21 research outputs found
The vulnerable insider : navigating power, positionality and being in educational technology research
No full textCITATION: Tshuma, N. 2021. The vulnerable insider : navigating power, positionality and being in educational technology research. Learning, Media and Technology. Learning, Media and Technology, 46(2):218-229, doi:10.1080/17439884.2021.1867572.The original publication is available at https://www.tandfonline.comThis article reflects on the tensions I encountered as an insider researcher during a qualitative study exploring academics’ integration of educational technology in a South African higher education institution. While critical qualitative approaches acknowledge research participants’ vulnerability to the researcher’s interpretation and presentation of their experiences, this article reflects on researcher vulnerability engendered by my insider status. Through a critical ethnographic lens, I reflexively interrogate the shifting nuances of power, positionality and being in educational technology research with regard to: (1) the struggle to adopt a colonialist methodology in a context still reeling from colonial legacies; (2) sensitively negotiating conflicting role requirements as a researcher, an employee and a PhD student in the same institution; (3) reflecting on the ‘politics of the gaze’ and how my insider status influenced what data I collected and how I perceived it; and (4) grappling with the tensions inherent in attempting to represent the experiences of the Other through my own.Pre-prin
Tshuma, Nompilo (Dr)
No full textCentre for Higher Education Research,Teaching and Learning. ORCID https://orcid.org/0000-0002-7842-542
Blended Learning Model: Development and Implementation in a Computer Skills Course
No full textSouth Africa’s higher education policies have opened up access to university for students from diverse backgrounds, with different learning styles, levels of motivation and levels of preparedness. This has necessitated a move from the lecture style of teaching to innovative teaching styles that engage the learners and equip them with skills to apply their knowledge to new situations and develop life-long learning skills. Blended learning, which is a combination of face-to-face and online teaching, is used to address some of the issues outlined above. Development of this model is based on Gilly Salmon’s five-stage model for online learning (Salmon 2002), as well as active and collaborative activities that engage the students in a face-to-face environment. As the development of the blended learning model is still ongoing, the model is then evaluated, with recommendations and challenges outlined
A critical realist exploration of the culture of resistance in educational technology integration practices at a South African university
No full textThis thesis seeks to address a number of troubling concerns related to research and practice in the field of educational technology in South African higher education. Firstly, educational technology research has been criticised for a lack of theoretical rigour resulting in perspectives that are tightly focused mostly on practice but fail to adequately interrogate the socio-political complexities of integrating educational technology. Secondly, while research in the field has been criticised for failing to adequately contextualise the study of educational technology, it also fails to interrogate the impact of colonial legacies and Western-developed technologies on integration practices. Thirdly, there seems to be a disconnect between academics’ practices and choices with educational technology, and the expectations and assumptions of educational technologists. As such, this thesis predominantly follows inductive reasoning where literature and theory are applied to the empirical situation retrospectively in order to avoid the potential influences and biases of mostly Western-driven discourses on educational technology integration practices. Critical realism is used to ‘underlabour’ this study. This meta-theory asserts that there are multiple perspectives of an independent reality, and the work of research is to use these perspectives to draw closer to an understanding of that reality. As such, it allows me to interrogate my perspectives firstly, and secondly those of my research participants, about factors that constrain educational technology integration in the South African context through the use of theory (abstract concepts) and data (research participants’ multiple perspectives). However, critical realism is somewhat cautious in how to access this reality. Therefore, a critical ethnographic epistemology is employed to strengthen critical realism’s aim of accessing knowledge. A critical epistemology emphasises exposing hidden power structures, value judgements as well as self-knowledge and reflexivity. The thesis thus shows how a critical realist ontology could be complemented by a critical ethnographic methodology, particularly in critically-orientated research that has an emancipatory focus which seeks to uncover the socio-political context within which educational technology practices take place. A key argument is that critical realism can be employed as an ontological underlabourer for critical research because of: 1) its immanent critique of traditionally-accepted philosophies, 2) its emphasis on