Research Publications (Arts and Design)

Permanent URI for this collectionhttp://ir-dev.dut.ac.za/handle/10321/214

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An analysis of stakeholder engagement in the e-learning policy-making process at a higher education institution in South Africa
(Durban University of Technology, 2023) Makwambeni, Patricia; Makwambeni, Blessing; Usadolo, Sam
Over the past two decades, Higher Education Institutions (HEIs) in South Africa have been formulating e-learning policies to assist them to realise the full potential of using ICTs in teaching and learning. E-learning policies serve as guiding frameworks that create enabling environments for embedding ICTs in teaching and learning. The development of e-learning policies has attracted various stakeholders and actors with varied interests, views, priorities, influence and power. Consequently, stakeholder engagement is now an essential factor in the policy process. The efficacy of an e-learning policy can therefore be judged based on the multiple perspectives that it includes and the inclusion of those it affects in the policy-making process. In light of this background, this paper examined stakeholder engagement that characterised the e-learning policy formulation process at a University of Technology in South Africa (UoT). How stakeholders were engaged in the policy-making process using stakeholder engagement as its analytical framework, the stakeholders and actors involved in the policy formulation process and the nature of the dialogue that informed the policy formulation process were examined. The qualitative study gathered evidence using semi-structured interviews and document analysis. The study's findings show that the policy-making process at the UoT followed a bureaucratic process dominated by one actor, the policy delegate. Key stakeholders were excluded during the policy formulation process and were only consulted at the drafting stage. As a result, stakeholder engagement in the policy formulation process was low, resulting in key stakeholders and actors lacking policy ownership. Our findings also show that the exclusion of key stakeholders in the policy formulation process resulted in a policy that exclusively focuses on the Learner Management System and overlooks other technologies that play a crucial role in teaching and learning. These findings suggest the need to include all critical stakeholders and actors affected and interested in the e-learning policy at every stage of the policy formulation process.
Blended learning as a response to change in a merged technikon: an account of three modes of delivery in a web-based Communication Skills semester course designed for Engineering students at DIT
(2003) Pratt, Deirdre Denise
The degree to which people are facing revolutionary technological changes in the near future is matched only by the degree of inertia evinced by educational institutions, particularly tertiary institutions. Even when such institutions undergo sweeping changes, as in the case of the recent merger between Technikon Natal and ML Sultan Technikon, the reaction of most academic departments is to make desperate attempts to adjust and consolidate, and to think with nostalgia of “the good old days” rather than to introduce innovations. Yet as Taylor (2001) points out, an institution’s survival in the face of imminent widespread technological change depends not only on changing the way it does things, but on changing the things it does, and a common factor in innovation is often the introduction of new learning technology systems (Kenny, 2002). The “Fourth Generation” learning model described by Taylor is already a reality for educators, involving interactive multimedia online, Internet-based access to World Wide Web resources, and computer-mediated communication. While Taylor is writing in the context of distance education, the “flexible learning model” described is just as appropriate for blended learning, i.e., a mixture of face-to-face and computer-mediated instruction (also referred to as “mixed mode”). Moreover, when a merged “super-technikon” such as the Durban Institute of Technology swells its student numbers to over 20,000 and sprawls over a number of campuses, some of the techniques used for distance education might well apply. However, as Glor (1997) points out, effective innovation is “not just a question of coming up with ideas, but also of developing and realising them successfully”, and the transition “from strategic vision to university wide teaching change is ... a complex and largely uncharted one” (Lines, 2000). The Fourth Generation model of instructional delivery is in fact well within the capabilities of a growing number of the DIT staff who have completed the Pioneers Induction Programme to web-based learning (Peté et al, 2002), initiated in 2000, and are going from strength to strength with the current Pioneers 2003 group. This paper looks at an initiative by one of the Pioneers 2002 group (the author) to introduce a Communication Skills course in blended learning mode, mainly in the interests of enhanced delivery, but also in an attempt to find creative solutions to problems such as larger classes and diminishing resources. It will show that, while the assumptions about enhanced delivery were justified, in one case the initiative was all but sabotaged by the unfortunate convergence of multiple “merger glitches”, which individually could have been relatively easily overcome, but collectively posed a serious threat not just to academic quality but to course continuance.
