1,721,107 research outputs found
Student Experiences of Emergency Remote Learning and Teaching During COVID-19
Get PDFThis study aimed to explore and understand the University of Cape Town student perceptions and lived experiences of Emergency Remote Teaching and Learning (ERTL) during COVID-19. COVID-19 is a communicable disease instigated by a novel virus (SARS CoV-2 virus). After the inevitable subsequent national lockdown of South Africa, the university placed ERTL measures in place for the second quarter of the first semester to curb the impact of the virus on its students while also enabling learning and teaching activities to continue remotely. ERTL meant that learning and teaching activities were ‘rapidly' shifted from face-to-face learning to remote learning. This study reports on the 707 students who responded to an online survey while engaged in their online courses. The Substitution, Augmentation, Modification, and Redefinition (SAMR) and Andersons' Online Learning Model were used to engage with students on the use of technology that enabled their interaction with lecturers, each other, learning and teaching activities, and other remote learning resources. Understanding the student experiences was achieved through a mixed-method study approach that involved undergraduate and postgraduate students. The Google form online surveys, with both open and closed ended questions with some using the 5-point Likert scale ratings, were distributed using social media platforms and university email system to students in order to collect the data. MAXQDA and Excel software were later utilised to analyse and code the data. Findings for this study indicate that the ERTL experience of the participants during the COVID-19 pandemic presented both opportunities and barriers. Some of the perceived opportunities by students were flexibility and convenience, pedagogical improvements, time saving, self-directed learning (working anytime they want and creating and managing their working schedule), and spending time with family. Interestingly enough, some of these benefits turned out to be challenges for some of the students. Hence, some of the barriers students perceived were distractions, internet connectivity and technical issues, inequitable living and environment conditions, lack of hands-on experience and how this made their degree feel incomplete and difficult, mental health issues, and many other barriers. The disciplinary faculties that experienced most of the obstacles and difficulties associated with ERTL were those whose academic experience depended on practical work in labs and studios or needed software that can only be accessed through labs and would need a specific operating system. The carrying out of this research will help ensure the effectiveness, investment, and continual integration of technology in future programs that involve learning and teaching
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
The only way is ethics:a dialogue of assessment and social good
Get PDFWhat is assessment for good in the current higher education landscape? Assessment does not just "drive learning". It plays a role in shaping students' orientations towards future learning, beyond any course, and beyond graduation. It influences the kinds of knowledge and identity that hold legitimate status in disciplines and communities. It shapes power and trust relationships between junior and senior members of organisations, between those with different roles, between educational institutions and society. Through dialogue, this chapter challenges foundational assumptions about assessment in HE by considering meanings, possibilities and examples of 'assessment for good' in two disciplinary contexts of medical (Tim) and mathematics (Juuso) education. In doing so, tensions are highlighted between traditions of individualism and authentic, messy forms of learning and unpredictable outcomes. The dialogue in this chapter emphasises that there is no right way to go about assessment for good, and that multiple perspectives need to be taken into account.</p
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Mediated activity and the role of technology in peer-to-peer learning at the University of Fort Hare
No full textIncludes bibliographical references.The following calls for research into the ways in which South African university students use technology for peer-to-peer learning (Czerniewicz and Brown, 2005). This study aims to explore the ways in which students mediate one another's learning and the ways in which they use (and don't use) information and communications technology (ICT) to do so. This study provides a snapshot of eleven University of Fort Hare students' peer-to-peer learning strategies. In exploring this phenomenon in context, the social and cultural factors are analysed using Activity Theory, most notably building on the work of Sharples et al (2007). Semi-structured interviews were conducted with students identified as early adopters of ICT for peer-to-peer learning, selected from 375 respondents to the Access and Use Survey questionnaire (Czerniewicz and Brown, 2007). An analytical framework was developed using categories developed from high-level Activity Theory concepts. Sub-categories were developed using key concepts from Sharples, Taylor and Vavoula (2007), Laurillard's (2003) work, as well as, inductively and deductively in relation to the data, following Hardman's (2008) approach. Three key peer-to-peer learning patterns were identified: A group of students preparing for an exam or a test were found to adopt cooperative learning strategies, while students working together towards a tangible output, such as an assignment, adopted collaborative learning strategies. Peer-to-peer tutoring was found to occur where one student is assisted by a moreable peer. Most interviewees' peer-to-peer learning activities were found to occur face-to-face, and the extent and level of interviewees' ICT use was less than anticipated. The findings are not generalisable beyond this small sample, but serve to advance understanding of the processes involved in students' peer-to-peer learning practices
Humanising learning design with digital pragmatism
No full textAs digital education practitioners, the authors of this chapter champion a pragmatic approach to critical instructional design, where small incremental changes for good can build to large-scale transformation. Drawing on lived experiences, they set the theoretical considerations within the daily constraints of educators to explore humane, practical solutions to digital problems related to teaching and learning in higher education. Using a biomimicry-orientated lens, they consider micro, meso and macro methods for changing and developing learning design culture. For each of these six emergent strategy elements, practical suggestions are provided from their work as well as educator activities for readers to experiment with in their own contexts.</p
Open Content Licensing: A Three-Step Guide for Academics
No full textAimed at the individual academic, this guide will enable you to make informed and purposeful decisions around licensing your work in line with international open access principles. Based on the framework of open content licensing – a legitimate, internationally-recognised legal practice located within the boundaries of copyright law – it has been designed to protect the author against unauthorized forms of content exploitation in the digital realm, and is beneficial to the global user community in that it limits bureaucracy associated with obtaining permissions for re-use
An investigation of third-year multimedia students' use of the web to supplement and enhance formal course work and skills
No full textIncludes bibliographical references (leaves 115-124).Many studies have shown that, despite, the initial hype about how the world wide web would change learning, young people and, especially, students are not necessarily inclined to use the web for learning, simply because it is available. In this dissertation, I investigate third-year multimedia students' use of the web to supplement and enhance formal course work and skills. The study investigates the use of the web for academic self-study that is not linked to direct assessment such as assignments. The dissertation is based on the premise that even where students choose technology as a career and have relatively good access to it, they do not necessarily make high use of it for learning
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