critique of our knowledge claims and value judgements, 3) its insistence that knowledge of the social world necessarily precedes emancipation, and 4) its different conceptions of power (oppressive power and transformatory power). This critical ethnographic research is conducted in a South African university with eight female academics. Data collection is in the form of interviews, observations and reflections, as well as informal and work-related interactions. At each data collection moment, I have had to be reflexively aware of my positionality as an educational technologist, the impact of a colonially-motivated methodology and an ethically-aware approach that seeks to put the needs of the research participants first. Critical ethnography’s meaning-making and critical realism’s abduction and retroduction are used to analyse and make sense of the data. In my attempt to contextualise the study’s findings, I first uncover structural forces and their impact on the academic role before attempting to correlate this with educational technology practices. The study’s findings point to two main structural forces in the socio-political context of South African higher education: the teaching/research tension and the elevation of one dominant culture. In terms of the teaching/research tension, the female academics in this study have to balance the urgent teaching function with the valued research function. They struggle to find this balance because of ambiguous messages from different structures, their passion for teaching, oppressive departmental dynamics and the pressures of their career trajectory. The elevation of one dominant culture is demonstrated through both oppressive cultural practices and untransformed curricula. The study shows that academics mitigate these structural constraints mostly through subtle every day resistance that seeks to mitigate their effect on both the academics and, where applicable, their students. Archer’s morphogenetic/morphostatic cycle is used retrospectively, in response to fieldwork, to conceptualise why this resistance comes about. A resistance framework developed using Archer is then used to understand educational technology choices and practices. The results of the research show that while academics are often pictured as resistant to technology as a response to different barriers, they actually often employ technology to resist structural forces. That is, with this thesis I show that there is a focus on resistance with technology rather than resistance to technology. The study shows how the research participants resist structural forces (teaching tension and dominant culture) by using technology to create safe and responsive learning spaces. As such, this thesis challenges educational technologists to re-think the way they support academics by recommending support strategies that acknowledge both the structural forces in the South African higher education context, as well as the culture of resistance, both of which impact academics’ educational technology choices and practices
Teaching and learning with technology: reframing traditional understandings and practices
No full textThis publication is a collection of case studies outlining examples of how lecturers at Rhodes University have carefully considered and selected technologies to address a range of teaching and learning challenges. In each case, the selection of the learning technology has been driven by a particular learning challenge, with student engagement and enhancement of learning as the main goals. The lecturers have utilised technology as one of several tools in the learning process. Each case study emphasises that even with students’ technological abilities and the masses of information readily available online, the teacher is still indispensable (Laurillard, 2013) for planning, facilitating, guiding and scaffolding learning with technology. For the sake of clarity, some of the details in the case studies may have been omitted or slightly changed
Complex legacies and future prospects: Conceptualising changes in South African doctoral education
No full textThe original publication is available at: https://www.tandfonline.comA number of key drivers are responsible for the major shifts taking place in doctoral education globally, including massification, globalisation, digitalisation and the knowledge economy. While each of these drivers permeates the South African higher education context to some extent, we argue that the country’s complex historical legacies provide a unique background and lens through which key drivers of doctoral education can be framed. Thus, our focus is firstly to outline the complex legacy of apartheid and its implications for the country’s transformation agenda and resulting shifts taking place in the South African higher and doctoral education landscape. Secondly, to account for some future prospects, we draw on the outcomes of the recent (2020/21) national review of doctoral programmes in South Africa. We highlight some recommendations that universities need to attend to via their respective doctoral improvement plans as a possible future agenda for driving and improving doctoral education.https://doi.org/10.1080/14703297.2023.2237941Publisher’s versio
Understanding TVET instructors’ perceptions of digital technology use and support in a vocational training centre in Namibia
