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1.
《Africa Education Review》2013,10(3):569-580
Abstract

This article examines the comprehensiveness of the University of South Africa (UNISA) as an Open Distance Learning (ODL) institution and the challenges faced by experimental disciplines within ODL. Those challenges are brought about by the attempt to harmonize study and research programs in the College of Science, Engineering and Technology (CSET) following the merger and harmonization of programs from the former distance learning UNISA and Technikon South Africa (TSA). The paper discusses the current realities with the aim to promote further debate on the place of ODL in science and technology programs in tertiary education such as UNISA in general and CSET in particular.  相似文献   

2.
Discipline-specific knowledge and associated technical skills as well as generic skills have represented distinct and separate aspects of chemical sciences in university studies (linear training). In addition to technical skills gained through laboratory training, employers now require a soft skill set such as strengths in analytical thinking, problem-solving, written and oral communication, and collaboration. These skills require further integration with the human qualities needed to remain resilient to changing conditions and they do not come naturally, but through training. Since community engagement forms an integral part of tuition or learning and research, the the Department of Chemistry at the University of South Africa (UNISA) needed to blend these components to enhance and strengthen the requisite graduate attributes. The authors discuss the strategies employed by the department on how to inculcate these graduate attributes into modern-day chemistry students within an open distance learning (ODL) context.  相似文献   

3.
The University of South Africa (UNISA) has recently redesigned its honors degree in Gender Studies. The course design team members have been mindful of three key factors while redesigning this degree. First, we are aligning our course design with the demands of open and distance learning (ODL) and UNISA’s institutional move to online delivery of all teaching materials. Second, we are guided by the theoretical principles of feminist pedagogy. Third, we are committed to producing graduates who can take on the challenge of being gender change agents in a country with an escalating rate of gender-based violence. This article charts the development of the Gender Studies curricular initiative at UNISA with reference to the pedagogical insights provided by feminist scholarship on teaching, learning, and technology. We hope that our experience will provide insight into the parameters and process of creating an effective program in Gender Studies within an ODL context.  相似文献   

4.
This study, based on case study analyses of two interdisciplinary programmes in a research-intensive university in the UK, focuses on the challenges involved in designing, coordinating, and leading interdisciplinary postgraduate curricula, including workload, student heterogeneity, and difficulties in achieving coherence. Solutions and approaches developed within these case study programmes are also highlighted. This study raises awareness of the complex nature of interdisciplinary curricula so that it may help academics proactively develop better strategies and approaches to address common challenges. It also synthesises disparate literature into a framework for investigating curricular coherence.  相似文献   

5.
Transitions are increasingly recognised as difficult, and less has been written about transitions to postgraduate taught programmes than about transitions into undergraduate or doctoral study. A Scotland-wide project found that new taught Post-graduate (PG), and staff teaching them, can be unclear about what is expected at Master’s level, and proposed a framework of seven facets that indicate how students are expected to engage with Master’s study. The facets and accompanying resources were designed to be discussion tools, to promote staff and student discussion of what is expected in their programme and subject. In a follow-up project at one university, a questionnaire was designed and distributed to postgraduate students asking them to rate their current level of ability against the skills and capabilities identified as facets for Master’s level study. The project found students felt ill-prepared for particular aspects of Master’s level study, with sub-group differences between disciplines. Master’s courses are intensive and fast-moving, so this has implications for students’ preparedness for successfully navigating through their programmes. Some suggestions on how students can be better briefed on what to expect are made.  相似文献   

6.
A postgraduate training programme in the areas of student learning and supervision is presented. An experiential method of training is employed which involves laboratory and pilot plant supervisions in the Chemical Engineering Department of Imperial College. A series of workshops is used to facilitate discussion on teaching theory and practice, as well as on student counselling and communication issues. Log-book entries are used for the documentation of specific events arising from the supervision sessions, which provide a good basis for peer discussion, as well as an opportunity for self-reflection. A number of examples arising from the workshops are used to demonstrate the mutual benefits of the training programme to academic staff and students. In addition to training in teaching skills, the programme is shown to provide a mechanism for the quality control of demonstrators involved in undergraduate teaching, as well as a regular feedback mechanism to staff on the efficacy of the laboratory-based courses. Through teaching and a structured staff support scheme, the programme is believed to address some of the current concerns on the non-technical (soft) training, and on the further development of the broad science and engineering knowledge of UK postgraduate students.  相似文献   

7.
Abstract

The notion of ‘openness’ in terms like open distance learning (ODL) is sometimes rather carelessly used, for example in the work-integrated learning (WIL) of distance learners (such as the teaching practice of UNISA's education students, where schools and UNISA form a partnership). We indicate that there is very little ‘openness’ in this type of learning, and that ODL and WIL are in fact two irreconcilable concepts. Yet, when WIL is considered in relation to distance education (DE) there is no problem, because DE is a clear and generally understood concept, indicating a particular mode of education provision, within which WIL can be neatly and meaningfully accommodated. We conclude, also on the basis of empirical evidence, that WIL and DE (and not ODL) constitute the proven, established and ideal conceptual frameworks for the design and implementation of inter alia teaching practice (as WIL) in distance teacher training. In closing, we briefly reflect on the implications of our conclusion for institutional identity.  相似文献   

