• Interaction of initiating prompts and the patterns of student engagement in higher education biology classrooms 

  Khoza, Hlologelo Climant; Makgata, Thato I. (Octagon Education Services, 2024-04)

  The purpose of this study was to understand the interactions of prompts used to initiate engagement and the resulting student engagement using video-data from one biology lecturer in a semester-long module. This study ...
• Dialogue with students as a valuable tool in teacher inquiry for professional development : a self-study of a novice science teacher educator learning about student interaction in biology classrooms 

  Khoza, Hlologelo Climant (Indiana University Office of Scholarly Publishing, 2024-03)

  There is a consensus amongst scholars that learning from student feedback depends on how the feedback is sought and used by the individual teachers. Using Hand and Rowe’s (2001) framework of eliciting and using student ...
• Ubuntugogy as a viable pedagogical construct in African education : a literature review 

  Mthimkhulu, Sinethemba (OpenED Network, 2024)

  Ubuntugogy as a method of teaching and learning emerged from the African theory and philosophy called Ubuntu. Ubuntugogy was introduced by Bangura (2005) as a proposed strategy for teaching and learning in the African ...
• Leveraging teacher educators' pedagogical approaches for biology terminology instruction : a South African case study 

  Khoza, Hlologelo Climant (Tishk International University, 2024-12)

  Biology education in South Africa faces challenges, as matric students continue to underperform. Diagnostic reports attribute this issue not only to teacher knowledge but also to students' limited comprehension of biology ...
• Visualization techniques for proofs : implications for enhancing conceptualization and understanding in mathematical analysis 

  Muzangwa, Jonatan; Ogbonnaya, Ugorji Iheanachor (Universitas Papua, 2024-08)

  Visual images are frequently utilized to elucidate concepts in general mathematics and geometry; however, their application in mathematical analysis remains uncommon. This paper demonstrates how visual imagery can enhance ...
• Pre-service science teachers' knowledge and skills backlog perpetuated by emergency remote teaching 

  Khoza, Hlologelo Climant (Scientific Methodical Center, 2024)

  The adoption of Emergency Remote Teaching (ERT) during the COVID-19 Pandemic brought a shift in how lecturers teach in higher education, posing a threat to the usual development of competencies in students. This ...
• Opportunities for Grade 11 students to learn euclidean geometry in some South African schools 

  Ogbonnaya, Ugorji Iheanachor; Bogoshi, Maria M. (University of Limpopo, 2024)

  This research paper investigated the opportunities for Grade 11 students to learn Euclidean geometry in some South African schools. The study aimed to examine the Euclidean geometry curriculum covered in these schools and ...
• Measuring the mathematical maturity of students in an academic development programme 

  Simelane, Bridgette Makhosazana; Engelbrecht, Johann (Springer, 2024-08)

  This study focuses on students who are registered for the University of Pretoria’s academic development programme, the Four-year Programme (FYP). The programme was introduced as a gateway for students who are under-prepared ...
• Exploring an assessment module in distance education at the University of Pretoria 

  Mihai, Maryke Anneke (North American Business Press, 2024-12)

  The study aimed to describe many aspects of a Distance Education (DE) assessment course at the University of Pretoria. The researcher wanted to examine how the course evolved from pre- to post-COVID-19. This included looking ...
• Support strategies life orientation teachers use to enhance high school to tertiary education transition 

  Modiba, Matabe Rosa; Eloff, Irma F.; Mathabathe, Kgadi (Unisa Press, 2024-07)

  The transition from high school to tertiary education is reported to be a challenging journey for learners. In the South African context, teachers who are appointed to teach Life Orientation (LO) as a fundamental and ...
• A tutorial for integrating generative AI in mixed methods data analysis 

  Combrinck, Celeste (Discover, 2024)

  The current article used real data to demonstrate the analysis and synthesis of Mixed Methods Research (MMR) data with generative Artificial Intelligence (Gen AI). I explore how reliable and valid Gen AI data outputs are ...
• Digital learning competencies as goals to address language teachers’ challenges using tablets and Microsoft Teams 

  Van Rooyen, Annèl; Mihai, Maryke Anneke (Education Association of South Africa, 2024-11)

  Secondary school language teachers who participated in this study taught using tablets and MS Teams, which has its own associated challenges. In the study reported on here we explored ways in which the 13 digital learning ...
• Exploring the education experience in online learning 

  Moodley, Kimera; Van Wyk, Mari; Robberts, Anna Sophia; Wolff, Eugenie (IJEDICT, 2022-04)

  The COVID-19 pandemic has affected teaching and learning globally. An increase in distance learning through online digital platforms and electronic devices has created a drastic change in education. The implication of ...
• The effective management of remote higher education curriculum design teams using scrum 

  Wolff, Eugenie; Van Ryneveld, Linda (Associacao Nacional de Pos-Graduacao e Pesquisa em Administracao, 2024-08)

  OBJECTIVE : This paper reports on the value of using Scrum as agile project management framework to support curriculum design practitioners in leading remote academics through times of change. THEORETICAL FRAMEWORK : Among ...
• Escaping the assessment maze : navigating policies through an interactive fictitious experience 

  Lubbe, J.C.; Wolvaardt, Jacqueline Elizabeth (Liz); Turner, Astrid Chrisilda; Van Wyk, Mari (Higher Education Research and Development Society of Australasia, 2024-03)

  Misinterpretation or ignorance of institutional policies in higher education can lead to inconsistencies and legal risks, particularly concerning assessments. In response, we introduced an innovative approach to engage ...
• Constructionist learning environments (CLE) in the 21st century 

  Akih, Chewachong Patience; Van Ryneveld, Linda (International Journal of Academic Research in Education, 2022-05)

  This paper defines a learning environment in a tertiary institution that enabled the development of 21st century skills, and tries to answer the question: “To what extent can 21st century competencies and character qualities ...
• A strategy development framework for educational technology an integrated design science research and modified Delphi approach 

  Hugo, Jorietha; Callaghan, Ronel; Cronje, Johannes Christoffel (Academic Publishing International Limited, 2024-04)

  Emerging technologies are transforming educational practices, but successful integration requires improving the quality and efficiency of learning. New technology emerges in hype cycles but adoption and performance lag ...
• A review of virtual reality from primary school teachers ' perspectives 

  Walstra, Karen A.; Cronje, Johannes Christoffel; Vandeyar, Thirusellvan (Academic Publishing International Limited, 2024-04)

  Virtual reality (VR) is used across the educational spectrum (higher education, high school, primary school, and even pre-school); however, primary school teachers’ perceptions of using VR in their classrooms require ...
• Collaborative concept mapping : investigating the nature of discourse patterns and features of a concept map 

  Khoza, Hlologelo Climant; Maseko, Bob (University of Alberta Faculty of Education, 2024-07)

  Research in science education has established the significance of collaborative concept mapping as a powerful strategy in fostering conceptual learning. During such collaboration, students talk about concept map features ...
• Types of formative feedback provided by technology teachers during practical assessment tasks 

  Loubser, Nelé; Rauscher, Willem Johannes; Blom, Nicolaas (Modestum LTD, 2024)

  Technology learners require formative feedback from their teachers to aid them in structuring and solving design problems. Without such feedback, learners often do not explore sub-problems and are inclined to reproduce ...

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