Research in Social Sciences and Technology (E-Journals)
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Using a Blended Learning Approach to Encourage Course Interaction in a First-Year Business Communication Module
Full text linkThe aim of the study is to examine the effectiveness of blended learning in encouraging course interaction amongst first-year students studying a business communication module. The COVID-19 pandemic resulted in the increased use of blended learning as a teaching approach to encourage learning regardless of the location. Existing research on blended learning suggests its value in promoting increased student engagement, ultimately contributing to positive educational outcomes. Data was collected through a cross-sectional survey whereby a questionnaire was distributed to the respondents using Google Forms. Data was analysed on the same platform. Cross-tabulation was used to understand the relationships between factors in participants’ responses to the questions. Results indicate that blended learning successfully drives course interaction because the combination of class-based and online engagement positively impacts how likely students are to engage in course content. This paper makes a valuable contribution in the form of underscoring a pressing need for research that is aimed at understanding how blended learning shapes the experiences students have with their modules, as well as how these factors may shape current practices in blended learning. Most students indicated that they would recommend blended learning as it increased participation and engagement with their course content.  
Teachers’ Readiness towards the Integration of Information and Communications Technology in Teaching and Learning of Engineering Graphics and Design in KwaZulu-Natal
Full text linkThe integration of information and communications technology (ICT) into the education system has led to changes in the way teaching and learning are conducted. These changes have necessitated the need for teachers to have ICT skills that would help them integrate ICT into teaching and learning (T&L). Hence, this qualitative study was conducted to investigate the state of readiness of Engineering Graphics and Design (EGD) teachers in the integration of ICT in T&L in uMgungundlovu secondary schools. Convenience sampling was employed to select nine EGD teachers to partake in this study. Semi-structured interviews and classroom observations were used to collect data. Data gathered from interviews was subjected to thematic analysis, and data gathered from observations was reported descriptively. The findings of this study revealed that EGD teachers in uMgungundlovu District are ready to integrate ICT into the T&L of EGD, as they indicated that ICT integration in EGD lessons is essential. The study further revealed a shortage of ICT resources and a lack of ICT skills among teachers, which hinder the successful integration of ICT. The study recommends that the Department of Basic Education (DBE) provide teachers with ICT training so that those who are technically disadvantaged can be equipped with relevant ICT skills. The study further recommends that DBE give the schools an AutoCAD license, as it has been proven to be a useful ICT tool
Drug abuse: A Hindrance to Optimal Functioning of the Rural Learner’s Cognitive Capabilities
Full text linkThe article investigates four vulnerable learners and their histories of drug misuse in rural schools. The purpose of this study was to conduct a situational analysis with a view to understanding the current drug abuse situation in Zimbabwean rural schools and giving some recommendations on what needs to be done to lessen its effects. The study's mode of investigation was qualitative. As means of gathering data, focus groups and participatory research were used. The participatory research design employed by the study unearthed evidence that indicates that drug abuse has an adverse effect on a learner’s cognitive optimal functioning both in the community and school contexts. The study's findings point to the necessity of teaching parents how to prioritise their responsibilities and liberate them from the mental poverty they currently experience, which is a societal construct that keeps them from finishing their work with their learners. The study further found out that the absence of guidance and counselling exposes learners to more drug abuse cases and culture, thus having a two-pronged impact on the optimal functioning of rural learners. The study makes some recommendations for how the school and the community should work together and coordinate their efforts to manage the experiences of vulnerable students in order to achieve cognitive optimal functioning for rural learners in Zimbabwe
Fourth Industrial Revolution Tools to Enhance the Growth and Development of Teaching and Learning in Higher Education Institutions: A Systematic Literature Review in South Africa
