Sustaining Collaborative Learning among University Students in the Wake of COVID-19: The Perspective of Online Community Project

Omodan, Bunmi Isaiah; Ige, Olugbenga Adedayo

doi:10.26803/ijlter.20.1.20

Cited by 12 publications

(10 citation statements)

References 19 publications

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“…P15 supposed that intermittent internet connectivity worsened the situation: "… internet connection is not up to standard … it takes me longer than it should to do assignments due to my poor internet connection." Internet connectivity is a major challenge for online teaching and learning in South Africa and beyond (Omodan & Ige, 2021;Paudel, 2021), with students residing in rural communities being the most affected (Molise & Dube, 2020). Similar thoughts were echoed by P14, who felt demotivated as online teaching worsened existing circumstances: "It has even been very difficult for some of us to learn or acquire knowledge through face-to-face sessions.…”

Section: Implications Of Covid-19 On Pre-service-teacher Readiness and Preparedness To Teachmentioning

confidence: 95%

Pre-service Social Sciences Teachers’ Reflections on a Teacher Preparation Program

Munje

Jita

2021

IJLTER

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The need for quality education in South Africa and beyond encourages research that interrogates the preparation of pre-service teachers and their ability to teach in the classroom after graduation. This qualitative paper focuses on the reflections of final year pre-service Social Sciences teachers in a South African public university. Gibbs’ reflective cycle is used as a lens. We used open-ended questions to gather data from 19 pre service Social Sciences teachers to explore their preparedness and readiness to teach in future. The research process constituted two phases. Phase one was implemented from 10 February 2020 to 9 March 2020 and phase two occurred in July 2020. Phase two was necessitated by the negative educational implications of COVID-19. Findings indicated that the participants faced challenges pertaining to content knowledge, which was aggravated by the introduction of online learning due to COVID-19. Despite these challenges, participants remained resilient and optimistic toward the teaching profession. Deducing from their voices, we recommend clarification of content in Social Sciences core subjects of History and Geography. Balanced tuition for content knowledge and pedagogy is recommended. Ongoing professional development is needed for academic advisors concerning subject specifications and for lecturers to empower them about remote teaching, communication, and technological skills to improve teaching and learning. Regular monitoring by the teaching and learning unit in the faculty is required to identify challenges and to intervene where necessary. The varied challenges of online learning also warrant the equipping of students with the necessary resources to facilitate learning.

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Section: Implications Of Covid-19 On Pre-service-teacher Readiness and Preparedness To Teachmentioning

confidence: 95%

Pre-service Social Sciences Teachers’ Reflections on a Teacher Preparation Program

Munje

Jita

2021

IJLTER

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“…Collaborative culture is about interdependence built on respect, trust, and understanding (Kucharska, 2017;Omodan, 2021;Omodan & Ige, 2021). Collaborative culture is anchored on the belief of being people-oriented through togetherness, mutual trust, and a sense of belonging (Ahmed et al, 2016).…”

Section: Collaborative Culture Practices and Students Disciplinementioning

confidence: 99%

Headteachers' Leadership Practices and Students’ Discipline in Government Aided Secondary Schools in Bushenyi-Ishaka Municipality, Uganda

Jennifer

Ampeire

Kemeri³

2022

IJER

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This study examined the relationship between headteachers' leadership practices and students' discipline in secondary schools in Bushenyi-Ishaka Municipality, Uganda. Particularly, the study tested the relationship between headteachers' collaborative culture practice and students' discipline, the relationship between headteachers' distributed leadership practice and students' discipline, and the relationship between the headteachers' interpersonal relationships leadership practice and students' discipline. The cross-sectional design was adopted using the quantitative and qualitative approaches. Data were collected on a sample of 310 teachers using a questionnaire survey. The findings revealed that while the collaborative culture and interpersonal relationship had a positive and significant relationship with students' discipline, distributed leadership had a negative and insignificant one. Therefore, it was concluded that the collaborative culture leadership practice is imperative for promoting students' discipline in secondary schools, distributed leadership practice is not an essential practice for promoting students' discipline in secondary schools, and interpersonal relationship leadership practice is vital for the promotion of students' discipline in secondary schools. Therefore, it was recommended that headteachers should promote collaborative culture practice in schools to promote students' discipline, headteachers should not over-emphasise distributed leadership in implementing measures of promoting student discipline, and headteachers should prioritise enhancing interpersonal relationships in secondary schools to promote students' discipline.

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“…50 Nevertheless, if students are not adequately equipped to manage such social spaces in their home locations, implementing online collaboration tactics may not be beneficial. 51 Research studies show that, like in-person mentoring, virtual mentoring fosters the development of technical and transferable abilities while offering social, intellectual, and career assistance. Additional advantages of virtual mentoring include greater flexibility in meeting times and locations, the ability to keep track of exchanges, and a more welcoming setting for mentoring interactions.…”

Section: Literature Review Importance Of Research Publication Outputmentioning

confidence: 99%

Influence of Student Research Mentoring on Research Publications Output During COVID-19 at One Higher Education Institution in Eastern Cape Province, South Africa

Cekiso-Smith

Gqoli

Kariyana

2022

EHASS

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The study explored the influence of research mentoring on research publications output during COVID-19 in a selected Higher Education Institution (HEI) of the Eastern Cape Province as the incessant poor publications from the dissertations and theses of postgraduates upon completion of their studies prompted the researchers to want to understand the nature of the mentorship experiences during the COVID-19 pandemic. The study was situated within an interpretivist paradigm which aided in the interpretation of the facts and adopted a case study design within a qualitative research approach. The participants for the study comprised eight research supervisors, and eight master’s and doctoral students purposefully selected as information-rich participants. Semi-structured interviews were utilised to collect data. Data collected were analysed thematically. Findings of the study revealed that there was a dearth of research mentoring by research supervisors that adversely affected research publication output in the rural HEI, especially during the COVID-19 era. Additionally, supervisors struggled with online supervision, which strained the relationship between supervisors and their students. Furthermore, the study revealed that both supervisors and students lacked skills and knowledge of paper writing. The study recommends that there should be a call for student mentoring and development in research seminars, article writing seminars, and writing for publication workshops to develop and promote academic success in higher education institutions. It is anticipated that a strengthened system of mentoring and development, which is cognizant of COVID-19, will help novice writers comprehend articles published through the holistic guidance of their mentors rather than mentors leaving them to sink or swim. Keywords: COVID-19, Higher education institutions, Mentoring, Postgraduate students, Research output

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Sustaining Collaborative Learning among University Students in the Wake of COVID-19: The Perspective of Online Community Project

Cited by 12 publications

References 19 publications

Pre-service Social Sciences Teachers’ Reflections on a Teacher Preparation Program

Pre-service Social Sciences Teachers’ Reflections on a Teacher Preparation Program

Headteachers' Leadership Practices and Students’ Discipline in Government Aided Secondary Schools in Bushenyi-Ishaka Municipality, Uganda

Influence of Student Research Mentoring on Research Publications Output During COVID-19 at One Higher Education Institution in Eastern Cape Province, South Africa

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