Effective integration of ICT in blended learning programmes : a morphogenetic approach
(IJLHE, 2014) Pratt, Deirdre Denise
Currently criteria for evaluating mixed-mode courses do not go much beyond the paradigmatic level, which poses problems if the evaluator’s preferred paradigm of knowledge construction is not congruent with the course designer’s. A critical realist approach is suggested, using Margaret Archer’s morphogenetic approach to social structure in order to provide a deep-theory explanation for effective integration of ICT in blended learning, moreover, one which does not favour any particular pedagogical epistemology. This is because critical realism provides a meta-theory for exploring causality at the ontological level, and accepts the existence of diverse epistemological positions in its ontology, rather than prescribing educational belief and value systems. The proposed framework will be illustrated by applying it to three best-practice mixed mode courses designed for undergraduate lecturing, staff induction and research capacity building respectively. It is hoped that this application of a deep-theory explanation will not only identify for practitioners the elements which are likely to result in effective mixed mode course design, but will also explain why this is so. This study is part of an ongoing project being carried out at a university of technology, and is intended to contribute to a theory of hypermedia communication based on social functioning.
Employer perspectives on sustainable employability skills for TVET engineering graduates in KwaZulu-Natal, South Africa
(Journal of Critical Reviews, 2021-10-17) Mesuwini, Joseph; Bomani, Mapeto
Technical and Vocational Education and Training (TVET) is arguably the sector closely connected to industry and employers. The development of the South African economy partly hinged on individuals with both technical and soft skills that are needed by industry. Against this backdrop, sufficiently prepared TVET engineering graduates are an important resource for industry development. However, employees note that the TVET sector does not address the skills needs of industry. Addressing the skills needs of industry is critical for the South African economy. This study seeks to explore employer perceptions on sustainable employability skills for TVET engineering graduates in industry and develop appropriate strategies for addressing the industry needs in the context of South Africa. The study adopted a qualitative case study approach in which semi-structured interviews were used to collect empirical evidence from a conveniently and purposively selected sample of twelve (12) employers from industry. The human capital theory constitutes the theoretical framework of the study. Content analysis was used to analyse the data. The findings revealed that employers needed graduates with both technical and soft skills for sustainable employability. TVET engineering graduates fall short of the skills required by industry. The study recommends strong emphasis on career guidance and development to help programme selection. Furthermore, misalignment of skills could be curbed by ensuring strong ties and communication among role players. A revision on the curriculum was necessary to align with the new technology and address the industry needs.Further studies could focus on how companies could be lured to collaborate with TVET Colleges so that their training becomes a meaningful and empowering experience. Future research could also focus on the relevance of the TVET curriculum to industry needs.
Information and communications technology in engineering graphics and design classrooms: a post COVID-19 era
(Lembaga Penelitian dan Pemberdayaan Masyarakat - LITPAM, 2023) Mlambo, Philani Brian
The integration of information and communications technology in teaching and learning is growing at an exponential rate due to many factors we have observed lately, such as the outbreak of COVID-19. The unprecedented outbreak of COVID-19 took the world by surprise. Many sectors such as health and education were left shattered due to the outbreak of COVID-19. The outbreak compelled the educational sector to come up with alternative majors to keep the teaching and learning process alive as the physical classes were suspended as means to curb the spread of COVID-19. In an attempt to investigate different ways Engineering Graphics and Design teachers used to conduct lessons during the COVID-19 lockdown, this study employed a qualitative approach. Data was collected through semi-structured interviews and analysed using thematic analysis. The findings of this study indicate that COVID-19 did influence the way teachers are teaching post-COVID-19. The study findings further reveal that WhatsApp was the tool most teachers relied on to keep teaching and learning alive, however, some teachers were experiencing problems. The study recommends that teachers should continue using WhatsApp as a way of extending lessons during home hours.