Full text linkThe Fourth Industrial Revolution (4IR) has been the subject of discussion, and in most cases, it has been seen as a danger to jobs and conventional methods of doing things. Concerns over the preparation of the South African educational systems for 4IR have been raised as a result. Many industries still lack advanced understanding of 4IR, but the concept is already gaining ground in a variety of economic areas. As a result, academics, business professionals, and legislators are paying closer attention to 4IR. The researchers were inspired to look at how 4IR techniques were applied in South African higher education institutions to advance the growth and development of teaching and learning by this obvious knowledge gap. To investigate how 4IR technologies improve the growth and development of teaching and learning in South African higher education institutions, this study used a systematic literature review (SLR) methodology. A search procedure, research key words, inclusion and exclusion criteria, and quality assessments of chosen literature were used in conjunction with the SLR approach. This study found that some South African higher education institutions have successfully adopted 4IR technologies for virtual and contact instruction. The research further saw that academics and support staff utilised various 4IR tools. This is done through a virtual or hybrid classroom, artificial intelligence, and the internet of things, with different devices to send students messages, schedule Zoom classes, and provide feedback and educational resources. However, the study made some recommendations that academics can use to make sure that 4IR is effectively integrated to support the expansion and improvement of teaching and learning in higher education institutions. Future research directions were suggested, and the study came to the conclusion that South Africa could change the direction of the management of the education sector by implementing various 4IR tools in higher education institutions
Teachers’ Perspectives on the Efficacy of Oral Presentation Tasks toward Promoted Linguistic Acquisition
Full text linkTo unlock language proficiency among learners, speaking is regarded to be an essential and crucial aspect to master, not only for learning purposes but for recognized communication dynamics. Language learning has numerous critical aspects. To be lacking in speaking proficiencies has been noted to impart negatively toward language learning. This paper explores whether oral presentations can be regarded as a vital tool to unlock learner language development. To collect data, qualitative research approaches embedded in a case study design were used. These are methods well known to assist in attaining better understanding in real-life situations. Three English language teachers were perceived relevant since they teach English to first-year university students. Although studies have been conducted on advantages of using oral tasks in a schooling environment, little to nothing is mentioned in the literature about how such tasks can be viable instruments to augment critical thinking and problem-solving skills. Findings suggest that motivated learning and enhanced communication skills were major factors that could lead to enhanced language aptitudes. This paper concludes that for teaching and learning to incorporate oral tasks brings numerous benefits for language learning as well as other subjects underpinning the prescribed curriculum. It is proposed that it is necessary to consider diverse perspectives in discussions related to teaching methods as oral activities are prominent tools for language expansion. 
The Possible Uses of Foldscopes as a Form of Frugal Science in the Biology Classroom As Well As in Out-of-School Science Activities
Full text linkThis article explores the possibilities of a cheap one-dollar microscope, the Foldscope, for enhancing out-of-school science education. Developed by Manu Prakash and Jim Cybulski from Stanford University, these origami-type paper microscopes make it possible to provide all students with their own microscopes, due to the low cost. This provides students the opportunity to engage in science outside of the classroom, as amateur sleuths engaged in environmental inquiries, e.g., determining the levels of pollution of local water resources. In this article the authors share two sets of research data: an activity where school students engaged in authentic problem-based learning using the Foldscopes, as well as student teachers’ experiences of engaging with Foldscope microscopes. The outcomes of the first research project indicate that affective outcomes and cognitive gains were achieved. Responses in the second research project included five categories: preparation and presentation; potential of the Foldscope; use of slideshow; energy/complements; and limitations. The conclusion reached was that Foldscopes hold possibilities for enhancing STS (science-technology-society) approaches inside and outside the classroom. One recommendation is that such frugal-science approaches are emphasized more in both pre-and in-service teacher education
Students’ Perceptions of the Digital Access Centres at the University of South Africa
Full text linkThis paper sought to investigate the accessibility of Digital Access Centres as a resource for Unisa Students needing to access services away from campus. The Digital Access Centres are available in open-distance e-learning institutions like Unisa in a quest to reach students. Unisa regional computer labs are always fully packed with students queuing to access the computers to access online platforms to write and submit assignments. Students are also expected to use Digital Access Centres to access support services instead of travelling long distances to regional offices or campuses. This study investigated UNISA students’ perceptions and knowledge of Digital Access Centres. A qualitative research methodology was used. Data was generated through semi-structured interviews with thirteen students. The sample was drawn from a population of students who visit computer labs at the Gauteng Regional Service Centre. The data collected revealed that students do not know about Digital Access Centres despite information being available on myUnisa and myChoice brochures. The findings also revealed that few students are accessing Digital Access Centres, and those who visited the centres, indicated that the centres are not fully operational and struggle with connectivity.  
