The articulation between the extended (5-year) and mainstream (4-year) programmes in Engineering at the University of Cape Town: Reflections and possibilities

Louw, Alwyn; Heusden, Martie Van

doi:10.20853/29-1-451

Cited by 7 publications

(6 citation statements)

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“…These signify entrenched study habits from their school background, which students acknowledge are difficult to change, especially since it brought them success previously. Several studies have shown how prior educational practices can make students less predisposed towards acquiring the coding orientations of a new context (see Hoadley 2007;Chen 2010;Niven 2011;Pearce et al 2015). In LCT terms when students use a code inappropriate to a new context this represents a code clash.…”

Section: Recognition Realisation and Knower Dispositions For Accessmentioning

confidence: 99%

A code theory perspective on science access: Clashes and conflicts

Ellery

2017

SAJHE

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Quantitative measures of student performance fail to provide insight into underpinning constraints and enablements to access in science in higher education. This case study of a science foundation course uses Legitimation Code Theory as a theoretical frame and acquisition of recognition and realisation rules as an analytical frame to provide a depth empirical account of student access and success. Results indicate that access to the powerful science knowledge in the production (science) context is dependent on students recognising and realising the knower code of the learning context, which requires of them to be independent and autonomous learners. Such access is not afforded when students prior (school) learning-context relativist code clashes with the required university learning-context knower code. It is argued that a focus on the learning context could be key in enabling access to students whose educational background does not align well with that of the higher education context.

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Section: Recognition Realisation and Knower Dispositions For Accessmentioning

confidence: 99%

A code theory perspective on science access: Clashes and conflicts

Ellery

2017

SAJHE

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“…Probably the most successful of these is the Academic Support Programme for Engineering in Cape Town (ASPECT) which was started in 1988 and is still an integral part of engineering education within UCT. The ASPECT programme has evolved over the years and today aims to extend the first two years of an accredited BSc (Eng) degree into three years by focusing attention on maths, physics and communication skills in the first year (Pearce et al 2015). The duration of this alternative undergraduate degree is thus a minimum of five years.…”

Section: Extended Curriculum Programmesmentioning

confidence: 99%

The South African engineering education model with a European perspective: history, analogies, transformations and challenges

Kloot

Rouvrais

2016

European Journal of Engineering Education

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“…The supports are because of the inadequacy of facilities at rural schools and the lack of adequate preparation of learners to move from high school to university (Leshoro & Jacobs, 2019). Despite this fact, much educational support has been provided to assist students in adapting to the university teaching-learning style (Pearce, Campbell, Craig, le Roux, Nathoo & Vicatos, 2015). The research found that 50% of the ECP students end their studies halfway (Sibiya & Mahlanze, 2018).…”

Section: Introductionmentioning

confidence: 99%

Student Voice in an Extended Curriculum Programme in the Era of Social Media: A systematic Review of Academic Literature

Chukwuere¹

2020

IJHE

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Student voice in this digital age and across higher learning institutions is increasing exponentially with the function of social media. Student voice provides a vibrant communication pathway to extended curriculum programme students in higher education institutions. Social media ensures active participation of extended curriculum programme students in generating views and ideas that define the higher learning environment and experience towards better learning conditions and outcomes. A systematic literature review was used in gathering scientific papers through trusted academic databases. The systematic literature review was conducted between the period of 1 April 2019 and 28 September 2019, by looking into the contents of articles covering the current research objectives. The study’s findings show that social media provides an effective and instant spread of the extended curriculum programme students’ voice across higher education learning institutions. It also allows the students in the extended curriculum programme to engage with each other and the institutional management promptly. Social media promotes extended curriculum programme students’ voice in reaching the right audience at the right time. The results of this study are key for extended curriculum programme students, lecturers, and university management in understanding and applying social media effectively and in bringing transformation to South African higher education institutions and beyond.

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The articulation between the extended (5-year) and mainstream (4-year) programmes in Engineering at the University of Cape Town: Reflections and possibilities

Cited by 7 publications

References 0 publications

A code theory perspective on science access: Clashes and conflicts

A code theory perspective on science access: Clashes and conflicts

The South African engineering education model with a European perspective: history, analogies, transformations and challenges

Student Voice in an Extended Curriculum Programme in the Era of Social Media: A systematic Review of Academic Literature

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