Die ontwerp van doelgerigte studiegidse vir volwasseneleerders : 'n selfdoenmodule vir leerbegeleiers
- De Villiers, Pierre Francois
- Authors: De Villiers, Pierre Francois
- Date: 2014-02-11
- Subjects: Adult education - Aids and devices , Adult education teachers - Training of , Teaching - Methodology
- Type: Thesis
- Identifier: uj:3831 , http://hdl.handle.net/10210/9201
- Description: M.Ed. , The dramatic increase in adult-learners coupled with pragmatic factors such as increasingly more expensive contact time, the rationalization of lecturers at a tertiary level, rapid expansion of knowledge as well as technological, economic and socia-political factors, have made the variant of distance-learning programmes a more preferable and popular option. However, it would seem that there is a shortage of lecturers who can succesfully integrate the combination of contact and distance education in their educational approach. It is therefore essential to train lecturers involved in adult-learning in the practice of adult-training by means of distance education. In this research, selfstudy modules were investigated. The aim of this study which forms part of a team project of six papers, was focused on the development of lecturers in compiling purposeful study guides for adult-learners. The changing role of the lecturer, which entails that he/she is expected to act as the manager of the learning activities of his/her learners, was examined. The characteristics of the adult-learner were subsequently discussed. In this regard, learning ability, experience, learning-readiness and self-concept were considered most important. The method of designing purposeful study guides was set out on the basis of a literature study. It became evident that the study guide should be designed in such a way that it would promote a problem-solving approach in adult-learners. It was also emphasized that the aim of a self-study module is not to expect adultlearners to cope on their own, but rather to create an opportunity for these learners to develop their potential. Consequently, the importance of the formulation of learning objectives for each module was discussed since well formulated learning objectives direct the study activities of learners and motivate them with regard to selfdirected learning. Attention was paid to self-study modules which consist of various components, including an introduction, aims, learning objectives, a rationale, learning content and self-evaluation tests with answers. Together, these components form an integrated unit of a self-study module, it is of crucial importance that the lecturer should know his/her target group in order to plan the learning activities effectively. It was also pointed out that the lecturer should evaluate the modules on a continuous basis. The formative evaluation process was indicated as an effective method of evaluating a self-study module. Subsequently, a self-study module was devised in order to guide lecturers to design purposeful study guides. Relevant examples which could be used as a framework for self-evaluation answers, were offered to lecturers on a continuous basis to enable them to constantly monitor their progress. In conclusion, the study was summarized and the primary findings were recorded. The most significant finding was that purposeful, structured study guides are an essential component of any training programme. The importance of training lecturers to design self-study modules to ensure that meaningful self-directed learning can take place, was emphasized.
- Full Text:
- Authors: De Villiers, Pierre Francois
- Date: 2014-02-11
- Subjects: Adult education - Aids and devices , Adult education teachers - Training of , Teaching - Methodology
- Type: Thesis
- Identifier: uj:3831 , http://hdl.handle.net/10210/9201
- Description: M.Ed. , The dramatic increase in adult-learners coupled with pragmatic factors such as increasingly more expensive contact time, the rationalization of lecturers at a tertiary level, rapid expansion of knowledge as well as technological, economic and socia-political factors, have made the variant of distance-learning programmes a more preferable and popular option. However, it would seem that there is a shortage of lecturers who can succesfully integrate the combination of contact and distance education in their educational approach. It is therefore essential to train lecturers involved in adult-learning in the practice of adult-training by means of distance education. In this research, selfstudy modules were investigated. The aim of this study which forms part of a team project of six papers, was focused on the development of lecturers in compiling purposeful study guides for adult-learners. The changing role of the lecturer, which entails that he/she is expected to act as the manager of the learning activities of his/her learners, was examined. The characteristics of the adult-learner were subsequently discussed. In this regard, learning ability, experience, learning-readiness and self-concept were considered most important. The method of designing purposeful study guides was set out on the basis of a literature study. It became evident that the study guide should be designed in such a way that it would promote a problem-solving approach in adult-learners. It was also emphasized that the aim of a self-study module is not to expect adultlearners to cope on their own, but rather to create an opportunity for these learners to develop their potential. Consequently, the importance of the formulation of learning objectives for each module was discussed since well formulated learning objectives direct the study activities of learners and motivate them with regard to selfdirected learning. Attention was paid to self-study modules which consist of various components, including an introduction, aims, learning objectives, a rationale, learning content and self-evaluation tests with answers. Together, these components form an integrated unit of a self-study module, it is of crucial importance that the lecturer should know his/her target group in order to plan the learning activities effectively. It was also pointed out that the lecturer should evaluate the modules on a continuous basis. The formative evaluation process was indicated as an effective method of evaluating a self-study module. Subsequently, a self-study module was devised in order to guide lecturers to design purposeful study guides. Relevant examples which could be used as a framework for self-evaluation answers, were offered to lecturers on a continuous basis to enable them to constantly monitor their progress. In conclusion, the study was summarized and the primary findings were recorded. The most significant finding was that purposeful, structured study guides are an essential component of any training programme. The importance of training lecturers to design self-study modules to ensure that meaningful self-directed learning can take place, was emphasized.