Experiences of the Geography Subject Advisors in the Implementation of Geographic Information Systems in KwaZulu-Natal Province
Full text linkThis paper explored the experiences of geography subject advisors (GSAs) in the implementation of Geographic Information Systems (GIS) in South African schools. This was done to determine how they assist in the implementation of GIS. National senior certificate diagnostic reports for matric results indicate every year that learners are performing poorly in the GIS section of geography subject. The current literature shows that there is a lack of pedagogical content knowledge in geography teachers in the teaching and learning of GIS. Several scholars have written about learners and educators in the implementation of GIS in schools, but there is a lack of literature on GSAs’ experiences in the implementation of GIS in schools. This paper is underpinned by instructional leadership theory, which argues for leadership to focus their efforts on implementing of practices that positively impact students’ learning. Qualitative research approach, and semi-structured interviews were used to generate data to answer the research questions. Two GSAs from two selected districts were purposively chosen to participate in this study. The findings showed that GSAs organise workshops for educators. However, certain educators do not attend workshops and other workshops which are planned, do not materialise. GSAs rely on geography educators that are knowledgeable about GIS to assist in workshops by teaching others. GIS teaching in schools was aledged to be focused on a theoretical aspect without integrating the practical part. The study proposes that the DBE in collaboration with higher education institutions, should provide GIS teacher training opportunities for teachers.  
First Year University Students` Use of Words, Symbols and Images to Convey Mathematical Ideas: A Case of Definitions
Full text linkThis qualitative case study analysed how first year university mathematics students used words, images and symbols to convey the same mathematical ideas. The study was located within the interpretivist paradigm and took naturalistic methodology. Twenty six first year students were purposefuly selected to participate in the study. Data was collected through analysing students’ assignments scripts followed by semi-structured interviews. The study sought to answer the questions: How did the first year university students` use of words, symbols and images to convey mathematical ideas. The data were analysed using Lave and Wenger`s (situated learning and Seo ` mathematical communication theories. Data analysis focused on the structure and usage of symbols, images and words to commucaite mathematical idea. The results of the study shows that the students experienced difficulties in using words, images and symbols to communicate the same mathematical idea. There was contradictions meanings between images, words and symbols usage in attempt to define same concept. It is recommended that encouraging studets to wave between words, symbols and images to communicate mathematica concepts will improve understanding of mathematical concepts. First year university mathematics teachers are encouraged to not only used one method of mathematical communication when definining concepts. Moreover, it is recommended that formal mathematics definition be used after students graps the meaning of concepts using everyday day words and images. The abstractness should only follow after the difinitions are understood intuitively and can be represented diagrammatically or with images
Considering the Advantages and Disadvantages of Utilizing Social Media to Enhance Learning and Engagement in K-12 Education
Full text linkThis paper intends to explore the various ways in which social media can be used to enhance learning and engagement, as well as the potential challenges and risks that may arise. The study focuses on face-to-face formal K-12 education which is a system that generally covers 12 grades including primary and secondary schools. The manuscript provides a comprehensive theoretical literature review of the existing research on the topic, highlighting the main findings and discussing the implications. Social media platforms such as Facebook, YouTube, and Twitter have turned into an increasingly prevalent and influential aspect of modern society, and they have also begun to infiltrate the realm of education. However, during this study it has been noticed that there are few studies examining the effects of social media in K-12 education. Namely, some research has been conducted on higher or online education. Accordingly, while there are certainly benefits to applying social media in education, such as the ability to connect with a global network of learners and access to a vast array of information and resources, there are also challenges that must be considered. Thus, the results of this study provide clarification on previous research and lay the foundation for future examinations of the potential advantages and disadvantages of using social media in K-12 education