Hybrid approaches to teaching: Re-imagining the teaching of a foundational science course during a global pandemic
- Parker, Daniel M, Vorster, Jo-Anne, Quinn, Lynn, Blackie, Margaret
- Authors: Parker, Daniel M , Vorster, Jo-Anne , Quinn, Lynn , Blackie, Margaret
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426662 , vital:72377 , xlink:href="https://www.ajol.info/index.php/cristal/article/view/240803"
- Description: Access to scientific knowledge, and teaching in the sciences, is believed to be about training because scientific knowledge is, generally, specialised. However, for students to gain full epistemological access in the sciences, they also need to be inducted as scientists and learners of science. We use Bernstein’s regulative and instructional discourse to engage with the notion of epistemological access and effectiveness of a foundational science course. We examine how the course can cultivate scientific identities amongst first year students at a recently established South African university. Our analysis assesses the impact of the forced shift from contact teaching to Emergency Remote Teaching due to the COVID-19 pandemic. We demonstrate that the course was able to begin to facilitate the cultivation of different kinds of knowers in science. However, several gaps remain. Thus, we argue that foundational science lecturers should focus on hybrid teaching approaches to promote enhanced learning amongst students.
- Full Text:
- Date Issued: 2022
- Authors: Parker, Daniel M , Vorster, Jo-Anne , Quinn, Lynn , Blackie, Margaret
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426662 , vital:72377 , xlink:href="https://www.ajol.info/index.php/cristal/article/view/240803"
- Description: Access to scientific knowledge, and teaching in the sciences, is believed to be about training because scientific knowledge is, generally, specialised. However, for students to gain full epistemological access in the sciences, they also need to be inducted as scientists and learners of science. We use Bernstein’s regulative and instructional discourse to engage with the notion of epistemological access and effectiveness of a foundational science course. We examine how the course can cultivate scientific identities amongst first year students at a recently established South African university. Our analysis assesses the impact of the forced shift from contact teaching to Emergency Remote Teaching due to the COVID-19 pandemic. We demonstrate that the course was able to begin to facilitate the cultivation of different kinds of knowers in science. However, several gaps remain. Thus, we argue that foundational science lecturers should focus on hybrid teaching approaches to promote enhanced learning amongst students.
- Full Text:
- Date Issued: 2022
Lost in translation: Transformation in the first round of institutional audits
- Authors: McKenna, Sioux , Quinn, Lynn
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187384 , vital:44627 , xlink:href="https://hdl.handle.net/10520/EJC132752"
- Description: The South African higher education institutional audit process was introduced alongside similar endeavors internationally. However, despite many similarities, each country foregrounds different concerns within their higher education quality processes. In their seminal article, Harvey and Green suggest five possible notions of quality, one of which is quality as transformation, and in South Africa the message has been clearly stated: notions of quality are intricately related to transformation. Local research has however suggested that the notion of 'transformation' as quality takes on particular nuances within the country’s context. In the two institutional case studies presented here, the 'quality as transformation' discourse appears to have been largely lost in translation. In one university transformation was not called upon to construct notions of quality; quality was primarily constructed by a discourse of excellence. In the other institution, the transformation aspects of quality seem to have been interpreted in a particularly reductionist way as relating solely to racial demographics. In both cases, this article argues that the 'quality as transformation' discourse prevalent in the audit documentation in the South African context was lost somewhere between the intentions embodied in national documents and the processes embarked upon by institutions.
- Full Text:
- Date Issued: 2012
- Authors: McKenna, Sioux , Quinn, Lynn
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187384 , vital:44627 , xlink:href="https://hdl.handle.net/10520/EJC132752"
- Description: The South African higher education institutional audit process was introduced alongside similar endeavors internationally. However, despite many similarities, each country foregrounds different concerns within their higher education quality processes. In their seminal article, Harvey and Green suggest five possible notions of quality, one of which is quality as transformation, and in South Africa the message has been clearly stated: notions of quality are intricately related to transformation. Local research has however suggested that the notion of 'transformation' as quality takes on particular nuances within the country’s context. In the two institutional case studies presented here, the 'quality as transformation' discourse appears to have been largely lost in translation. In one university transformation was not called upon to construct notions of quality; quality was primarily constructed by a discourse of excellence. In the other institution, the transformation aspects of quality seem to have been interpreted in a particularly reductionist way as relating solely to racial demographics. In both cases, this article argues that the 'quality as transformation' discourse prevalent in the audit documentation in the South African context was lost somewhere between the intentions embodied in national documents and the processes embarked upon by institutions.
- Full Text:
- Date Issued: 2012
Management education and training
- Authors: Amos, Trevor L , Quinn, Lynn
- Date: 1997
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/270902 , vital:54490 , xlink:href="https://hdl.handle.net/10520/AJA10113487_559"
- Description: The paper outlines the role of language in leaming and cognitive development and argues that management education and training needs to be integrated with language development to enable students to cope with the demands made of them at university as well as with those of careers in the business world. An integrated language developmEint project developed by the Depanment of Management and academic language practitioners at Rhodes Uhlvetsity is descriptionbed and suggestions are outlined as to how university Management departments can integrate language development in their mainstream teaching.
- Full Text:
- Date Issued: 1997
- Authors: Amos, Trevor L , Quinn, Lynn
- Date: 1997
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/270902 , vital:54490 , xlink:href="https://hdl.handle.net/10520/AJA10113487_559"
- Description: The paper outlines the role of language in leaming and cognitive development and argues that management education and training needs to be integrated with language development to enable students to cope with the demands made of them at university as well as with those of careers in the business world. An integrated language developmEint project developed by the Depanment of Management and academic language practitioners at Rhodes Uhlvetsity is descriptionbed and suggestions are outlined as to how university Management departments can integrate language development in their mainstream teaching.
- Full Text:
- Date Issued: 1997
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