Navigating the academic odyssey: exploring the role of supervisors in supporting postgraduate students
(2024-02-23) Adedokun, Theophilus; Oyetunde-Joshua, Funsho
Postgraduate supervision entails an intensive, one-on-one academic relationship between the supervisor and student. Through this relationship, the supervisor facilitates the student's scholarly development. This study investigates supervisors' roles in supporting postgraduate students from the students’ perspective. This study through in-depth semi-structured interviews with 12 doctoral and masters students at two universities seeks to investigate how postgraduate students perceive and undergo guidance from their supervisors. The factors analyzed include the role of networking and motivational supports provided by supervisors during postgraduate students’ research journey. This study explores the ways supervisors provide career mentoring and networking to prepare students for postgraduate careers, and how they inspire and emotionally assist students through inherent research challenges. The findings identify strengths in supervisory support and areas needing enhancement. The findings indicate that many students desire more hands-on help with methodology and writing and career mentoring emerges as an area where postgraduate support falls short of expectations. The study recommends that supervisor trainings be provided for supervisors and intending ones, and such trainings should be focused on writing guidance, networking, advising and motivation. By implementing such programs, universities can empower supervisors to optimally assist students, thereby enhancing experiences and outcomes.
The role of the social mechanism in social transformation: a critical realist approach to blended learning.
(2006) Pratt, Deirdre Denise; Gutteridge, Robert Geoffrey
This paper deals with ongoing curriculum development in mixed mode, focusing in particular on student response to blended learning at a multicultural University of Technology. This is currently the subject of a masters research project investigating the possible ways in which learner access and response to blended learning might be affected by socio-cultural elements. The research investigates the impact of socio-cultural factors on blended learning in the development of academic literacy in a tertiary vocational context, and, it is hoped, will identify some of the factors which contribute positively or negatively towards blended learning in multicultural settings. The research orientation is critical realism, which is highly compatible with the scaffolded constructivist learning approach used in the Department of English & Communication’s Comm. Skills Online course, but has additional ontological dimensions which are helpful in pointing the way to social transformation. A key concept in critical realist research is that of the social mechanism, which can be seen as having two aspects, formal and practical: Franck’s modelling process represents these as theoretical and empirical models respectively. A tentative empirical model of blended learning based on a theoretical model of course design is discussed: socio-cultural factors impacting on both affect and access issues in blended learning can be represented as input into the system inherent in the social mechanism. The merits and disadvantages of the video protocol analysis as a possible research tool for capturing data on student response to blended learning are also discussed, and the paper concludes with the implications of this type of modelling for social transformation.
Sharing our Stories : using an online encyclopaedia as the basis for a general education module on local history, creative writing and social justice
(LIASA, 2012) Stewart, Graham Douglas James
Conventional wisdom suggests that the best way of equipping first-year university students with the skills to cope with the rigorous demands of discipline-specific discourse is through an “academic literacies” approach. In other words, by developing their abilities to discern different disciplinary contexts and settings, students may more confidently adopt appropriate linguistic practices in their studies (Archer 2010: 497). I would suggest that where the approach frequently falls short, is in the narrow range of discipline-specific materials provided for student consumption. To achieve the desired levels of linguistic agility for university study, students need a mental gymnasium with a truly challenging set of apparatus. It is not only students of literature who need exposure to creative writing. Reading of creative fiction can ignite the narrative imagination of the first-year university student, provoking an exploration of cultural diversity, social justice and identity. Novels, plays, poetry and short stories can engage the reader more deeply than factual studies, and engender a thoughtful, responsive and responsible attitude towards society. A sense of social justice is fundamental to the development of good citizenship, and it has been argued that the study of creative writing, especially that which is embedded in local and regional history, provides a sound scaffolding for student learning experiences through related writing activities and debate. Online literary and historical encyclopaedias can provide an ideal information landscape for the development of learning modules that focus on local literature. A structured e-learning module may build on such online sources by assisting the student to navigate the abundant references and discover materials that may be probed more deeply through reading assignments, writing tasks and discussion. This paper presents a case study of the design and development of a general education learning module – “Sharing our stories” – intended to provide students with enriching encounters with local literature while advancing their academic reading and writing skills. The module draws on the content of the Encyclopaedia of South African Arts, Culture and Heritage (ESAACH) which plays an integral part as a springboard to the exploration of local writing. While students encounter a variety of short stories, extracts from novels and biographical writing, a blog feature ensures that the students’ own contributions are lodged within the bigger story – what Ngugi wa Thiong’o calls the “collective history” - of our region (Wa Thiong’o 1986: xi).