8.
Summaries

English

The diagnosis of pupils’ misconceptions and the identification of reasons for such misconceptions must be considered the prerequisite for helping the pupils to develop correct scientific conceptions. In the present study, an attempt was made to investigate student teachers’ competency to diagnose pupils’ answers for possible misconceptions. It was found that student teachers are, by and large, not capable of making appropriate diagnoses of misconceptions. In view of this, it is suggested that in science teacher‐training programmes specific training activities be included which are designed to develop the desired diagnostic competence.  相似文献   

9.
The researchers performed a survey study to determine the effectiveness of collegiate programmes in dispelling common misconceptions about traumatic brain injury (TBI) while preparing undergraduate and graduate students for special education (SpEd) careers. Respondents included 136 undergraduate and 147 graduate SpEd students in their final semesters before obtaining degrees. Each completed an 18‐item true/false survey about TBI and the associated recovery process. Results were compared with survey responses from 318 lay public respondents who participated in a previous study. Two major findings emerged: (a) no significant differences existed in misconception endorsement between SpEd students completing Bachelor's versus Master's degrees; and (b) graduating students in SpEd teacher preparation programmes endorsed similar misconceptions as lay public respondents; hence, these programmes do not appear effective in dispelling common TBI misconceptions. Improving academic preparation for special educators regarding TBI is imperative for effectively identifying, assessing and serving student survivors.  相似文献   

10.
Online distance learning (ODL) is now recognised as a mainstream teaching method for undergraduate and postgraduate students around the world. However, differences in learner characteristics such as help-seeking behaviour between transnational students and home students may impact on student attainment. 64 students undertaking an online master of public health programme in the UK completed a survey which explored students’ access of learner support resources, their experience of technical difficulties, demographic characteristics and learner characteristics. We collected data on the geographic region in which students were currently living and their geographical region of origin. Students whose region of origin was outside the UK/EU accessed a greater number of support resources than students based within the UK/EU and students whose region of residence was outside the UK/EU experienced a greater number of technical difficulties than students from within the UK/EU. Thus transnational students access more support resources than home students despite having to overcome more technical difficulties in order to do so. The classification of students based on fee-paying status was unable to detect these differences and may not be appropriate for ODL courses.  相似文献   

11.
Advanced practitioner skill development has become an important focus in health service delivery as increasingly complex consumer needs, practice environments and national professional registration requirements impact on professional work practices. Increasingly, work-based or workplace learning experiences are being seen as an effective means for maintaining skill currency across working lives. Currently there is limited literature on pedagogical practices to support the educational and training requirements associated with development across a person's working life. This paper reports on an example of how an intervention mapping framework was used to guide the development, implementation and evaluation of a work-based praxis course for students in an interprofessional, online postgraduate mental health programme. The intervention mapping framework provided a stepped process to guide decision-making and allowed the incorporation of theory and evidence into the course design. This approach provided a stepped process to guide decision-making and allowed the incorporation of theory and evidence into the course design. While the use of the intervention mapping framework is often used within health promotion arenas, particularly for the effective design of health promotion educational programmes, it is argued that this framework can be utilised effectively when developing curriculum for use within higher education programmes.  相似文献   

12.
There is still much to learn about the support required by postgraduate research students, across academic disciplines, to facilitate successful completion of a research degree. The primary aim of this study was to explore postgraduate medical science research students’ perceptions of academic and mentoring support at different stages during their degree programme. A second aim was to explore the feasibility and acceptability of peer mentoring as a strategy to enhance student support in this population. A mixed method study design was used. Students first completed an online questionnaire, which was then supplemented with focus group discussion to explore emergent findings in greater depth. The main results indicated that the nature and quality of academic supervision support have a significant influence on research student training and development. ‘Functional’ and ‘relationship development’ concepts of supervisory styles were highlighted as important aspects to perceived support in this research population. The main facilitators to enhance academic support were effective communication, project planning and timely feedback. There was a high degree of acceptability for a peer mentoring programme as a complementary approach to enhance student support. Peer mentoring psychosocial functions such as friendship, counselling and career guidance were considered potentially beneficial to enhancing student support. Students also discussed peer coaching as central to their learning and research skill development. This work is a useful starting point to explore perceptions of research student support in the target population. Further work is required to develop strategies to enhance student support in academic practice.  相似文献   

13.
For an engineer to become an effective manager, he must have a basic concept about management principles and techniques. Some amount of management capacity can be developed in engineers by creating an awareness of the scope of management, imparting basic knowledge about management principles and identifying more closely with the management team. This paper describes the way in which the Indian Institute of Technology, Delhi promotes engineering management training to its students. The training consists of introducing some management courses to undergraduate engineering students, conducting lectures and seminars related to management disciplines, encouraging students to do management related industrial projects and arranging vacation training programmes in industry. Moreover, a full M. Tech, programme in Systems and Management exclusively for engineering graduates is conducted. In addition, the paper discusses the other postgraduate and research programmes in management that the Institute conducts through its Management Centre.  相似文献   