No full textThesis (MPhil)--Stellenbosch University, 2023.ENGLISH ABSTRACT: The aspect of having to adopt and use technology in education and training has been met with mixed feelings from various stakeholders involved, thus impacting business and service delivery. Different institutions and organisations have attempted to adopt and use technology to enhance service delivery, however, besides the convenience it comes along with, adopters remain a determinant in the successful implementation of such changes. How individuals perceive a change is instrumental in its adoption and
subsequently its application. Studies have revealed that TVET staff and instructors' acceptance and adoption of technology, is an indicator of an institution's preparedness for using technology in the classroom. The research's objective was to ascertain TVET instructors' perceptions of digital technology use and support in a Vocational Training Centre in Namibia. Thematic data analysis was chosen as the methodology for this study, with purposive sampling that employed Maximum Variation Sampling (MVS), and a sample size of eleven respondents was utilised. This included eight teaching staff and three management members. Data were collected through a semi-structured interview and focus group discussion. The data were thematically analysed using the Provalis Research QDA miner application and Microsoft word text-based data. Technology Acceptance Model (TAM) was found applicable as the conceptual framework for this research. The themes identified were
perceived ease of use, perceived usefulness, and respondents' behavioral intention. The findings revealed that integrating technology in class was helpful, relevant to respondents' training objectives, convenient, and secure for the TVET in achieving its educational goals. However, respondents admitted to the difficulty experienced in using the proposed innovation. It was reported that implementing the technology at the TVET was hindered by finance, Information Technology (IT) infrastructure, accessibility, and a gap in the respondent's technical background. The study recommended securing adequate funding, planning for sustainable infrastructure, and training its stakeholders on using the proposed innovation.AFRIKAANSE OPSOMMING: Die aspek om tegnologie in onderwys en opleiding aan te neem en te gebruik, is met gemengde gevoelens an verskeie betrokke belanghebbendes teegekom, en het dus besigheid en dienslewering beinvloed. Verskillende instelling en organisasies het probeer om tegnologie aan te neem en te gebruik om dienslewering te verbeter, benewens die gerief waarmee dit gepaard gaan, maar aannemers bly n bepalende faktor in die suksesvolle implementering van sulke veranderinge. Hoe individue 'n verandering waarneem, is instrumenteel in die aanvaarding en gevolglik die
toepassing daarvan. Studies het TVET-personeel en instrukteurs se aanvaarding van tegnologie aan die lig gebring as n aanduiding van 'n instelling se gereedheid om tegnologie in die klaskamer te gebruik. Die doel van die navorsing was om TVETinstrukteurs se persepsies van digitale tegnologie gebruik en ondersteuning in 'n Beroepsopleidingsentrum in Namibie vas te stel. Tematiese data analise is as die metodologie vir hierdie studie gekies, met doelgerigte steekproefneming wat gebruik gemaak het van Maksimum Variasiestekproefneming (MVS), wat gelei het tot 'n steekproefgrootte van 11 respondente, agt onderwyspersoneellede en drie van die bestuur. Data is ingesamel deur middel van 'n semi-gestruktureerde onderhoud en fokusgroep besprekings. Die studie het toe' n tematiese analise gebruik om die data met behulp van die Provalis Research QDA-mynertoepassing te ontleed en Microsoft words teksgebaseerde data. Tegnologie-aanvaardingsmodel (TAM) is toepaslik gevind as die teoretiese raamwerk vir hierdie navorsing. Die temas wat geidentifiseer is, was waargenome gebruikbaarheid en respondente se gedragsvoorneme. Die bevindinge het aan die lig gebring dat die integrasie van tegnologie in die klas nuttig was, relevant vir respondente se opleidingsdoelwitte, en gerieflik en veilig was vir die
TVET om sy opvoedkundige doelwitte te bereik; Respondente het egter erken dat dit moeilik is om die voorgestelde uitvindings te gebruik. Daar is gerapporteer dat die implevir betekenisvol en instrumenteelmentering van die tegnologie by die TVET belemmer is deur finansies, Inligtingstegnologie (IT) infrastruktuur, toegankliheid en 'n leemte in die respondent se tegniese agtergrond. Die studie het aanbeveel om voldoende befondsing te verseker, vir volhoubare infrastuktuur te beplan en sy belanghebbendes op te lei oor die gebruik van die voorgestelde hervorming.Master
A case study of final year mathematics education student-teachers' experiences of online assessment at a university in Namibia
No full textThesis (MPhil)--Stellenbosch University, 2024.ENGLISH ABSTRACT: The sudden introduction of online assessment at the university in Namibia has created doubts about online assessment as well as challenges and benefits for final year students, hence a need to carry out this study to understand final year Mathematics education students 'experiences
about online assessment at the university in Namibia. The researcher has realized that there is little or no literature on online assessment and research in Mathematics Education Nortvedt and Buchholtz (2018).