Societal factors impacting young Black men in South Africa
(Emerald, 2023) Ntsanwisi, Samuel
Purpose: This study employs the social ecology model to comprehensively explore the complex challenges young Black men face in South Africa and aims to highlight the importance of collaboration in addressing these multifaceted issues.Design/methodology/approachA multidisciplinary approach combines insights from sociology, education and the health literature with regard to government reports and academic data, and provides a holistic analysis of challenges faced by young Black men. Furthermore, it emphasises formal and informal learning, social and environmental influences and health disparities.FindingsYoung Black men in South Africa encounter complex challenges throughout their developmental journey, including limited family support, educational barriers, financial constraints, societal expectations and health disparities. Therefore, collaboration among stakeholders is essential for creating an equitable and inclusive environment that supports their development.Originality/valueThis research provides a comprehensive understanding of the challenges faced by young Black men in South Africa by emphasising the interconnectedness of informal education, economic empowerment and healthcare. Future research should focus on longitudinal studies, cultural influences and international comparisons, informing evidence-based interventions for a more equitable society.
Teachers’ readiness towards the integration of information and communications technology in teaching and learning of engineering graphics and design in KwaZulu-Natal
(OpenEd Network, 2023-09) Mlambo, Philani Brian; Maeko, Mogale Simon Albert; Khoza, Samuel Dumazi
The integration of information and communications technology (ICT) into the education system has led to changes in the way teaching and learning are conducted. These changes have necessitated the need for teachers to have ICT skills that would help them integrate ICT into teaching and learning (T&L). Hence, this qualitative study was conducted to investigate the state of readiness of Engineering Graphics and Design (EGD) teachers in the integration of ICT in T&L in uMgungundlovu secondary schools. Convenience sampling was employed to select nine EGD teachers to partake in this study. Semi-structured interviews and classroom observations were used to collect data. Data gathered from interviews was subjected to thematic analysis, and data gathered from observations was reported descriptively. The findings of this study revealed that EGD teachers in uMgungundlovu District are ready to integrate ICT into the T&L of EGD, as they indicated that ICT integration in EGD lessons is essential. The study further revealed a shortage of ICT resources and a lack of ICT skills among teachers, which hinder the successful integration of ICT. The study recommends that the Department of Basic Education (DBE) provide teachers with ICT training so that those who are technically disadvantaged can be equipped with relevant ICT skills. The study further recommends that DBE give the schools an AutoCAD license, as it has been proven to be a useful ICT tool.
‘We just want to be Heard!’ Dataveillance and location data – do South Africans care?
(Durban University of Technology, 2022) Usadolo, Sam Erevbenagie; Mbinda, Bukelwa Belinda; Maome, Itumeleng Judith
People’s perceptions of digital communication platforms as related to dataveillance, and location data are examined in order to offer suggestions for increasing regulatory strength on the part of the government. Qualitative data collected from 65 participants through unstructured interviews were analysed. The analysis reveals that most of the participants are concerned about what the technology companies do with data collected without their consent. However, because of the numerous advantages digital platforms offer, they are not bothered about the technology companies’ use of the data collected without their consent. The same applies to location data. Recommendations are offered that could help the South African government strengthen its regulatory framework.