French-speaking students academic experiences at a private provider of higher education offering foundation programmes

Adebanji, Charles Adedayo; Gumbo, Mishack Thiza

doi:10.20853/28-4-387

Cited by 2 publications

(6 citation statements)

References 38 publications

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“…Indeed, as Huang and Liaw (2005) suggested, leadership management and policies should provide guidance and support for implementing ICT in transformative pedagogies. This would enhance the range of opportunities offered by digital tools and resources (Gumbo, 2023;Ng'ambi, 2013).…”

Section: Findings and Discussionmentioning

confidence: 99%

“…Infrastructure, teacher motivations, innovations, and e-pedagogies interact dynamically to determine the extent of ICT usage (Republic of South Africa, 2004). Furthermore, disparities in connectivity and access to resources exacerbate the digital divide (Dlamini & Rekai, 2022;Gumbo, 2023;Sarker et al, 2019). Most best practices are adopted from resourced contexts (Borrero, 2013;Hansson & Holmberg, 2003;Harris, 1998) and under-resourced contexts have not been extensively studied (Cross & Adam, 2007;Molotsi et al, 2023;Ranerup, 2023;Sarker et al, 2019).…”

Section: Background and Rationalementioning

confidence: 99%

“…The Covid-19 pandemic disrupted all aspects of the social, economic, and technological spheres within higher education (Pelletier et al, 2021), and the widespread adoption of hybrid teaching and learning models using digitised tools illuminated the inequalities across contexts (Dlamini & Rekai, 2022;Gumbo, 2023;Sarker et al, 2019). Most best practices were adopted in resourced contexts, and the transformation of classroom learning environments within under-resourced contexts varied with location, resourcing, staffing, qualifications, training, and organisational structures (Ranerup, 2023;Sarker et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Most best practices were adopted in resourced contexts, and the transformation of classroom learning environments within under-resourced contexts varied with location, resourcing, staffing, qualifications, training, and organisational structures (Ranerup, 2023;Sarker et al, 2019). These variables influenced the culture of teaching and learning with digital tools alongside the roles and responsibilities of the lecturers and students in higher education institutions (Alnagrat et al, 2022;Glover et al, 2018;Gumbo, 2023). Most studies have focused on the transformation and assimilation of digitisation using information communication technology (ICT) in teaching and learning in resourced classroom learning environments (e.g.…”

Section: Introductionmentioning

confidence: 99%

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Trends and challenges of higher education in Nigeria: Fine and applied arts technological literacy

Ajayi,

Luckay

2023

J. educ. (Univ. KwaZulu-natal)

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Digitisation has transformed art education. This study examines the trends and challenges faced by higher education art lecturers in fine and applied arts (FAA) in Nigeria, focusing on technological literacy- specifically, the availability, accessibility, and usability of digitised teaching and learning tools. A technology-based theoretical framework, namely van Dijk's (2005) resource and appropriation theory formed the theoretical framework. This qualitative study was conducted at two higher education institutions in Lagos State, Nigeria. Data were collected from 20 student teachers and four FAA lecturers through semi-structured interviews, focus group discussions, and classroom observations and analysed by generating themes. The findings suggest that FAA lecturers are guided by their technological literacy-creating pathways for digital usage and access for teaching and learning. The study could encourage curriculum planners to develop policies that advance technological literacy that meet the needs of art education in a global society.

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Section: Findings and Discussionmentioning

confidence: 99%

Section: Background and Rationalementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Trends and challenges of higher education in Nigeria: Fine and applied arts technological literacy

Ajayi,

Luckay

2023

J. educ. (Univ. KwaZulu-natal)

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“…Utilizing the LPP lens, the student's individual engagement and collaborative involvement become crucial in the refinement of their practices in the community. On the other hand, upon surveying the literature, LPP educationrelated studies are mostly done in the context of research, business, and medical courses, as well as English courses for non-native English speakers (Adebanji & Gumbo, 2014;Al-Issa, 2020;Back, 2011;Cho, 2004;Eggleton et al, 2019;Flowerdew, 2000;Hasrati, 2005;Hsiao, 2018;Leinonen, 2022;Luo, 2015;Samimy et al, 2011;Teeuwsen et al, 2014). No substantial amount of LPP education-related studies focused on the context of mathematics courses at the college level in the Philippines.…”

Section: Legitimate Peripheral Participation (Lpp)mentioning

confidence: 99%

Exploring Legitimate Peripheral Participation of Students in a College Mathematics Course

Ignacio Jr.

2022

IJE

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Students, by just listening to and being observant of mathematical procedures to gain conceptual knowledge in mathematics, do not often lead valuable performance. Students need to participate. Learning is initiated and enhanced via continuing legitimate participation in a community of practice. Hence, this study explores students' legitimate peripheral participation in a college mathematics course, explicitly to describe the (1) activities students do to refine practice, (2) barriers students face to advance to full participation, and (3) participation support structures that allow students' legitimate peripheral participation. This study used qualitative-exploratory research design via the qualitative tool—reflective journal—comprising second-year teacher education students (N = 42) from a state university in Bulacan, Philippines, taking the Logic and Set Theory course as study participants, obtained purposively. Data were analyzed through thematic coding. This study showed that the activities of students that refine their practice could be thematized as individual engagement or collaborative involvement. Students faced both intrinsic and extrinsic barriers in progressing to full participation. The participation support structures facilitating students' legitimate peripheral participation were the manifestation of a welcoming environment that offered students additional practice activities to work into supplemented with constructive feedback, joined with the convenience of peer groups where they could go when needed. Inspirational life quotes, fascinating lessons that stir interest, and closed knowledge gaps equally enable student participation. A legitimate peripheral participation activity cycle may still arise when faced with difficulties as participants gradually try to work independently. A friendship-based collaborative group is suggested for Filipino learners.

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French-speaking students academic experiences at a private provider of higher education offering foundation programmes

Cited by 2 publications

References 38 publications

Trends and challenges of higher education in Nigeria: Fine and applied arts technological literacy

Trends and challenges of higher education in Nigeria: Fine and applied arts technological literacy

Exploring Legitimate Peripheral Participation of Students in a College Mathematics Course

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