The theoretical framework of the study was the theory of self-efficacy. The objective of the study was to explore the final-year Mathematics Education student teachers' experiences of online assessment at a university in Namibia. The study addresses the following research question: How do the final year students experience online assessment of Mathematics Education at the
university in Namibia? The research paradigm of the study was interpretivist paradigm. The research was a case study of the final year Mathematics Education students at the university in Namibia. The study used Purposive sampling. The data were collected using questionnaires and interviews.
The study found that the final year students have experienced some challenges with online assessment: network connectivity issues, access to Moodle, insufficient or lack of data bundles, layout of question paper, changes in the date or time and sometimes incorrect feedback. Although there were challenges, the study also found some benefits of online assessment:
flexibility of online assessment, cost-effectiveness, and immediate feedback and increases computer skills. Although participants indicated they prefer face-to-face over online assessment, they mentioned that they would like to use online assessment in the future.AFRIKAANSE OPSOMMING: Geen opsomming beskikbaar nie.Master
The perceived roles and competencies for distance educators employed by a private higher education institution
No full textThesis (MPhil)--Stellenbosch University, 2023.ENGLISH ABSTRACT: Education educators need to fulfil new roles and competencies as traditional teaching techniques cannot simply be transferred to the distance education environment. Educators need assistance in clarifying their new roles in order to address the challenges brought about by the differences between traditional learning environments and distance education. Numerous studies have been conducted on roles and competencies in distance education in the USA, Canada, Australia and India. In the South African context, such studies have been situated within the context of one public mega open distance learning university, namely the University of South Africa. To date, research regarding the roles of educators in private higher education institutions is limited. Therefore, the focus of this study was an attempt to fill the gap in the literature regarding the roles and competencies of private distance educators. The results will form the basis for the future development of a framework for academic staff development in private distance higher education. The study employed a survey design using a quantitative web-based questionnaire to gather data on the perceived roles and competencies of distance educators employed by a private higher education institution. The respondents were firstly required to indicate their perceived importance of the eight roles according to the Online Instructor Roles and Competencies which was developed by Martin et al. 2021, and, secondly, their perceived competency in each role. The study indicated that private distance education educators perceived all eight role categories as important and viewed their role competency in the following descending order: subject matter expert, course designer and developer, assessor/evaluator, advisor/mentor, course facilitator, technology expert, course manager, and lifelong learner. The respondents found the roles of advisor/mentor and course facilitator the most challenging. Respondents perceived the role of advisor or mentor as challenging mainly because advisors and mentors struggled to encourage students to engage with the resources and announcements on the Learning Management System. The findings in the study will be utilised to develop an induction programme covering the eight academic roles and addressing the challenges faced by distance educators who work online.AFRIKAANSE OPSOMMING: Afstandsonderrigopvoeders moet nuwe rolle en bevoegdhede vervul aangesien tradisionele onderrigtegnieke eenvoudig nie na die afstandsonderrigomgewing oorgedra kan word nie. Opvoeders het hulp nodig om hul nuwe rolle uit te klaar om die uitdagings