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Die didaktiese grondvorm as sintese tussen onderrig en leer
- Dresselhaus, Fritz Heinrich Wilhelm
- Authors: Dresselhaus, Fritz Heinrich Wilhelm
- Date: 2014-06-12
- Subjects: Teaching - Methodology , Teaching , Learning - Evaluation , Learning
- Type: Thesis
- Identifier: uj:11529 , http://hdl.handle.net/10210/11225
- Description: M.Ed. , In this study it is shown that two dynamic forces exist in the day to day practice of teaching and learning: (a) The instructional effect of teaching and learning The first dynamic force is the instructional effect of teaching and learning. It is expressed as an action where the teacher conveys to the learner crystallized knowledge, norms and techniques which for centuries have developed in a particular society. (b) The nurturant effect of teaching and learning The second dynamic force originates in the learner and his budding potential. It is expressed as the will of the learner to learn through his own effort and ability. This implies that the learner will need opportunities to discover SUbject-matter for himself and will require sufficient room for own initiative without too much control from the teacher. The dilemma the teacher now finds himself in is how to instruct knowledge in a meaningful way without dampening the joy and flow of individual discovery, inspiration and creativity. Should he guide the learner towards a clearly formulated educational goal or should the learner discover meaning for himself without much interference from the teacher? In the study it was shown that a lack of balance between these two forces will result in verbalism, a superficial type of knowledge where pupils have memorized knowledge without comprehension.
- Full Text:
- Authors: Dresselhaus, Fritz Heinrich Wilhelm
- Date: 2014-06-12
- Subjects: Teaching - Methodology , Teaching , Learning - Evaluation , Learning
- Type: Thesis
- Identifier: uj:11529 , http://hdl.handle.net/10210/11225
- Description: M.Ed. , In this study it is shown that two dynamic forces exist in the day to day practice of teaching and learning: (a) The instructional effect of teaching and learning The first dynamic force is the instructional effect of teaching and learning. It is expressed as an action where the teacher conveys to the learner crystallized knowledge, norms and techniques which for centuries have developed in a particular society. (b) The nurturant effect of teaching and learning The second dynamic force originates in the learner and his budding potential. It is expressed as the will of the learner to learn through his own effort and ability. This implies that the learner will need opportunities to discover SUbject-matter for himself and will require sufficient room for own initiative without too much control from the teacher. The dilemma the teacher now finds himself in is how to instruct knowledge in a meaningful way without dampening the joy and flow of individual discovery, inspiration and creativity. Should he guide the learner towards a clearly formulated educational goal or should the learner discover meaning for himself without much interference from the teacher? In the study it was shown that a lack of balance between these two forces will result in verbalism, a superficial type of knowledge where pupils have memorized knowledge without comprehension.
