Educators’ reasoning(s) and their effects on successful attainment of curriculum goals

Makumane, Makhulu; Khoza, Simon Bheki

doi:10.20853/34-2-3428

Cited by 26 publications

(64 citation statements)

References 13 publications

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“…A transformation experience is defined as the cognitive process in which the conscious mind interrogates subconscious thoughts in order to renew them for new actions (Khoza, 2019;Makumane & Khoza, 2020). A transformation experience has values that drive academics and students to embrace a digitalised curriculum.…”

Section: Transformation Experiences Of Academics On the Use Of Lmsmentioning

confidence: 99%

“…In professional reflection, academics reflect on their past formal experiences of using LMSs and other HEIs that prescribed technologies. Such prescriptions intended to introduce structures in teaching that produce high performance, addressing professional needs (Budden, 2017;Makumane & Khoza, 2020). In societal reflection, academics reflect on their current usage of social media sites (SMSs) (WhatsApp, Google, Facebook, and others) with the aim of addressing societal needs (Mpungose, 2020a;Sokhulu, 2020).…”

Section: Transformation Experiences Of Academics On the Use Of Lmsmentioning

confidence: 99%

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Digitalised curriculum to the rescue of a higher education institution

Mpungose

Khoza

2020

African Identities

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This time of COVID-19 has compelled higher education institution (HEI) academics to embrace a digitalised curriculum in teaching, learning, and research. A digitalised curriculum is a plan for and/or a plan of teaching, learning, and research, driven by specific hardware, software, and theories. HEI leaders of teaching and learning have been unsuccessful over the years in promoting the use of various kinds of learning management systems (LMSs) with the aim of embracing a digitalised curriculum. The unsuccessful promotion of LMSs was caused by the lack of compelling situations that forced digital technology refugees to use the LMSs. In 2020, when COVID-19, which originated in China, started to affect other countries, academics desperately transformed their minds in embracing the digitalised curriculum. They started to attend any workshops on the use of digital technologies through Zoom. The findings of the study reveal that the transformation experiences of these academics were reflections, translation, rotation, enlargement, and reduction. These transformation experiences addressed the tension between a performance curriculum and a competency-based curriculum. This study explored the transformation experiences of academics at an HEI in South Africa. Zoom observations, semi-structured interviews and focus-group discussions were used for data collection. A mixed method and pragmatic paradigm were used to frame this study. The study applied purposive with convenience sampling in selecting twenty participants. This study concludes by recommending the identification of values or ideologies relevant to the enactment of the digitalised curriculum that comes to the rescue of HEIs at this time of COVID-19 and beyond.

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Section: Transformation Experiences Of Academics On the Use Of Lmsmentioning

confidence: 99%

Section: Transformation Experiences Of Academics On the Use Of Lmsmentioning

confidence: 99%

Digitalised curriculum to the rescue of a higher education institution

Mpungose

Khoza

2020

African Identities

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“…Knowledge building is the teaching and learning process that helps academics and students to generate specific personal values used to understand their personal identities (Mabuza & Khoza, 2019;Makumane & Khoza, 2020). Ike, Agbaeze, Udoh, and Adeleke (2019, p. 70) define knowledge-building as "an organizational process that aims to create a centralized knowledge source within the organization that acquires, assimilates, distributes, integrates, shares, retrieves and reuses the internal and external, explicit and tacit to bring innovation in the organization in the form of the product, people and organizational process".…”

Section: Knowledge-buildingmentioning

confidence: 99%

“…Participants further suggest the importance of combining peer, formative, and summative assessment as teaching, learning, and assessment taxonomies. In using these types of assessment as taxonomies, academics should understand the role they play (Makumane & Khoza, 2020).…”

Section: Assessmentmentioning

confidence: 99%

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Academics’ “Why” of Knowledge-Building for the Fourth Industrial Revolution and COVID-19 Era

Khoza

2020

IJHE

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Online teaching results in knowledge building. Knowledge building is the teaching and learning process that helps academics and students to generate specific personal values used to understand their personal identities. Academics have been forced by COVID-19 lockdowns to go online in teaching their students. The purpose of this study is to explore and understand academics’ knowledge of teaching for knowledge building in two higher-education institutions (HEIs) (RSA and USA) during the COVID-19 era and the 4IR. Reflective activities, focus-group discussions, and semi-structured interviews were used for data generation. Purposive with convenience sampling was used to select the twenty most accessible academics to participate in this study. The findings reveal that this situation compelled the academics to self-actualise on their knowledge-building to address the “why” questions of teaching that help students to understand and address their needs. The self-actualization was framed by “technological pedagogical content knowledge” which produced societal, personal, and professional knowledge building. It was interesting to note that the USA HEI participants were supported by educational technologists, while the RSA HEI participants helped themselves. This was because the RSA HEIs do not have educational technology centres. Consequently, this study recommends a follow-up study that can qualitatively and quantitatively compare the two HEIs. In this way it can be established whether the success of online teaching and learning is influenced by the presence of educational technology centres.

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Professionalising Socialisation for Pragmatic e-Curriculum to the Rescue of South African Universities

Shoba¹,

Khoza²

2022

Digital Education and Learning

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Educators’ reasoning(s) and their effects on successful attainment of curriculum goals

Cited by 26 publications

References 13 publications

Digitalised curriculum to the rescue of a higher education institution

Digitalised curriculum to the rescue of a higher education institution

Academics’ “Why” of Knowledge-Building for the Fourth Industrial Revolution and COVID-19 Era

Professionalising Socialisation for Pragmatic e-Curriculum to the Rescue of South African Universities

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