Faculty of Arts and Design
Permanent URI for this communityhttp://ir-dev.dut.ac.za/handle/10321/7
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Item Evolution in online learning : implications for South African higher educational institutions in post COVID-19(Bussecon International Academy, 2024) Maome, Itumeleng Judith; Usadolo, Sam Erevbenagie; Mbinda, Bukelwa BellindaThe Covid-19 pandemic has accelerated the shift to online learning, leading to significant changes in higher education institutions in South Africa and across the world. The importance of online learning has increased, and institutions are now challenged with providing a high quality, adaptable, and accessible education in a digital setting. In order to fully embrace online teaching and learning, this demands institutions to make investments in digital infrastructure and reevaluate pedagogical practices. In this literature review paper, we use PRISMA methodology to examine the discipline of online teaching and learning, the strategies used by universities during the epidemic, and the online teaching and learning strategies used in the post pandemic period. We explore how the Covid-19 epidemic has altered the online learning environment in South African higher education institutions in the post pandemic period. The review results established that in order to provide high-quality education to students across the country, South African higher education institutions need to make a flexible and accessible education, rethink pedagogical methodologies, and implement best practices in online learning. We recommend that higher institutions, policymakers, and stakeholders must work together to ensure that online learning remains a viable and successful modality of instruction in the post-Covid-19 era.Item A sociological exploration of language lecturers' journey into African language teaching(University of Brawijaya, 2024) Adedokun, Theophilus Adedayo; Usadolo, Sam Erevbenagie; Awung, Felix NkwattaPost-apartheid policies aimed to promote African languages in higher education, yet lecturers face lack of institutional support and resource scarcity. This qualitative study explores experiences of African language lecturers at South African universities, using Bourdieusian theory to understand broader discourses around language, identity, and power shaping efforts to revalue these languages. In-depth interviews were conducted to gain insights into lecturers' journeys and lived experiences. The findings revealed that their habitus was oriented towards language teaching by familial, socio-political, and educational contexts. In addition, accumulating cultural capital through credentials facilitated academic lecturers’ progression while leveraging social capital through professional networks provided them crucial access and advocacy. Within competitive academia, lecturers continuously pursued prestigious positions and various forms of capital. Collaborating with language communities enabled developing localized, culturally validating pedagogies to counter institutional barriers. Technology access empowered effective role performance, research publishing, and career advancement. This study contributes to a deeper understanding of the challenges faced by African language lecturers and highlights the need for institutional support, resource availability, and community engagement to promote and sustain African language education in higher education institutions.Item A museum theatre approach to museum communication in Durban, South Africa(Durban University of Technology, 2024) Omoruan, Daniel; Omoera, Osakue; Usadolo, Sam ErevbenagieThis article explores how museum communication can be enhanced in museums in Durban, South Africa, using the Old Court House Museum (OCHM) in Durban, South Africa, as a point of departure for analysis and discussion. The aim is to close the gap between the humanities disciplines through disciplinary hybridisation while focusing on exploring the intersection of theatre arts and museums through applied theatre (AT) strategies to enhance museum communication. Grounded in Richard Schechner’s multidisciplinary approach to performance studies (PS), it incorporates the viewpoints of Dwight Conquergood on PS. The argument is that the humanities disciplines are historically and conceptually linked through cultural performance. The research employs qualitative methods, including historical-analytic analysis, key informant interviews (KIIs), and direct observation. The findings suggest the practice of the museum theatre (MT) concept in some parts of the South African cultural ecosystem, but with scant attention on Durban municipal museums.Item Using a blended learning approach to encourage course interaction in a first-year business communication module(OpenEd Network, 2024-02-24) Mdletye, Zizipho; Usadolo, Sam ErevbenagieThe aim of the study is to examine the effectiveness of blended learning in encouraging course interaction amongst first-year students studying a business communication module. The COVID-19 pandemic resulted in the increased use of blended learning as a teaching approach to encourage learning regardless of the location. Existing research on blended learning suggests its value in promoting increased student engagement, ultimately contributing to positive educational outcomes. Data was collected through a cross-sectional survey whereby a questionnaire was distributed to the respondents using Google Forms. Data was analysed on the same platform. Cross-tabulation was used to understand the relationships between factors in participants’ responses to the questions. Results indicate that blended learning successfully drives course interaction because the combination of class-based and online engagement positively impacts how likely students are to engage in course content. This paper makes a valuable contribution in the form of underscoring a pressing need for research that is aimed at understanding how blended learning shapes the experiences students have with their modules, as well as how these factors may shape current practices in blended learning. Most students indicated that they would recommend blended learning as it increased participation and engagement with their course content.Item Intercultural competence among theatre arts students at the University of Benin City, Edo State, Nigeria(Cambridge Scholars Publishing, 2022-12) Agbonkonkon-Ogbeide, Alero Uwawah; Usadolo, Sam Erevbenagie; Usadolo, Sam Erevbenagie; Oparinde, KunleThis book is an academic adventure that addresses issues of communication and interculturality in higher education.Item The role of communication satisfaction in the relationship between leader-member exchange and teachers’ affective commitment(2022-11-01) Usadolo, Sam Erevbenagie; Usadolo, Queen Emwenkeke; Edigin, JosephItem ‘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 JudithPeople’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.