Engaged learning: A pathway to better teaching

Brüssow, SM; Wilkinson, Annette

doi:10.4314/sajhe.v24i3.63444

Cited by 5 publications

(6 citation statements)

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“…However, it is a huge undertaking for a higher education institution to attempt to redress inequalities in the formal education system to address the underpreparedness of students. These findings are similar to those of Brüssow and Wilkinson [15] with regard to learning experiences and underprepared students, where students also had favourable learning experiences. Many university courses are theory driven, and assume that students have knowledge of real-world experiences that lead to them linking theory and practice.…”

Section: Discussionsupporting

confidence: 78%

Relationship between student preparedness, learning experiences and agency: Perspectives from a South African university

Roman

Titus

Dison

2016

AJHPE

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Background. One of the more discernible needs that challenges universities is addressing the level of preparedness of students entering the higher education environment. Students expect to participate in active learning, while at the same time adopting a certain level of agency to successfully pass through higher education. Objective. To determine the relationship between student preparedness, learning experiences and agency of students in the Faculty of Community and Health Sciences (FCHS), University of the Western Cape (UWC), Cape Town, South Africa. Methods. A cross-sectional study was conducted on 266 (N=578) conve nience sampled 3rd-year students in the FCHS. Data were collected with an instrument constructed from items of evaluation from the departments in the FCHS and other validated instruments. Results. Findings suggest that 3rd-year students perceive themselves as moderately prepared on enrolling at UWC (mean (SD) 13.74 (1.86)); current learning experiences are favourably indicated (94.04 (15.32)). On average, students perceive themselves to be agents of their own learning (51.56 (8.79)). Furthermore, a significantly positive relationship was found between learning experiences and agency. Conclusion. This study broadens our understanding of the Vygotskian perspective of the zone of proximal development, where students bring their own knowledge, interact with lecturers who scaffold their learning, and then become agents in their own learning.

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Section: Discussionsupporting

confidence: 78%

Relationship between student preparedness, learning experiences and agency: Perspectives from a South African university

Roman

Titus

Dison

2016

AJHPE

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“…Hence the resultant uncertainty about practice tasks and the theory underlying intervention approaches. In addition, Brussow and Wilkinson (2010) assert that time constraints in the academic programme are seen as affecting the learning environment for (especially) the under-prepared student.…”

Section: Discussionmentioning

confidence: 99%

“…In the US context these reasons are not dissimilar to those relevant to SA, namely inadequate schooling, competing family demands, lack of English language competency and unfamiliarity with academic discourse. Brussow and Wilkinson (2010) point to the importance of the knowledge and experience of academic staff in creating an optimal teaching environment that is enabling for under-prepared students.…”

Section: Theme 4: Strategies For Facilitation Of Learning (Students Amentioning

confidence: 99%

Integration of Theory and Practice in Social Work: Challenges and Triumphs

Carelse

Dykes

2014

Social Work

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“…[3] In a South African (SA) study on the gap between students' expectations and experience, it emerged that the intensity of such a gap can negatively affect the goal of achieving access and success among learners from diverse backgrounds. [4] On the assumption that all learners may experience varying levels of under-preparedness at some time, the identification of educational approaches that lessen the negative impact of under-preparedness on learning [5] is a worthwhile endeavour for all.Notwithstanding social gains (e.g. youth solidarity in an emerging constitutional democracy), HEI disruptions and consequent 'underpreparedness' resulting from recent student protests (2015 -2017) during the 'fees-must-fall' and 'decolonisation of curriculum' campaign, may have been seen as acceptable or unacceptable struggle opportunity-costs.…”

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confidence: 99%

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confidence: 99%

Learner engagement as social justice practice in undergraduate emergency care education: An exploration of expectations, impediments and enablers for academic success

Naidoo

Matthews

2021

AJHPE

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Given the extent of socioeconomic change worldwide, students may need to approach their education at different entry levels or stages of life experience. The nature of diversity this presents requires higher education institutions (HEIs) to understand the educational aspirations, aims, resources and realities of their students. Understanding this diversity, sets the stage for a student-centred response to retention and persistence, [1] where students remain the critical actors in their own education.Diversity in HEIs has increased, [2] partially owing to the widening of access to HEIs and a grass-roots demand for the realisation of constitutional rights. [3] In a South African (SA) study on the gap between students' expectations and experience, it emerged that the intensity of such a gap can negatively affect the goal of achieving access and success among learners from diverse backgrounds. [4] On the assumption that all learners may experience varying levels of under-preparedness at some time, the identification of educational approaches that lessen the negative impact of under-preparedness on learning [5] is a worthwhile endeavour for all.Notwithstanding social gains (e.g. youth solidarity in an emerging constitutional democracy), HEI disruptions and consequent 'underpreparedness' resulting from recent student protests (2015 -2017) during the 'fees-must-fall' and 'decolonisation of curriculum' campaign, may have been seen as acceptable or unacceptable struggle opportunity-costs. On the basis of disengaged students being vulnerable, and that students affected by protest disruption are particularly vulnerable, learner engagement has a value proposition that may be promotive of social justice before, during and after any disruption of HEI activity. Understanding and responding to pervasive and entrenched protest-related issues, approaches such as neoliberalism, colonialism, toxic masculinity and heteronormativity become more probable and palpable when learners are engaged and social justice orientated.The SA prehospital emergency care (EC) system is in transition towards professionalisation. [6] In their 'Mitigation triad for [EC] scope of practice and professional relevance' , Naidoo et al. [7] suggest the consideration of public, practitioner and patient interests. However, practitioner status is contingent upon student enrolment, making it appropriate to document the expectations and experiences of EC learners, as they may be affected by diversity, issues of access and academic epistemology. The programme design process includes the consideration of who the learner is. [8] However, an implementation bias towards who the learner will be may prevail. The aim of this article is to explore learner expectations of, impediments to and enablers for success in undergraduate EC education at an SA university. ' Access and success cannot be achieved without understanding learners' university expectations and experiences, as these are critical factors that are integrated with retention and success.' [4] Background. It is un...

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Engaged learning: A pathway to better teaching

Cited by 5 publications

References 0 publications

Relationship between student preparedness, learning experiences and agency: Perspectives from a South African university

Relationship between student preparedness, learning experiences and agency: Perspectives from a South African university

Integration of Theory and Practice in Social Work: Challenges and Triumphs

Learner engagement as social justice practice in undergraduate emergency care education: An exploration of expectations, impediments and enablers for academic success

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