplines. A major obstacle to students’ success is their limited reading strategies. A significantly large number of students are not able to read at the appropriate grade and/or age level. Yet, reading is one of the most important academic tasks encountered by students. This thesis focuses on the use of reading strategy interventions together with integrated reading/writing activities to enhance reading comprehension. The study is located at the Durban University of Technology, using as participants the students who were registered on the first year extended Dental Technology programme in 2004. The interventions are ...

Vol 32:205-214 Making a case for the teaching of reading across the curriculum in higher education

Africa Education Review, 2015

The assessment rubric is increasingly gaining recognition as a valuable tool in teaching and lear... more The assessment rubric is increasingly gaining recognition as a valuable tool in teaching and learning in higher education. While many studies have examined the value of rubrics for students, research into the lecturers' usage of rubrics is limited. This article explores the lecturers' perceptions of rubrics, in particular, its use and design, the role it can play in informing one's teaching practice and in curriculum review and development. The data shows that many lecturers use the rubric in a very mechanical and unconscious manner and view it mostly as a grading tool with limited instructional value. While acknowledging the rubric as a reflective tool for students, lecturers do not perceive it as having the same benefits for them. The findings, therefore suggest more conversations around the role that rubrics can play in informing one's teaching practice and course design. It also suggests further research into this area.

Research conducted in South Africa has shown that the reading literacy level of students entering... more Research conducted in South Africa has shown that the reading literacy level of students entering higher education is lower than is desirable. In an attempt to gain an understanding of students’ reading habits and practices, this study explored students’ goals in reading, the challenges they face while reading, and the reading behaviours experienced and modelled in their homes. The data were collected by means of a student questionnaire and interviews. The findings of this research have implications for all stakeholders, as they show that reading is marginalised at all levels, and that measures need to be implemented immediately to develop positive reading habits and practices in students. Amongst other things, it is suggested that in order to position students as producers of knowledge, it is imperative for lecturers in various disciplines to play a greater role in encouraging students to read and in helping them attain the reading conversancy required in these lecturers’ disciplin...

Assessment plays a pivotal role in education as it is mostly through assessment methods that stud... more Assessment plays a pivotal role in education as it is mostly through assessment methods that students are allowed to progress from one level to the next. While assessment practices have been the subject of debate for a number of years, the consensus among researchers is a move towards learner-centred assessment practices. Self-assessment, a practice whereby students make judgements about their own work, is a learner-centred practice that has the potential to help develop students into independent and lifelong learners, and as practitioners who would be able to reflect critically on their own professions and practices once they exit University. Self-assessment may be formative or summative. While the use of self-assessment as a summative process, which involves students grading their own work, is a very contentious issue, it continues to remain fundamental in education and therefore students should be taught how to grade themselves. This paper reports on a study in which students sel...

This paper reports on a study based on a project involving a collaborative partnership between an... more This paper reports on a study based on a project involving a collaborative partnership between an academic literacy lecturer, an information literacy expert, an e-learning instructional designer and an HIV/AIDS expert. The rationale for forming a partnership was to include library information literacy and e-learning into an academic development (AD) course which is offered to students from the Faculty of Health Sciences at a Higher Education Institution in South Africa. The subject material used was based on HIV/AIDS topics that students had to debate within an online discussion forum. The aim of the study was to ascertain whether an integrated approach enhances the learning experiences of students and to evaluate the role of the different collaborating partners, as well as to assess the logistics of working together in a partnership with stakeholders from different sectors of the university community.

South African Journal of Higher Education, May 1, 2018

This study engaged students at the affective level in order to acquire a better understanding of ... more This study engaged students at the affective level in order to acquire a better understanding of their emotional experiences at university with the ultimate aim of improving teaching and learning. A qualitative research study was undertaken whereby students wrote about their feelings at that particular moment, on two different occasions in a semester. The data reveals that students used mostly negative descriptors to express their emotions some of which included feelings of selfdoubt, alienation, loss of identity and not belonging to the university and their disciplinary community. The feelings expressed by students show that their emotions constitute the very core of their being and are therefore intertwined with the way they perceive their studies and themselves as students and as individuals. Hence, it is argued that emotional factors cannot be disentangled from teaching and learning and that spaces need to therefore be created in the curriculum for the inclusion of the affective domain.

South African Journal of Higher Education, 2015

Many university lecturers expect students to be able to read disciplinary texts at the appropriat... more Many university lecturers expect students to be able to read disciplinary texts at the appropriate levels, and reflect critically and multidimensionally on those texts, yet are often frustrated by many students’ lack of ability to do so satisfactorily. While there is much research to suggest that academic writing needs to be taught within the disciplines as a practice linked to disciplinary knowledge, there is less research to make the same claims about academic reading, which is often referred to, rather, as a ‘skill’. This article argues for an overt focus on critical academic reading as part of disciplinary teaching and learning, and draws on a case study and lecturers’ responses to questions on critical reading to show how an academic literacies and knowledge-focused approach can be useful to lecturers trying to help their students read in the disciplines.

Journal for Language Teaching

Journal for Language Teaching

This paper reports on a study in which students self-graded an assessment task with the aid of an... more This paper reports on a study in which students self-graded an assessment task with the aid of an assessment rubric. On comparing student selfgrades with those of the tutor it was found that majority (72.6%) of the students failed to demonstrate good self-assessment skills with student grades ranging from 25 less than the tutor grade to an overestimation of 36 above the tutor grade. Consistent with other research studies the results further show that weaker students graded themselves higher than the better performing students. However, there was a tendency for male students to grade themselves higher than female students. Analysis of the qualitative data reveals that students' feelings 2 about self-grading may play a role in the grades they assign themselves. The author therefore recommends that affective factors need to considered and addressed prior to the self-grading task. Furthermore, it is evident that rubrics alone may not necessarily improve selfgrading and that internalisation of the rubric criteria and standards, as well as practice is crucial. Finally, in order to produce graduates who are able to appraise their performance, selfassessment should be embedded early in the students degree programme and be sustained throughout the degree.

Apples – Journal of Applied Language Studies

This paper reports on a study in which students co-constructed a rubric checklist with their lect... more This paper reports on a study in which students co-constructed a rubric checklist with their lecturer and which they used to assess themselves. Data were collected by means of a student questionnaire, tutor feedback, as well as tutors’ and lecturers’ observations to ascertain students’ experiences and opinions of the design process and of using the tool to self-assess. The findings show that co-designing the rubric checklist with students increased their motivation and enhanced students’ confidence in completing the task. In addition, students gained enormous benefits from using the rubric checklist as a self-assessment tool. Reflecting critically on the feedback received from students and tutors the authors argue that for enhanced student engagement in the teaching and learning process they should be involved as active participants in the assessment processes. In addition, students need to learn to assess the quality of their own work early in their academic career with continuous ...

Assessment & Evaluation in Higher Education, 2016

... UNIVERSITY OF TECHONOLOGY IN SOUTH AFRICA SHARITA BHARUTHRAM A thesis submitted to the School... more ... UNIVERSITY OF TECHONOLOGY IN SOUTH AFRICA SHARITA BHARUTHRAM A thesis submitted to the School of Language, Literacies, Media and Drama Education, Faculty of Education, University of KwaZulu-Natal, for the degree of Doctor of Philosophy. ...

Teaching in Higher Education, 2006

Africa Education Review, 2012

Assessment and Evaluation in Higher Education, 2017

Feedback plays an integral role in students' learning and development, as it is often the only pe... more Feedback plays an integral role in students' learning and development, as it is often the only personal communication that students have with tutors or lecturers about their own work.