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Riglyne vir leerfasilitering in 'n gekombineerde afstands- en kontakonderwysmilieu
- Authors: Gettly, Michael Frank
- Date: 2012-08-28
- Subjects: Distance education - South Africa - Aids and devices , Education, Higher - South Africa - Evaluation , Teaching - Methodology , College teaching - South Africa - Evaluation
- Type: Thesis
- Identifier: uj:3373 , http://hdl.handle.net/10210/6772
- Description: M.Ed. , Distance students are deprived from amongst others: non academic activities, informal learning opportunies, sharing critical ideas, the establishment of social relationships and competition with the peergroup and lecturer, leadership opportunities in student groups and periodic conversation with 'experts' in their field of study. The lowering of state subsidies in higher education, compels residential educational institutions to add components of distance education to their contact teaching component, so that they are able to handle the increasing number of students on a cost-effective basis. It is so that the change from a purely contact teaching institution to a combined contact and distance teaching approach (a mixed mode approach), will not take place without problems during the implementation phase. With reference to a purely distance teaching educational institution, Fraser (1993:30) has the following to say: "Their teaching policy is modelled on that of traditional contact teaching, to some extent resulting from the fact that most of the tutors employed by these institutions are themselves products of contact teaching." Distance teaching expertise in a contact teaching milieu should not be taken for granted by lecturers - it neccesitates intensive lecturer-development and the exposure to this field for the distance teaching lecturer. Greyling (1993:181) accentuates the different roles of the distance lecturer as that of learning facilitator, "... (wat) as gevolg van hierdie afstand in die onderrig-leergebeure, 'n veel moeiliker opgaaf (het) om 'n positiewe verhouding met hulle studente te stilt en te handhaaf, doeltreffend te kommunikeer en 'n positiewe leeromgewing te skep." The latter suggests that the distance lecturer has a facilitative instead of a didactive role to play, by putting more emphasis on the learner than on the learning content. According to Ljosa and Sandvold: (1988:315) " The evaluation of fixed assignments is no longer the (lecturer's) most important task. He/she functions to a larger degree as study guide and partner in a dialogue between him/her and the student. This asks more of his/her imagination and understanding." The role that the lecturer has to play in a teaching environment where distance teaching and contact teaching is presented in a combination, still has to be that of facilitator, in order to create a positive learning environment. This area still needs a lot of research. It presupposes that the lecturer will strive to create a context which will promote learning and which has an interwoven didactic and facilitative touch. According to Siaciwena (1990:70-73) distance teaching is taught in many African countries in a combination with contact teaching as a cost-effective alternative, for the extension of the educational system and as a means of national development. In South Africa it has also become a popular option and therefore the importance of undertaking this study, should not be underestimated. The aim of this study is to research guidelines which will assist the higher education lecturer involved in the combination of contact /distance teaching (mixed mode approach) so that his/her facilitative role can be described. The most important conclusions drawn at the completion of this study were were as follows: *University/tertiary lecturers are not trained sufficiently for the demands of heterogeneous students in a combined contact/distance teaching milieu. *Invitational teaching/learning contracts can assist to facilitate the learning of heterogeneous learners in a combined contact/distance teaching mode. *There are positive implications for the use of proposed guidelines to facilitate learning in a mixed mode teaching environment, provided that the lecturer has an invitational personality (approach) and can act spontaneously in his/her teaching. Lecturers will experience that their students learn easier, and that they become more creative. Personal relationships with students will develop more easily, because students had an imput in the planning of the content and the evaluation procedures. Important aspects of the study which will need further research include the following: *The design of criteria for a (combined) mixed mode university/tertiary educational programme, keeping in mind the guidelines as set out in this study. *The design of a teaching development programme to develop specific teaching strategies of lecturers in a mixed mode teaching programme. *The development of a programme to screen/test students who aspire to become teachers/lectures in higher education, keeping in mind the guidelines for the development of teaching/lecturing abilities.
