Teaching and learning interaction in South Africa’s higher education: Some weak links

Tewari, Devi Datt; Ilesanmi, Kehinde Damilola

doi:10.1080/23311886.2020.1740519

Cited by 23 publications

(17 citation statements)

References 22 publications

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“…Furthermore, Tewari and Ilesanmi (2020) concluded that the percentage of academics with PhDs does not only have a significant influence on the research output but also on the quality of such output. In the case of most faculty members in accounting, they do not study beyond CA, while some do master's degrees in their late 40s and a very small number do doctoral work.…”

Section: Iv)mentioning

confidence: 99%

Clashing Goals of SAICA and South African Universities: A Need for Reflection and Realignment

Tewari

2023

JLSD

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This article recognises the conflicting goals of the South African Institute of Chartered Accountants (SAICA) and the faculties of commerce in South African universities. To achieve the central aim of the study, a qualitative approach based on a literature review was applied. The study argues that the excessive focus of SAICA on the chartered accountancy route prevents accounting research in the country and is thus in conflict with the research objectives of faculties of commerce in South African universities. Based on this argument, the study suggests a realignment of objectives. Conflict resolution demands that the teaching and research route in the accounting mentorship programme be promoted and incentivised by creating funds to augment the salaries of lecturers in the SAICA-accredited accounting departments in the country. This realignment will further strengthen the resolve of both SAICA and faculties of commerce in universities to produce world-class higher education and chartered accountants.

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Section: Iv)mentioning

confidence: 99%

Clashing Goals of SAICA and South African Universities: A Need for Reflection and Realignment

Tewari

2023

JLSD

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“…Later, the teacher writes notes for learners to copy and read for the eminent examination. Teachers in South Africa continue to use CT, like what their lecturers used to teach them (Tewari & Ilesanmi, 2020). They claim that this method helps the teachers to cover the pacesetter or schemes of work (Hendripides & Hikmah, 2018), and they continue CT strategies.…”

Section: Related Researchmentioning

confidence: 99%

A comparative study of the Jigsaw and Chalk-and-Talk Methods on grade 12 learners’ achievements in reaction rates in South Africa

Kibirige

Lehong

2022

CJES

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The study compared the Jigsaw Method and the Chalk-and-Talk methods of learners’ achievements in grade 12 reaction rates. A quasi-experimental design was used, with two classes of 44 learners, one class of 21 as the experimental group and another with 23 as the control group. Data were collected using Achievements Test for pre-test and post-tests and analysed using percentages, Means, Standard Deviations, t-tests and Analysis of Covariance. The post-test results from EG using Jigsaw Method and the control group using the Chalk-and-Talk show significant differences. Analysis of Covariance shows significant effects between experimental and control groups post-test using pre-test covariate. The experimental group outperformed the control group, and the former had no significant differences in gender achievements, suggesting Jigsaw Method favours both genders. The experimental group learners had minimal misconceptions compared to the control group. Thus, the Jigsaw Method enabled experimental group learners to overcome difficulties and misconceptions. Keywords: : Cooperative learning, conceptual understanding, learners’ achievements

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“…The level of technological awareness amongst students can thus inhibit or aid educational encounters (Zimba et al 2020). Tewari and Ilesanmi (2020) argued that prior to COVID-19, some of these students at higher institutions lacked adequate coping strategies and the ability to adapt within the university system because of low level of preparedness, unavailability of local resources or inputs and student support services amongst other factors. If, for instance, some of these students are not knowledgeable about how these platforms work, it is the sole responsibility of their institutions to provide userfriendly guidelines and tutorials through their LMSs to equip these students for active and engaging teaching and learning experiences (Moonsamy & Govender 2018;Motala & Menon 2020;Mpungose 2020a).…”

Section: E-learning In the South African Educational Landscapementioning

confidence: 99%

Reflections on COVID-19 and the viability of curriculum adjustment and delivery options in the South African educational space

Patrick

Abiolu

2021

Transformation in Higher Education

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Background: The coronavirus disease (COVID-19) pandemic brought unprecedented changes leading to ‘business unusual’ in all facets of life and livelihood on a global scale. The restrictions on gathering, social distancing and lockdown measures necessitated by the need to curtail its spread, had, and still have an enormous impact on the educational sector as indeed all spheres of life. These measures implied a change in the traditional modus operandi of curriculum and delivery options for educational institutions in South Africa in the bid to continue academic sessions. Hence, a transition of educational institutions from physical interactions to virtual meetings and the need to evolve curriculum contents and delivery.Aim: With the peculiarity of the South African socioeconomic and political space, this article assessed the viability of curriculum change and delivery options (e-teaching and learning) for both students and instructors in the higher institution and the varied implications. It drew from discourses around the theory of localisation within educative context to create a more student-centred approach especially with the situation of less physical contact.Setting: The discourse is set within the South African educational space.Method: Considering the novelty of Covid-19 research and the challenge of contact, the study adopted a participatory action desktop research method to collect and analyse secondary data. The article vividly discussed how institutions transitioned to a localisation of frameworks and policies to ensure successful academic sessions.Results: The educational landscape in South Africa is still plagued with historical antecedents of social injustice, funding, and resource allocation as well as the ever-present pressure of making education affordable to majority of local students. Also, the weakness of the online teaching methods to the physical contact method for learners and practitioners could be summed up into the issues of connectivity, technical knowledge, and attention span.Conclusion: The conclusion enumerated the need for the implementation of policies and frameworks on proper utilisation of online systems to adjust to the demands of less contact-based approaches in favour of virtual approaches. The study called for adequate consideration to issues around the localisation of teaching and learning techniques considering the peculiarities of South Africa with focus on the opportunities, feasibility, and challenges of online measures especially for those in economically disadvantaged spaces.

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Teaching and learning interaction in South Africa’s higher education: Some weak links

Cited by 23 publications

References 22 publications

Clashing Goals of SAICA and South African Universities: A Need for Reflection and Realignment

Clashing Goals of SAICA and South African Universities: A Need for Reflection and Realignment

A comparative study of the Jigsaw and Chalk-and-Talk Methods on grade 12 learners’ achievements in reaction rates in South Africa

Reflections on COVID-19 and the viability of curriculum adjustment and delivery options in the South African educational space

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