Graduate students share their experiences of building helping skills: A case study

Houdyshell, Michael; Ziegler, Natasha

doi:10.46303/jcsr.2020.4

Cited by 3 publications

(3 citation statements)

References 31 publications

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“…Additionally, when co-researchers needed to access said services, they were mostly referred to the mainstream campus as such services were unavailable at the UAP campus. One of the components of social justice in HE is equity, which in this instance aims to reduce the barriers that can impact on students' academic success (Guerra et al, 2020;Houdyshell & Ziegler, 2020;Nelson & Creagh, 2013;& Rawlinson & Willimott, 2016;Tarman & Dev, 2018). Therefore, UAP students saw the segregation of campuses as threatening equity and as a result, posing barriers that could hinder success.…”

Section: Discussionmentioning

confidence: 99%

Student Challenges with the University Access Program in South Africa

Sekonyela

2021

J Ethn Cult Stud

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This paper reflects on experienced challenges by registered University Access Programme (UAP) students in South Africa. South African learners continue to face challenges in accessing institutions of higher education due to school performance. Therefore, to address this issue, the University of the Free State (UFS) in South Africa introduced UAP in 1993 to assist deserving students who did not meet university admission requirements due to underperformance at the school level. The UAP seemed to address the issue of access to higher education institution(s). However, once students gained access, they have faced several challenges. A Free-Attitude Interview (FAI) technique was used to identify the challenges that students experienced in UAP. Students indicated the need to improve academic support.

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Section: Discussionmentioning

confidence: 99%

Student Challenges with the University Access Program in South Africa

Sekonyela

2021

J Ethn Cult Stud

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“…Formative assessment for learning implies that the goal is to teach the content and assist students in learning the content. The findings of the study by Houdyshell and Ziegler (2021) suggest that students require help and support with learning skills in higher education. In previous studies, the formative assessment focus is designed for feedback.…”

Section: Introductionmentioning

confidence: 95%

Thinking ‘out of the box’ When Designing Formative Assessment Activities for the E-Portfolio

Majola

2023

JCSR

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E-Portfolios of on-line scholars are integral to instructional planning and the design of authentic, engaging, and active tutoring for periodic self/peer-and-instructor formative assessments. In addition, the formative assessment in open distance and e-learning (ODeL) is meant to provide and facilitate contact, support, and structure to the learning experiences of students who are often unfamiliar and alienated by the distance learning experience. Previous research has focused on formative assessment strategies, results, and feedback in distance learning, but little has been studied on how to design suitable formative assessment activities in this format. This article, therefore, presents findings of how lecturers can the design a formative assessment for e-portfolio activities for online learning. Ten lecturer participants were purposively sampled from three colleges within the ODeL university. These semi-structured interviews, together with an e-portfolio checklist formed the basis for the interpretative analysis of how formative assessment activities are designed for the e-portfolios. The lecturers are guided by the student’s learning outcomes and use sequential activities for students to do via the e-portfolio. This, therefore, involves the lecturer’s consideration of graded and non-graded formative assessment activities of individual and group work e-portfolios to provide evidence and make judgments about each student’s progress. This study’s findings emphasize the importance of designing formative assessment activities to help students learn the content and develop their understanding which further deepens their knowledge and acquisition of the module outcomes. The research shows that the benefits of optimal student engagement, performance, and learning are the result of the creative design of formative assessment activities.

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“…In pursuance, CER served as an emancipatory experience and provided the participants' space to contribute ideas freely through the encouragement of cordial relationships, tolerance of individual ideas, common consensus, love, and hope (Andrew& Baker, 2020;Tshelane, 2013). CER contributed to building relationships and individual consciousness between learners and teachers (Dube & Molise, 2018;Houdyshell & Ziegler, 2020). CER enabled participants to provide mainly qualitative data through focus group meetings, which served the purpose of creating space and opportunity to use the participants' home language to create a non-threatening environment and encouraged them to speak freely without fear or intimidation (Halliday, Kern, Garrett &Turnbull, 2019).…”

Section: Critical Emancipatory Researchmentioning

confidence: 99%

Pathways to Mitigate Challenges of Learner Academic Performance in a Grade 10 Economics Class in South Africa

Molise

2021

RESSAT

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This paper aims to explore the pathways to mitigate challenges of learner academic (LAP) performance in a Grade 10 economics class in South Africa. The challenge of poor LAP has ushered a myriad of predicaments in schools globally. These predicaments include lack of teacher inclusion in decision making, inability to work cooperatively together, and lack of professional development opportunities geared towards LAP. The study was qualitative, with 15 participants chosen through purposeful sampling from one rural school in the Thabo-Mofutsanyane education district. This paper is couched in critical emancipatory research with emphasis on the emancipation of the teachers regarding pathways they can self-develop to mitigate the challenges of LAP. The focus group discussions were used to gather information regarding pathways to mitigate the challenges of LAP in schools. The study revealed that teachers possess a very equivocal and varying experience regarding the pathways to use to mitigate the challenges of LAP. The findings suggest that for successful implementation of pathways to mitigate the challenges of LAP, schools need to invest in training teachers for team-teaching and avail the necessary resources (both human and physical) to ensure effective quality teaching and learning exist in the school. The article recommends that schools should develop policy frameworks, together with relevant stakeholders, to guide novice teachers on the strategies they can use to mitigate the challenges of LAP in their classes.

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Graduate students share their experiences of building helping skills: A case study

Cited by 3 publications

References 31 publications

Student Challenges with the University Access Program in South Africa

Student Challenges with the University Access Program in South Africa

Thinking ‘out of the box’ When Designing Formative Assessment Activities for the E-Portfolio

Pathways to Mitigate Challenges of Learner Academic Performance in a Grade 10 Economics Class in South Africa

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