- Full Text:
- Authors: Gettly, Michael Frank
- Date: 2012-08-28
- Subjects: Distance education - South Africa - Aids and devices , Education, Higher - South Africa - Evaluation , Teaching - Methodology , College teaching - South Africa - Evaluation
- Type: Thesis
- Identifier: uj:3373 , http://hdl.handle.net/10210/6772
- Description: M.Ed. , Distance students are deprived from amongst others: non academic activities, informal learning opportunies, sharing critical ideas, the establishment of social relationships and competition with the peergroup and lecturer, leadership opportunities in student groups and periodic conversation with 'experts' in their field of study. The lowering of state subsidies in higher education, compels residential educational institutions to add components of distance education to their contact teaching component, so that they are able to handle the increasing number of students on a cost-effective basis. It is so that the change from a purely contact teaching institution to a combined contact and distance teaching approach (a mixed mode approach), will not take place without problems during the implementation phase. With reference to a purely distance teaching educational institution, Fraser (1993:30) has the following to say: "Their teaching policy is modelled on that of traditional contact teaching, to some extent resulting from the fact that most of the tutors employed by these institutions are themselves products of contact teaching." Distance teaching expertise in a contact teaching milieu should not be taken for granted by lecturers - it neccesitates intensive lecturer-development and the exposure to this field for the distance teaching lecturer. Greyling (1993:181) accentuates the different roles of the distance lecturer as that of learning facilitator, "... (wat) as gevolg van hierdie afstand in die onderrig-leergebeure, 'n veel moeiliker opgaaf (het) om 'n positiewe verhouding met hulle studente te stilt en te handhaaf, doeltreffend te kommunikeer en 'n positiewe leeromgewing te skep." The latter suggests that the distance lecturer has a facilitative instead of a didactive role to play, by putting more emphasis on the learner than on the learning content. According to Ljosa and Sandvold: (1988:315) " The evaluation of fixed assignments is no longer the (lecturer's) most important task. He/she functions to a larger degree as study guide and partner in a dialogue between him/her and the student. This asks more of his/her imagination and understanding." The role that the lecturer has to play in a teaching environment where distance teaching and contact teaching is presented in a combination, still has to be that of facilitator, in order to create a positive learning environment. This area still needs a lot of research. It presupposes that the lecturer will strive to create a context which will promote learning and which has an interwoven didactic and facilitative touch. According to Siaciwena (1990:70-73) distance teaching is taught in many African countries in a combination with contact teaching as a cost-effective alternative, for the extension of the educational system and as a means of national development. In South Africa it has also become a popular option and therefore the importance of undertaking this study, should not be underestimated. The aim of this study is to research guidelines which will assist the higher education lecturer involved in the combination of contact /distance teaching (mixed mode approach) so that his/her facilitative role can be described. The most important conclusions drawn at the completion of this study were were as follows: *University/tertiary lecturers are not trained sufficiently for the demands of heterogeneous students in a combined contact/distance teaching milieu. *Invitational teaching/learning contracts can assist to facilitate the learning of heterogeneous learners in a combined contact/distance teaching mode. *There are positive implications for the use of proposed guidelines to facilitate learning in a mixed mode teaching environment, provided that the lecturer has an invitational personality (approach) and can act spontaneously in his/her teaching. Lecturers will experience that their students learn easier, and that they become more creative. Personal relationships with students will develop more easily, because students had an imput in the planning of the content and the evaluation procedures. Important aspects of the study which will need further research include the following: *The design of criteria for a (combined) mixed mode university/tertiary educational programme, keeping in mind the guidelines as set out in this study. *The design of a teaching development programme to develop specific teaching strategies of lecturers in a mixed mode teaching programme. *The development of a programme to screen/test students who aspire to become teachers/lectures in higher education, keeping in mind the guidelines for the development of teaching/lecturing abilities.
