Anxiety often prevents postgraduate students from maximising learning opportunities at a
conference when presenting their work publicly, or interacting with experienced
researchers. Since supervision is an opportunity for supervisors to help postgraduate
students most fully develop their ability as emerging researchers, overcoming such anxiety
is an important task for supervisors as well as students. As supervisors, we developed a
participatory action learning and action research (PALAR) support program to help
postgraduate students prepare for a conference to make overall participation, presenting a
paper and subsequent publication a true learning experience. We generated and analysed
data from the written reflections of 11 postgraduate students who participated in our
PALAR support program. The findings suggest that action learning, specifically PALAR, can
be used to enable a rich learning experience for postgraduate students attending
conferences through fostering relationships, building trust, a supportive environment,
collaboration, communication and competence among them. Postgraduate students who
experienced our PALAR support program developed not only skills, knowledge, confidence,
and deeper appreciation of learning opportunities through conferences, but also
understanding of the principles of PALAR that apply not just to the conference context but
across all aspects of learning and research and life at large.
Ngozo, Boesman Petrus(University of Pretoria, 2012-11-22)
This study examines the significance of understanding learners’ learning styles in relation to an educator’s learning style. The study explores the extent to which an educator and learners make provision for learning style ...
Galotshoge, Oregolole Rebaeng; Mr P Binsbergen; Prof J W Fraser(2010-08-27)
As the world at large has risen to the shift from passive learning to active learning, the government of Botswana took it upon itself to adapt to this change. For years, education system in the country has been governed ...