14.
Scientific research exploring ocean acidification has grown significantly in past decades. However, little science education research has investigated the extent to which undergraduate science students understand this topic. Of all undergraduate students, one might predict science students to be best able to understand ocean acidification. What conceptions and misconceptions of ocean acidification do these students hold? How does their awareness and knowledge compare across disciplines? Undergraduate biology, chemistry/biochemistry, and environmental studies students, and science faculty for comparison, were assessed on their awareness and understanding. Results revealed low awareness and understanding of ocean acidification among students compared with faculty. Compared with biology or chemistry/biochemistry students, more environmental studies students demonstrated awareness of ocean acidification and identified the key role of carbon dioxide. Novel misconceptions were also identified. These findings raise the question of whether undergraduate science students are prepared to navigate socioenvironmental issues such as ocean acidification.  相似文献   

15.
Bilateral, trilateral and even quadrilateral exchange programmes are becoming increasingly common in European undergraduate and postgraduate engineering curricula. Such programmes provide students with opportunities to enrich their scientific, linguistic and cultural profiles. This paper examines and compares the cross-cultural differences within the teaching and learning contexts (not contents) of different engineering study programmes in France, Britain and Germany. The authors relate variations in key variables such as evaluation, teacher-student relationships, student autonomy, the scope of studies and motivation to Geert Hofstede‘s four dimensions of national culture’—Power Distance, Uncertainty Avoidance, Individualism and Masculinity. The authors conclude that Hofstede's four dimensions do appear to have explanatory power, and suggest further directions for future research. It is the authors' intention that their research project ultimately be of benefit to engineering students taking part in exchange study programmes. The authors welcome any readers who wish to cooperate and collaborate with them in further research and development work.  相似文献   

16.
The management of complex water problems is nowadays being practised through new ways and approaches. Therefore, water engineers, planners and managers should be appropriately educated through modern undergraduate curricula and by well-designed postgraduate specialisation programmes. Within this framework, a study of the specific characteristics of an ensemble of 14 postgraduate programmes in various fields of environmental water resources engineering and management, offered by Greek universities, is presented. Detailed information and data regarding the formats, structures, educational processes and curricula contents of these programmes are analysed and critically discussed. Similarities and differences among them are depicted and synthesised, in order to reveal individual as well as collective qualities and deficiencies in relation with the overall current needs for engineering postgraduate specialisation in water-related issues.  相似文献   

17.
This small-scale research project explored the perceived impact which selective mutism (SM) training, delivered by an educational psychologist (EP), had on school practitioners' understanding of the condition and their subsequent professional practice. Three teachers were interviewed and a thematic analysis elicited four superordinate themes. Participants recognised that they had little previous knowledge of SM and many misconceptions; they also identified key ways in which their understanding of SM, and their practice as school professionals, had developed. In addition, staff highlighted central challenges which nevertheless remained, one of which involved working with parents. This research highlights the limited knowledge which teachers have of SM, whilst demonstrating how staff training and school development might contribute to improved outcomes for children with the condition. Implications for teacher training programmes and future research are considered.  相似文献   

18.
There are many challenges that undergraduate students face when studying an honours research degree. Honours programmes though traditionally considered within the business discipline as a loss leader, nevertheless, form a direct entry requirement for PhD programmes. The honours degree can be considered a formative research programme for student development. This paper specifically provides an outline of the honours degree's redevelopment and improved learning outcomes that were achieved and discusses the proposed PhD supervisory framework. The student benefits identified from the honours programme's redevelopment include a more sophisticated understanding of research paradigms; a faster cycle of learning and development, which resulted in lower student stress levels and better grades; and increases in both peer-reviewed co-authored publications and students transitioning to PhD.  相似文献   

19.
多学科交叉培养研究生已成为研究生教育改革的重要趋势。围绕“双一流”建设,提高研究生培养质量,践行高等教育内涵式发展的理念,依托河海大学水利工程、环境科学与工程两个“双一流”建设学科,通过构建交叉学科协同的研究生培养创新平台、建立交叉学科导师组联合培养方式、构建多维交叉的创新人才培养共同体以及加强研究生培养过程管理机制,在保持和发扬传统办学优势和育人特色的同时,积极探索“双一流”建设背景下港口、海岸及近海工程专业交叉学科研究生培养创新模式,促进研究生创新教育体系的完善,全面提高研究生培养质量。  相似文献   

20.
Alison Bishop and Phyllis Jones both work in the School of Education at Northumbria University where they teach on undergraduate and postgraduate programmes. Phyllis Jones specialises in disability issues and Alison Bishop focuses on early years education. For the project described in this paper, they combined their areas of expertise, devising a small–scale research project to explore the experiences of a group of early years science specialist student teachers as they took part in workshops with a group of early years children with severe and profound learning difficulties. The research explores the changing attitudes and perceptions of the students with regard to the learning and teaching of science with young children. It becomes clear that there is a realization for many students that science can make a significant contribution to the education of children with severe and profound learning difficulties in the early years. The authors also discuss the need for training to equip the students to meet the challenges and rewards of working with children with severe and profound learning difficulties in their future teaching careers.  相似文献   

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