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Onderrigontwikkeling op universiteitsvlak : 'n leerbegeleidingsperspektief
- Authors: Gravett, Sarah Johanna
- Date: 2014-11-19
- Subjects: Educational innovations , Communication in education , Education, Higher - Planning , Teaching - Methodology
- Type: Thesis
- Identifier: uj:12950 , http://hdl.handle.net/10210/12839
- Description: D.Ed. (Education) , Please refer to full text to view abstract
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- Authors: Gravett, Sarah Johanna
- Date: 2014-11-19
- Subjects: Educational innovations , Communication in education , Education, Higher - Planning , Teaching - Methodology
- Type: Thesis
- Identifier: uj:12950 , http://hdl.handle.net/10210/12839
- Description: D.Ed. (Education) , Please refer to full text to view abstract
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Teaching strategies as an aspect of effectiveness : implication for the management of teacher competence
- Authors: Mestry, Rajkumar
- Date: 2012-09-12
- Subjects: Teaching - Methodology , Effective teaching , Competency based education , Rating of teachers
- Type: Mini-Dissertation
- Identifier: uj:10201 , http://hdl.handle.net/10210/7576
- Description: M.Ed. , Schooling in South Africa has been influenced to a large extent by socio-economic and political factors which resulted in a wide variety of schooling systems with vastly differing frameworks and standards. This coupled with the high failure rate of South African students in the 1995 matriculation examination as reported in The Star reflects the need to critically examine the effectiveness of the teaching programme (Swart and Mothibeli, 1995: 1). The emotive responses discussed above immediately poses several problems which may be summarised by means of the following questions: What is teacher competence and how is it managed ? What is the essence of effectiveness as an aspect of teacher competency? Which components are associated with effectiveness in the teaching and learning environment? Which teaching behaviours are representative of effectiveness? To what extent can effectiveness be used to enhance teacher competence? Having identified problems related to teacher competence the aims of the research will be established. GENERAL AIM To investigate the components of teacher competence and how these aspects can enhance teacher effectiveness.1.3.2 GROUP AIM To investigate the components of effectiveness and how this can enhance teacher competence. 1.3.3 SPECIFIC AIM To determine the contribution of teaching strategies towards improving effectiveness in the teaching and learning situation; To obtain teacher opinion as to the extent that teaching strategies enhances effectiveness; and Devise a possible strategy whereby teaching strategies can support effectiveness and enhance teacher competence. To achieve the above aims, the following research methodology will be used.
- Full Text:
- Authors: Mestry, Rajkumar
- Date: 2012-09-12
- Subjects: Teaching - Methodology , Effective teaching , Competency based education , Rating of teachers
- Type: Mini-Dissertation
- Identifier: uj:10201 , http://hdl.handle.net/10210/7576
- Description: M.Ed. , Schooling in South Africa has been influenced to a large extent by socio-economic and political factors which resulted in a wide variety of schooling systems with vastly differing frameworks and standards. This coupled with the high failure rate of South African students in the 1995 matriculation examination as reported in The Star reflects the need to critically examine the effectiveness of the teaching programme (Swart and Mothibeli, 1995: 1). The emotive responses discussed above immediately poses several problems which may be summarised by means of the following questions: What is teacher competence and how is it managed ? What is the essence of effectiveness as an aspect of teacher competency? Which components are associated with effectiveness in the teaching and learning environment? Which teaching behaviours are representative of effectiveness? To what extent can effectiveness be used to enhance teacher competence? Having identified problems related to teacher competence the aims of the research will be established. GENERAL AIM To investigate the components of teacher competence and how these aspects can enhance teacher effectiveness.1.3.2 GROUP AIM To investigate the components of effectiveness and how this can enhance teacher competence. 1.3.3 SPECIFIC AIM To determine the contribution of teaching strategies towards improving effectiveness in the teaching and learning situation; To obtain teacher opinion as to the extent that teaching strategies enhances effectiveness; and Devise a possible strategy whereby teaching strategies can support effectiveness and enhance teacher competence. To achieve the above aims, the following research methodology will be used.
