Pedagogy and Agency in Postgraduate Student Supervision in a Rural South African University

Nyoni, Phefumula

doi:10.4018/978-1-7998-0264-8.ch015

Cited by 6 publications

(4 citation statements)

References 11 publications

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“…To remain relevant and accommodate the growing demands of modernisation, HEIs need to optimise the use of suitable digital technology, collaborate and share infrastructure, promote open educational resources (OER) and the sharing of materials and resources and develop staff capacity in the use of ICT [27]. Challenges encountered by HEIs differ from one institution to the other, but the commonly cited in literature, as highlighted by [17], [23], [25] HEIs.…”

Section: Challenges Faced In Implementation Of Lmss In South Africa's...mentioning

confidence: 99%

“…The under-development has prevented HDIs from successfully fulfilling their missions and establishing themselves as vibrant academic enterprises [16]. On the contrary, HAIs benefitted from favourable policies and resource allocation that gave them an edge in productivity and competitiveness [17]. The selected HEI is an HDI, which adopted the Blackboard LMS in 2009 academic year.…”

Section: Introductionmentioning

confidence: 99%

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Antecedents of Blackboard Adoption by Lecturers at a South African Higher Education Institution – Extending GETAMEL

Matarirano

Jere

Sibanda

et al. 2021

Int. J. Emerg. Technol. Learn.

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Learning Management Systems (LMS) have become central to the teaching and learning in Higher Education Institutions (HEI). The aim of this paper was to test the constructs of the General Extended Technology Acceptance Model for e-Learning (GETAMEL) and some selected constructs from the other Technology Acceptance Models (TAM) on adoption and use of Black-board LMS by lecturers at a selected university in South Africa. A cross sec-tional electronic survey was carried out to obtain data from 101 lecturers, who were conveniently sampled to express their perceptions on BLMS. Structural equation modelling, utilising SmartPLS3, was used to analyse the collected data. The results confirmed that behavioural intention (BI) influ-enced actual use whilst BI in turn was influenced by perceived usefulness (PU) and subjective norm (SN). Attitude was influenced by PU but had no significant effect on BI. The external factors that influenced perceived ease of use (PEOU) included perceived enjoyment (ENJOY), system self-efficacy (SE), and system anxiety (ANX) whilst PU was influenced by job relevance (JR) and PEOU. University management at the HEI under study should con-sider the determinants of SE, ENJOY and ANX if they need effective utilisation of Blackboard by the lecturers. The study findings imply that a LMS that is adopted and used is one that is considered useful, otherwise users will be reluctant to use it. The findings can assist HEIs in preparing their lecturers before implementation of any e-learning systems, such as training and technical support, thus, enhancing LMS adoption and utilisation. This study contributes to the body of knowledge on antecedents of LMS adoption and use. In addition, it establishes the applicability of GETAMEL in a South African university context.

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Section: Challenges Faced In Implementation Of Lmss In South Africa's...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Antecedents of Blackboard Adoption by Lecturers at a South African Higher Education Institution – Extending GETAMEL

Matarirano

Jere

Sibanda

et al. 2021

Int. J. Emerg. Technol. Learn.

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“…However, a survey of literature on the supplemental instruction programme suggests a paucity of scholarship on the effects of SI on students' outcomes in a South African context, within an HDU context. Nyoni [34] defined the term HDU as the several universities, mostly in rural areas, in South Africa that were developed during the apartheid regime to admit Black people or non-White people. This was designed to prohibit racial integration at schools between Black people and White people [35] and thus still needs more development.…”

Section: Problem Statementmentioning

confidence: 99%

The Confluence of Supplemental Instruction (SI) Programme Factors on Selected Student Outcomes in a Historically Disadvantaged University

