#FEESMUSTFALL : science teaching during student unrest

dc.contributor.authorTekane, Rethabile
dc.contributor.authorLouw, Ina
dc.contributor.authorPotgieter, Marietjie
dc.date.accessioned2019-04-17T09:49:29Z
dc.date.available2019-04-17T09:49:29Z
dc.date.issued2018
dc.description.abstractStudent protests are a regular feature of the tertiary landscape. However, the disruptions and potential threat to the academic project at traditional universities can be partially mitigated by online teaching and learning. The purpose of this paper is to report on insights gained when the mode of instruction was changed at short notice from contact to online during student unrest at a South African university in 2016. A phenomenographic approach was used to generate a meta-reflection on experiences as reported by lecturers from 13 science departments during a pecha kucha event (very short PowerPoint presentations) at the beginning of 2017. Video data was analysed inductively to generate six themes/categories. The six themes/categories that emerged from the data encapsulated aspects of the challenges experienced by the participants, the insights they had and the actions they took to address these challenges. This paper exemplifies the resilience of lecturers and how they embraced the blended learning environment to support their students to complete the academic year, despite difficult circumstances. It offers useful pointers to affordances and weaknesses of the virtual learning environment when implemented at short notice to replace contact teaching.en_ZA
dc.description.departmentEducation Innovationen_ZA
dc.description.librarianam2019en_ZA
dc.description.urihttp://alternation.ukzn.ac.za/Homepage.aspxen_ZA
dc.identifier.citationTekane, R., Louw, I. & Potgieter, M. 2018, '#FEESMUSTFALL : science teaching during student unrest', Alternation, pp. 1-17. NYPen_ZA
dc.identifier.issn1023-1757 (print)
dc.identifier.issn2519-5476 (online)
dc.identifier.urihttp://hdl.handle.net/2263/69000
dc.language.isoenen_ZA
dc.publisherCSSALL Publishersen_ZA
dc.rights© University of KwaZulu-Natal:. All Rights Reserveden_ZA
dc.subjectPhenomenographyen_ZA
dc.subjectStudent unresten_ZA
dc.subjectBlended learningen_ZA
dc.subjectTertiary science educationen_ZA
dc.subjectMeta-reflectionen_ZA
dc.subject#FEESMUSTFALLen_ZA
dc.title#FEESMUSTFALL : science teaching during student unresten_ZA
dc.typePostprint Articleen_ZA

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