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Onderhandeling as klaskamerpraktyk
- Authors: Muller, Renee Pienaar
- Date: 2014-02-11
- Subjects: Teaching - Methodology , Communication in education
- Type: Thesis
- Identifier: uj:3779 , http://hdl.handle.net/10210/9154
- Description: D.Ed. (Didactics) , The inability to work in groups effectively and difficulties with discussion and decision-making were observed amongst pupils. This led the researcher to question whether pupils in South African schools are presented with opportunities to share in and take responsibility for their own learning. The literature pertaining to the nature, phenomenon and process of negotiation is briefly examined and fundamentals are identified. Negotiation is contextualized as a component of the educational phenomenon. An observation study of three std 7 classrooms in three different schools is undertaken in order to identify and describe all forms and modes of negotiation. Interviews with teachers and with pupils serve as cross-validation of these results. The results reveal that little negotiation of any nature takes place in the classroom; that teachers and pupils possess few skills and little knowledge in this regard; and that teachers perform the central role in the classroom whilst pupil contributions are not encouraged. As a qualitative study the final results indicate trends that may be generalized to similar classrooms. The concept of negotiation as a didactic phenomenon is now examined in depth by means of a literature research, with back reference to the findings of the field study. Key elements are identified and a conceptual presentation of classroom negotiation is made. The necessity of negotiation as an innovative, democratic and relevant perspective on the classroom is argued and a model for negotiated learning is presented...
- Full Text:
- Authors: Muller, Renee Pienaar
- Date: 2014-02-11
- Subjects: Teaching - Methodology , Communication in education
- Type: Thesis
- Identifier: uj:3779 , http://hdl.handle.net/10210/9154
- Description: D.Ed. (Didactics) , The inability to work in groups effectively and difficulties with discussion and decision-making were observed amongst pupils. This led the researcher to question whether pupils in South African schools are presented with opportunities to share in and take responsibility for their own learning. The literature pertaining to the nature, phenomenon and process of negotiation is briefly examined and fundamentals are identified. Negotiation is contextualized as a component of the educational phenomenon. An observation study of three std 7 classrooms in three different schools is undertaken in order to identify and describe all forms and modes of negotiation. Interviews with teachers and with pupils serve as cross-validation of these results. The results reveal that little negotiation of any nature takes place in the classroom; that teachers and pupils possess few skills and little knowledge in this regard; and that teachers perform the central role in the classroom whilst pupil contributions are not encouraged. As a qualitative study the final results indicate trends that may be generalized to similar classrooms. The concept of negotiation as a didactic phenomenon is now examined in depth by means of a literature research, with back reference to the findings of the field study. Key elements are identified and a conceptual presentation of classroom negotiation is made. The necessity of negotiation as an innovative, democratic and relevant perspective on the classroom is argued and a model for negotiated learning is presented...
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The impact of the learning for sustainablity project on teachers and curriculum 2005, with reference to teachers in the Alrapark cluster
- Authors: Pillay, Ranjini
- Date: 2012-08-27
- Subjects: Environmental education - South Africa , Competency based education , Curriculum planning - South Africa , Teaching - Methodology
- Type: Mini-Dissertation
- Identifier: uj:3190 , http://hdl.handle.net/10210/6604
- Description: M.Ed. , This study focuses on the impact of the pilot project called Learning for Sustainability (LfS) on teacher participation and Curriculum 2005. The aims of the study were firstly, to show that environmental education does not form part of the current interim syllabi at schools. Secondly, to show that if environmental education were introduced in schools, it would create an awareness of local environmental issues. Thirdly, to show that when projects are initiated at schools, both teachers and learners benefit. An extensive literature review was undertaken to examine core areas of environmental education and the current interim syllabus to establish where the emphasis of environmental education lay. The literature study also focused on outcomes based education and the implementation of Curriculum 2005. The theoretical framework constructed from the review concluded with the premise that the issue of environmental education is of major concern, and that the teachers had benefited immensely from the pilot project of Learning for Sustainability. The investigation included data collection from teachers who were participants in a cluster of the pilot project. The data was consolidated, reduced and clustered, culminating in empirical findings, which were confirmed by using different methods and sources. The main emergent patterns indicated that the pilot project had a significant impact on the knowledge acquisition of teachers, who experienced fewer problems as a result of implementing new methods in their classrooms; learners enjoyed being involved in environmental issues; and teachers realized that learners could do their own research. The study recommends changes for teacher education and the curriculum and concludes with recommendations for the implementation of Outcomes-based Education (OBE) and Curriculum 2005.