Nkonki,

Dondolo,

Mabece

2023

Education Sciences

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This paper sought to describe the combined influences (confluence) of the various aspects of the supplemental instruction (SI) programme on selected student outcomes. It points out that the SI programme’s influence goes beyond the reports about the improvement of marks, throughputs, and retention. It shows that the SI programme bears on the development of academic literacies, graduate attributes, the building of a sense of community, and the inculcation of ethos and practices necessary for academic success. Framed in the positivist paradigm and a quantitative approach, aspects of the supplemental instruction programme such as instructional methods, lecturer’s attitude towards SI, accessibility of the SI leaders, lecturer and departmental involvement, and student–facilitator relationship were correlated with the variables of students’ outcomes. The students’ outcome variables were measured by the acquisition of academic literacies and competencies, improved performance in assessment tasks, sense of community and belonging, and assimilation into a university’s culture and ethos. Using purposive/convenient sampling, 122 students who made extensive use of the SI programme were selected to participate in a survey. Data were analysed statistically using ordinal regression. The study’s findings highlight the need to consider different constructs in the planning and implementation of the SI programme. It provides evidence of students’ successful engagement with supplemental instruction and the factors that contribute to such success. This study helps foster an understanding of the various planning, design, and delivery aspects of the supplemental instruction programme, so that ways of making the SI programme effective are devised. The identified significant factors form the basis for the construction of an SI implementation conceptual framework.

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“…For historically disadvantaged institutions (HDIs), largely characterised by a series of challenges such as a lack of financial and human resources and infrastructure, emergency remote teaching (ERT) exposed many gaps and capacity limits, which brings to light the need to reflect on the adjusted academic year 2020 (Andreu & Nussbaum, 2009;Matarirano et al, 2021a). The label, HDIs, refers to a group of universities that catered for the Black population under the former apartheid regime (Nyoni, 2020). Higher education systems were divided along racial lines (Deparment of Higher Education and Training, 2014).…”

Section: Introductionmentioning

confidence: 99%

Lecturer Autoethnographies of Adjusting to Online Student Interactions during COVID-19

Makwembere

Matarirano

Jere

2021

RESSAT

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In 2020, the COVID-19 pandemic pushed South African historically disadvantaged institutions, that had not yet reached advanced levels of technology use in teaching and learning, to find immediate solutions to salvage the disrupted academic year. Interactions with students, which had predominantly been face-to-face, shifted to various online platforms for lecturers to adopt emergency remote teaching approaches. Most of the lecturers were unprepared or incapacitated to make the shift to online environment. Studies have looked at the online teaching and learning experiences of students and lecturers during the COVID-19 pandemic but very few have taken an autoethographic approach to their inquiry and situated experiences in historically disadvantaged institutions. In this article, as lecturers, we use autoethnographies to provide an account of adjusting to interacting with students online during national lockdowns at a historically disadvantaged institution. The Social Cognitive Theory (SCT) was applied to guide the study. This reflexive approach is valuable, as it captures professional encounters and reflections needed to understand the effects of rapid changes to teaching and learning in response to the pandemic. Given the education disparities that already existed between South African higher education institutions before COVID-19, the article contributes to the discourse on how historically disadvantaged institutions can advance higher standards of teaching and learning to serve students better. Our reflections point to the personal, technical and structural challenges of maintaining regular online interaction. Our findings show that different approaches and techniques were applied to adjust to virtual teaching and learning. As teaching and learning methodologies have the potential to ingrain social inequalities, we made recommendations on how to improve online interactions with students from historically disadvantaged contexts.

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Pedagogy and Agency in Postgraduate Student Supervision in a Rural South African University

Cited by 6 publications

References 11 publications

Antecedents of Blackboard Adoption by Lecturers at a South African Higher Education Institution – Extending GETAMEL

Antecedents of Blackboard Adoption by Lecturers at a South African Higher Education Institution – Extending GETAMEL

The Confluence of Supplemental Instruction (SI) Programme Factors on Selected Student Outcomes in a Historically Disadvantaged University

Lecturer Autoethnographies of Adjusting to Online Student Interactions during COVID-19

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