Investigating Pedagogical Paradigm Shift in the 21st Century Teaching and Learning in South African Secondary Schools

Sikhakhane, Munyaradzi; Govender, Samantha; Maphalala, Mncedisi Christian

doi:10.18488/journal.61.2020.84.705.719

Cited by 7 publications

(4 citation statements)

References 6 publications

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“…Nowadays, a paradigm shift has taken place in enhancing teaching and learning. A different approach is employed in teaching and learning in this era of 4IR that enables deep learning (Sikhakhane et al 2020). Students reported positive experiences towards the flipped learning approach's exposure, which supported the meaningful learning theory and student engagement model (Farah Mohamad Zain 2020).…”

Section: Discussionmentioning

confidence: 63%

Learning Approaches among UKM Health Sciences Undergraduates and Postgraduates

2020

Personalia

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Students' learning approach can be categorized as either a deep learning approach or a surface learning approach. The present study aims to evaluate the learning approaches among health sciences undergraduates and postgraduates, identify predictors of learning approaches, and investigate the relationship between learning approaches and academic accomplishment. The respondents of this study were 130 undergraduates and 70 postgraduates. A revised two-factor version of the Study Process Questionnaire was administered to assess students' learning approaches. The result showed that the predominant learning approach among the undergraduates and postgraduates was deep learning. Postgraduates (35.21+3.54) were significantly higher (p<0.05) in deep learning than undergraduates (32.61+5.71). The surface learning approach was highest among fourth-year undergraduates (p<0.05). Gender and working experience were factors associated with learning approaches in postgraduates. There was no significant correlation (p>0.05) between students' learning approaches and academic performance. This study's findings recommended curriculum and assessment system revision to foster a deep learning approach in health sciences undergraduates and postgraduates.

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Section: Discussionmentioning

confidence: 63%

Learning Approaches among UKM Health Sciences Undergraduates and Postgraduates

2020

Personalia

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“…Lazarov (2018) identified insufficient integration of ICT into mainstream education as a product of insufficient practical pedagogical training for teachers regarding digital technology integration during the teaching process. Sikhakhane et al (2020) labelled this dilemma as the conspicuous disparity between expectations and reality rooted in the culture of poor governance. It is not surprising that a lack of educational vision and goals is among the reasons leading to futile ICT integration, i.e., lack of clarity on establishing levels of compatibility of ICT with teaching and learning goals (Lazarov, 2018).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

South African Secondary School Discussions on Digital Learning and Pandemic Preparedness

Maphalala¹,

Mncube

Mkhasibe³

2022

IJHE

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The outbreak of the COVID-19 pandemic in 2020 revolutionised the education sector across the world and forced schools to embrace online learning. Schools had to scramble for alternatives to face-to-face learning to curb the spread of COVID-19 while ensuring that learning was not disrupted. With the second wave of the COVID-19 pandemic cropping up at the beginning of the 2021 academic year and a growing number of teachers contracting the virus, schools were forced to close temporarily or adjust learning models to continue with remote teaching and learning. This required schools to deal with the challenges of infrastructure and a shortage of teachers, as well as provide learners with access to technology and reliable internet connections that would allow them to study remotely and prepare teachers for online pedagogies. To this end, this study explored secondary teachers’ experiences with the transition to remote learning during the COVID-19 pandemic lockdown and their readiness to embrace online learning as the second wave of the COVID-19 pandemic wreaked havoc on the entire globe. The study was underpinned by the technology acceptance model and adopted a qualitative research design, generating data from 10 teachers using focus group discussions. An inductive thematic framework was used during the data analysis segment. The study found that schools encountered a variety of digital complexities to overcome, such as digital literacy and online teaching capabilities, multimodal learning, postlockdown teaching and educational leadership and appropriate learning management systems.

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“…However, it is clear that South Africa has yet to fully unleash the potentialities of subjects such as business studies. The existing literature indicates that South African schools continue to produce learners who are not prepared for the 21 st -century business environment (Sikhakhane et al, 2020). In other words, the aspirations of business studies are not yet achieved in South Africa.…”

Section: Introductionmentioning

confidence: 99%

Adopting Learner-Centred Pedagogy to Develop Business Studies Learners' Problem-Solving and Creative Thinking Skills in Selected Schools in South Africa

Gcabashe

2024

RESSAT

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The need for problem-solving and creative thinking skills to be taught well in business studies classrooms can never be overemphasised due to the complexity of the problems and challenges faced by businesses in the 21st-century business environment. Teachers are, therefore, required to adopt pedagogies that would enable learners to acquire problem-solving and creative thinking skills to operate effectively in the new business environment. This study investigates business studies teachers' adoption of learner-centred pedagogy to nurture learners' problem-solving and creative thinking skills. This qualitative study is positioned within the interpretive paradigm. An exploratory case study was employed as a research design. Progressive Learning Theory was adopted as the lens of the study. Semi-structured interviews and classroom observations were used to collect data from six business studies teachers who were sampled purposefully from six secondary schools in KwaZulu-Natal province, South Africa. The raw data was analysed thematically. It was found that most teachers managed to adopt learner-centred pedagogy and learning activities that promoted the acquisition of problem-solving and creative thinking skills. The study concluded that business studies teachers are now embracing learner-centred pedagogy in their classrooms, and they understand the importance of teaching learners to equip them with skills that are demanded by the 21st-century business environment. Despite these findings, it is still recommended that workshops and short learning courses be offered to teachers to equip them with pedagogical skills that would help them to engrain and sustain learner-centred pedagogy in their instructional practices.

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Investigating Pedagogical Paradigm Shift in the 21st Century Teaching and Learning in South African Secondary Schools

Cited by 7 publications

References 6 publications

Learning Approaches among UKM Health Sciences Undergraduates and Postgraduates

Learning Approaches among UKM Health Sciences Undergraduates and Postgraduates

South African Secondary School Discussions on Digital Learning and Pandemic Preparedness

Adopting Learner-Centred Pedagogy to Develop Business Studies Learners' Problem-Solving and Creative Thinking Skills in Selected Schools in South Africa

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