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- Authors: Pillay, Ranjini
- Date: 2012-08-27
- Subjects: Environmental education - South Africa , Competency based education , Curriculum planning - South Africa , Teaching - Methodology
- Type: Mini-Dissertation
- Identifier: uj:3190 , http://hdl.handle.net/10210/6604
- Description: M.Ed. , This study focuses on the impact of the pilot project called Learning for Sustainability (LfS) on teacher participation and Curriculum 2005. The aims of the study were firstly, to show that environmental education does not form part of the current interim syllabi at schools. Secondly, to show that if environmental education were introduced in schools, it would create an awareness of local environmental issues. Thirdly, to show that when projects are initiated at schools, both teachers and learners benefit. An extensive literature review was undertaken to examine core areas of environmental education and the current interim syllabus to establish where the emphasis of environmental education lay. The literature study also focused on outcomes based education and the implementation of Curriculum 2005. The theoretical framework constructed from the review concluded with the premise that the issue of environmental education is of major concern, and that the teachers had benefited immensely from the pilot project of Learning for Sustainability. The investigation included data collection from teachers who were participants in a cluster of the pilot project. The data was consolidated, reduced and clustered, culminating in empirical findings, which were confirmed by using different methods and sources. The main emergent patterns indicated that the pilot project had a significant impact on the knowledge acquisition of teachers, who experienced fewer problems as a result of implementing new methods in their classrooms; learners enjoyed being involved in environmental issues; and teachers realized that learners could do their own research. The study recommends changes for teacher education and the curriculum and concludes with recommendations for the implementation of Outcomes-based Education (OBE) and Curriculum 2005.
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Leerfasilitering van volwassene-leerders in groepverband : 'n selfdoenmodule vir leerbegeleiers
- Authors: Samwell, Helena Catharina
- Date: 2014-06-02
- Subjects: Adult education - South Africa - Planning , Adult education teachers - Training of , Teaching - Methodology , Group work in education
- Type: Thesis
- Identifier: uj:11321 , http://hdl.handle.net/10210/10913
- Description: M.Ed. (Tertiary and Adult Education) , Tertiary institutions experience a big influx of adult learners which increases the demand for capable adult educators. A need was identified to train or refresh adult educators in teaching techniques suitable for adult learners. Group methods have been identified as an effective teaching method to use in adult education as it provides the adult learner with the opportunity to use his/her experience and to be selfdirective in his/her studies. Selfstudy modules has been selected as an appropriate training method for adult educators as it is regarded as a cost-effective method to develop adult educators by means of distance education. A study of literature and descriptive research were conducted to determine the structure and requirements of a selfstudy unit as well as the essentials of group work. The information obtained was used to construct a selfstudy module dealing with the facilitating of adult learning by means of group methods. The following issues were addressed in the selfstudy module: 1) The use of group methods in the teaching-learning situation. 2) The essence of group methods and cooperative learning. 3) The characteristics of adult learners and their learning orientation towards learning. 4) Planning of group work by the adult educator. 5) The roll of the educator during group work. 6) Evaluating the group process, group efforts and individual achievements. Each of these topics was succeeded by an assignment to assist the adult educator to work through the module systematically and to evaluate his/her progress at regular intervals. On completion of the module he/she should be more equipped to fulfill his/her role as facilitator of group discussion.
