Introducing e‐learning in a South African Higher Education Institution: Challenges arising from an intervention and possible responses     

Sharita Bharuthram  Carolynn Kies 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(3):410-420

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What lies beneath: exploring the deeper purposes of feedback on student writing through considering disciplinary knowledge and knowers     

Martina van Heerden  Sharita Bharuthram 《Assessment & Evaluation in Higher Education》2017,42(6):967-977

Feedback plays an integral role in students’ learning and development, as it is often the only personal communication that students have with tutors or lecturers about their own work. Yet, in spite of its integral role in student learning, there is disagreement between how students and tutors or lecturers perceive the pedagogic purpose of feedback. Central to this disagreement is the role that feedback has to play in ensuring that students produce the ‘right’ kinds of knowledge, and become the ‘right’ kinds of knowers within their disciplines. This paper argues that, in order to find common ground between students and tutors or lecturers on what feedback is for, and how to both give and use it effectively, we need to conceptualise disciplinary knowledge and knowers anew. We offer, as a useful starting point, the Specialisation dimension of Legitimation Code Theory as both practical theory and methodological tool for exploring knowledge and knowers in English Studies and Law as two illustrative cases. The paper concludes that this analysis offers lecturers and tutors a fresh understanding of the disciplinary knowledge and knower structures they work within and, relatedly, a clearer view of the work their feedback needs to do within these.  相似文献   

A writer–respondent intervention as a means of developing academic literacy     

S. Bharuthram 《Teaching in Higher Education》2013,18(4):495-507

This paper discusses the implementation of a project in which a writer–respondent intervention was used to develop the academic literacy practices of students. Writer–respondent projects are based on the idea that detailed developmental comments and questions on students’ draft writing can assist them in acquiring the peculiar norms of academic literacy. Respondents do not edit or correct students’ work, but provide students with an audience prepared to draw their attention to the academic norms of writing. Details of the manner in which the implementation occurred are presented. Findings from an analysis of the feedback from students and lecturers reveal that the drafting–responding process was successful. Reflection on the entire process points to possible shortcomings and thereby informs on improvement in future implementations.  相似文献