aan te spreek wat veroorsaak word deur die verskille tussen tradisionele leeromgewings en afstandsonderrig. Talle studies is gedoen oor rolle en bevoegdhede in afstandsonderrig in die VSA, Kanada, Australië en Indië. In die Suid-Afrikaanse konteks is studies binne die konteks van een openbare mega-oop afstandsonderrig-universiteit geleë, naamlik die Universiteit van Suid-Afrika. Tot op hede is navorsing oor die rolle van opvoeders in private hoëronderwysinstellings beperk. Daarom was die fokus van hierdie studie 'n poging om die leemte in die literatuur aan te vul ten opsigte van die rolle en bevoegdhede van privaat afstandopvoeders. Die resultate sal die basis vorm vir die toekomstige ontwikkeling van 'n raamwerk vir akademiese personeelontwikkeling in privaat afstandhoëronderwys. Die studie het 'n opname-ontwerp gebruik deur middel van 'n kwantitatiewe webgebaseerde vraelys om data oor die persepsie van afstandsonderwysers se rolle en bevoegdhede in diens van 'n privaat hoëronderwysinstelling in te samel. Daar was eerstens van die respondente verwag om hul persepsie aangaande die langrikheid van die agt rolle aan te dui volgens die ‘Online Instructor Roles and Competencies’ wat ontwikkel was deur Martin et al. 2021, en, tweedens, hul persepsie aangaande hul eie bevoegdheid in elke rol aan te dui. Die studie het aangedui dat privaat afstandsonderrigopvoeders al agt rolkategorieë as belangrik beskou en hul rolbevoegdheid in die volgende dalende volgorde beskou: vakkundige, kursusontwerper en -ontwikkelaar, assessor/evalueerder, adviseur/mentor, kursusfasiliteerder, tegnologiedeskundige, kursusbestuurder, en lewenslangeleerder. Die respondente het die rolle van adviseur/mentor en kursusfasiliteerder as die mees uitdagende aangedui. Respondente het die rol van adviseur of mentor as uitdagend ervaar, hoofsaaklik omdat adviseurs en mentors gesukkel het om studente aan te moedig om betrokke te raak by die hulpbronne en aankondigings op die leerbestuurstelsel. Die bevindinge in die studie sal gebruik word om 'n induksieprogram te ontwikkel wat die agt akademiese rolle en uitdagings aanspreek wat afstandopvoeders wat aanlyn werk in die gesig staar.Master
Exploring the potential role of adult education in the implementation of the Individual Veterans Projects in the Khomas region, Namibia
No full textThesis (MPhil)--Stellenbosch University, 2023.ENGLISH ABSTRACT: The purpose of the study was to explore and gather rich information on the potential role of adult education in the implementation of the Individual Veterans Projects in the Khomas region, Namibia. The study was qualitative and employed a narrative inquiry to explore the research problem. During the study, six veterans were interviewed to tell their stories relating to their life experiences on how they manage their IVPs with or without necessary skills. The data was collected using an interview guide, through semi-structured interviews and observations. The objective of the interviews was to provide in-depth understanding of the research problem. Furthermore, thematic
analysis was used to analyse the data. This study employed experiential learning as the theoretical lens with the purpose of understanding and analysing the experiences with IVPs of war veterans in the Khomas region of Namibia. The study used the age groups, and experiences to identify who could
be classified as veterans. As such, for them to be classified as veterans, the subjects of the study, ought to have been involved in the Namibian liberation war. Considering that the war of liberation of Namibia ended in 1989 and independence was in 1990, these individuals are adults with experience of the liberation struggle, meaning that they could provide the necessary information
for the research. The main finding from the study is that the veterans who participated in the study for the funded IVPs were faced with many challenges in the running of their IVPs. The key challenges included that: the veterans who own IVPs were operating with no skills or knowledge in terms of business management or entrepreneurship; they had a problem with space to operate their IVPs and they had inadequate funds to sustain their IVPs. It was recommended that the Ministry of Defence and Veterans Affairs should consider assisting the veterans of the national liberation struggle with mentoring or training programmes. Training Needs Assessment should be introduced,