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- Authors: Samwell, Helena Catharina
- Date: 2014-06-02
- Subjects: Adult education - South Africa - Planning , Adult education teachers - Training of , Teaching - Methodology , Group work in education
- Type: Thesis
- Identifier: uj:11321 , http://hdl.handle.net/10210/10913
- Description: M.Ed. (Tertiary and Adult Education) , Tertiary institutions experience a big influx of adult learners which increases the demand for capable adult educators. A need was identified to train or refresh adult educators in teaching techniques suitable for adult learners. Group methods have been identified as an effective teaching method to use in adult education as it provides the adult learner with the opportunity to use his/her experience and to be selfdirective in his/her studies. Selfstudy modules has been selected as an appropriate training method for adult educators as it is regarded as a cost-effective method to develop adult educators by means of distance education. A study of literature and descriptive research were conducted to determine the structure and requirements of a selfstudy unit as well as the essentials of group work. The information obtained was used to construct a selfstudy module dealing with the facilitating of adult learning by means of group methods. The following issues were addressed in the selfstudy module: 1) The use of group methods in the teaching-learning situation. 2) The essence of group methods and cooperative learning. 3) The characteristics of adult learners and their learning orientation towards learning. 4) Planning of group work by the adult educator. 5) The roll of the educator during group work. 6) Evaluating the group process, group efforts and individual achievements. Each of these topics was succeeded by an assignment to assist the adult educator to work through the module systematically and to evaluate his/her progress at regular intervals. On completion of the module he/she should be more equipped to fulfill his/her role as facilitator of group discussion.
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Teaching strategies in higher education for the promotion of critical reflection
- Authors: Soni, Trishana Devi
- Date: 2012-08-17
- Subjects: College teaching - Evaluation , Universities and colleges - Planning , Education, Higher - Philosophy , Teaching - Methodology
- Type: Mini-Dissertation
- Identifier: uj:2628 , http://hdl.handle.net/10210/6075
- Description: M.Ed. , This research essay argues in favour of a university pedagogy that encourages the habits of mind which produce the practice of consistent or regular critical reflection amongst students. The reason for the above is to impart such skills to students in order that they may contribute significantly to constructing a critically thinking civil society in which the values espoused in a democratic ethos are encouraged and cherished. It is pointed out in this research essay with reference to international literature and national policy documents, that one of the main goals of higher education is to foster critical reflection and educate a committed and critically reflective citizenry. Because of the fact that students in higher education are, through their education, being groomed to be the future leaders who will develop policy and lead the nation, it is imperative that they establish and practice critical habits of mind. The concept 'critical reflection' is defined. The key point is that it is a process of 'hunting' taken-for-granted assumptions that individuals have about the world in which they live. Teaching strategies are explored using international literature. Those strategies that can be used or adapted in the unique South African higher education context of escalating student numbers and diversified student populations are enumerated and discussed. A dialogic approach is seen to be key and underpins all of the selected 1. strategies which are as follows: 2. Skilled critical questioning 3. Making use of critical incidents 4. Getting students to keep a Journal 5. Role-playing This selected list of strategies is, of course, by no means intended to be exhaustive.
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- Authors: Soni, Trishana Devi
- Date: 2012-08-17
- Subjects: College teaching - Evaluation , Universities and colleges - Planning , Education, Higher - Philosophy , Teaching - Methodology
- Type: Mini-Dissertation
- Identifier: uj:2628 , http://hdl.handle.net/10210/6075
- Description: M.Ed. , This research essay argues in favour of a university pedagogy that encourages the habits of mind which produce the practice of consistent or regular critical reflection amongst students. The reason for the above is to impart such skills to students in order that they may contribute significantly to constructing a critically thinking civil society in which the values espoused in a democratic ethos are encouraged and cherished. It is pointed out in this research essay with reference to international literature and national policy documents, that one of the main goals of higher education is to foster critical reflection and educate a committed and critically reflective citizenry. Because of the fact that students in higher education are, through their education, being groomed to be the future leaders who will develop policy and lead the nation, it is imperative that they establish and practice critical habits of mind. The concept 'critical reflection' is defined. The key point is that it is a process of 'hunting' taken-for-granted assumptions that individuals have about the world in which they live. Teaching strategies are explored using international literature. Those strategies that can be used or adapted in the unique South African higher education context of escalating student numbers and diversified student populations are enumerated and discussed. A dialogic approach is seen to be key and underpins all of the selected 1. strategies which are as follows: 2. Skilled critical questioning 3. Making use of critical incidents 4. Getting students to keep a Journal 5. Role-playing This selected list of strategies is, of course, by no means intended to be exhaustive.
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