Inevitably, life in the twenty-first century globalised world brings people into contact with "others". Through these contacts, the need for interactions demands that these people find different ways of understanding one another to generate knowledge. In order for them to achieve this objective, they need a strong and coherent medium. First additional language education has been developed in South Africa to unravel as well as address challenges posed to competence in intercultural communication, with the emphasis placed on how to communicate with a different "other" since the world now has become a small village. The study made use of a qualitative research methodology, revolving around an ethnographic design. The research population constituted lecturers, tutors and students from the University of Western Cape. The four principal tools used for data collection included: Interviews, Questionnaires, Naturally Occurring data and Participant Observation.
Civil Engineering and Construction studies are the study fields that embraces practical and theory. While action learning approaches is encompassed with a myriad of teaching and learning methods to closed the deficits. The research aims to investigate the use of action learning approaches in Civil engineering and Construction studies. while the objective of the research is to assess the extent to which action learning approaches is employed in teaching practical and content knowledge in Civil Engineering and Construction studies. The research used a mixed-method approach comprising quantitative and qualitative methodology to collect data. Questionnaire and face to face semi-structured interview were used as the tools to gather data. Participants were all 10 lecturers and assistance lecturers, males and females from different culture, age and race. Findings of the research revealed that lecturers are using action learning approaches unaware. The research, suggests that all lecturer at the skills centres should be afforded opportunities to attend facilitations and assessor courses or Universities of Technology should develop a short education methodology for them of which it will equip their teaching and learning skills.
"Civil Technology is one of the subjects in Technical and Technology that requires lecturers and student teachers to take full responsibility for class and workshop. The aim of the study was to assess the impact of role play as a teaching approach in Civil Technology safety as the topic. While the objective was to examine the impact of role play as a teaching approach that imparts sustainable knowledge and application in subject content. Participants in the study were thirty-two (32) third-year Civil Technology students from the University of Technology in the Free State province in South Africa. The Mix method, consisting of quantitative and qualitative components, was used to collect data. The findings of the study indicated that students have better construal and mastery of the content application when they are granted free role play to determine their own knowledge and application style."
"Civil Engineering and Construction studies are subjects that develop and promulgate knowledge and skills through teaching, learning and assessment. The aim of the study was to explore the perceptions of lecturers regarding the role of technological process in Civil Engineering and Construction Studies at TVET colleges in the Free State Province in South Africa. While the objective is to determine the perception role of technological process in Civil Engineering and Construction (CEC) studies during the teaching, learning, and assessment process, When the driving research question was: what is the role of technological process in Civil Engineering and Construction Studies at TVET colleges with regard to teaching, learning, and assessment? The mix method consisting of quantitative and qualitative elements was employed. A questionnaire and a face-to-face interview were used as instruments to gather data. Twenty-six (26) CEC studies lecturers from four (4) different TVET colleges in the Free State province in South Africa. The study revealed that all lecturers prefer technological process as their main teaching and learning methods, in particular for final assessment."
Learn by doing is one of the critical teaching approaches in Civil Technology as a subject, of which it consists of both theoretical work and practical skills. The study aims to explore the effectiveness of hand-on skills learning as a teaching approach in Civil Technology class. While the main objective of the study is to examine the impact of hands-on skills learning in Civil Technology. The study used a mixed-method approached to collect data which of consist quantitative (practical test) and qualitative (presentations). Purposive sampling was used to select 20 participants, from different gender (males and females) also from a diverse background. Findings of the study reveal that students managed to demonstrate competence in totality (both theory and practical) and also by completing their work within the scheduled time.
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