where veterans are encouraged to state their training needs. Also, policy makers in the Ministry should integrate adult education into the implementation guidelines of IVPs. This is considering that it was noted that veterans are elderly citizens and adult learning principles should be considered. These principles include other strategies used in the adult education programmes.Furthermore, the Ministry should create a platform for the media to promote successful stories of IVPs with the intention of promoting these IVPs. In conclusion, the qualifying IVPs should be given necessary support by government and non-governmental sectors, in terms of mentorship, training and finances to encourage them to work hard and successfully grow their businesses. In turn, this would contribute to the national development of the country.AFRIKAANSE OPSOMMING: Die doel van die studie was om ryk inligting oor die potensiële rol van volwasse onderwys in die implementering van die Individuele Veterane-projekte in die Khomas-streek, Namibië, te verken en in
te samel. Die studie was kwalitatief en het 'n narratiewe ondersoek gebruik om die navorsingsprobleem te verken. Tydens die studie is onderhoude gevoer met ses veterane om hul
stories te vertel wat verband hou met hul lewenservarings oor hoe hulle hul IVP's bestuur met of sonder die nodige vaardighede. Die data is ingesamel met behulp van 'n onderhoudsgids, deur middel van semi- gestruktureerde onderhoude en waarnemings. Die doel van die onderhoude was om in- diepte
begrip van die navorsingsprobleem te verskaf. Verder is tematiese analise gebruik om die data te ontleed. Hierdie studie het ervaringsleer as die teoretiese lens gebruik met die doel om die ervarings met IVP's van oorlogsveterane in die Khomas-streek van Namibië te verstaan en te analiseer. Die studie het die ouderdomsgroepe en ervarings gebruik om te identifiseer wie as
veterane geklassifiseer kan word. As sodanig, om as veterane geklassifiseer te word, moes die onderwerpe van die studie, by die Namibiese bevrydingsoorlog betrokke gewees het. In ag genome dat die bevrydingsoorlog van Namibië in 1989 geëindig het en onafhanklikheid in 1990 was, is hierdie individue volwassenes met ervaring van die bevrydingstryd, wat beteken dat hulle die nodige inligting vir die navorsing kon verskaf. Die hoofbevinding van die studie is dat die veterane wat aan die studie vir die befondsde IVP's deelgeneem het, voor baie uitdagings in die bestuur van hul IVP's te staan gekom het. Die sleuteluitdagings het ingesluit dat: die veterane wat IVP's besit, werksaam was met geen vaardighede of kennis in terme van besigheidsbestuur of entrepreneurskap nie; hulle het 'n probleem gehad met ruimte om hul IVP's te bedryf en hulle het onvoldoende fondse gehad
om hul IVP's te onderhou. Daar is aanbeveel dat die Ministerie van Verdediging en Veterane-sake dit moet oorweeg om die veterane van die nasionale bevrydingstryd met mentorskap- of opleidingsprogramme by te staan. Opleidingsbehoeftebepaling moet ingestel word, waar veterane
aangemoedig word om hul opleidingsbehoeftes te meld. Ook moet beleidmakers in die Ministerie volwasse onderwys integreer in die implementeringsriglyne van IVP's. Dit is in ag geneem dat daar
kennis geneem is dat veterane bejaarde burgers is en volwasse leerbeginsels moet oorweeg word. hierdie beginsels sluit ander strategieë in wat in die volwasse onderwysprogramme gebruik word. Verder moet die Ministerie 'n platform skep vir die media om suksesvolle verhale van IVP's te bevorder met die doel om hierdie IVP's te bevorder. ten slotte, die kwalifiserende IVP's moet die nodige ondersteuning deur die regering en nie-regeringssektore gegee word in terme van mentorskap, opleiding en finansies om hulle aan te moedig om hard te werk en hul besighede suksesvol te laat groei. Op sy beurt sal dit bydra tot die nasionale ontwikkeling van die land.Master
