Browsing by Author "Ng'ambi, Dickson"

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    Open Access
    A design-based research perspective for multiple immersive digital conversations in academic research writing literacies
    (2024) Ngodwana, Khanyisile; Ng'ambi, Dickson
    In the South African higher education context, academic writing support at the postgraduate level presents significant challenges for institutions. The conventional dyadic models of writing support, typically offered by writing centres, are increasingly viewed as inadequate in addressing the multifaceted nature of academic writing and literacy challenges. This study advocates for a shift towards a more inclusive and holistic approach, promoting trialogic and multi-lateral conversations within writing centres to address these challenges. The study's methodology is deeply rooted in literature and adopts Reeves' (2006) four-phase model to guide the Design-Based Research (DBR) approach. Through two iterative intervention cycles, the study integrates efforts from writing centres and subject lecturers to facilitate immersive conversations aimed at academic research literacy development. The third phase of DBR intensively focuses on testing and refining the interventions to address directly identified obstacles. The effectiveness of these interventions is measured through qualitative data collection methods, including surveys, interviews, observations, and document analysis. The study aims to answer the question: What are the design principles for facilitating multiple immersive digital conversations in academic research writing literacies? To answer this question, the study creates a dynamic and interactive environment where students can engage in meaningful dialogues and collaborative activities by integrating digital tools like Google Drive into the learning process. The study develops an integrated theoretical framework for multiple immersive digital conversations for academic research writing that interlinks linguistic, cognitive, and social elements. The study's participants include Bachelor Honours students and Advanced Diploma students, writing centre practitioners, and academic supervisors at a university in South Africa. The theoretical contribution of the study is a model of refined design principles for developing a robust intervention for multiple immersive digital conversations in academic research writing literacies. These principles advocate for pedagogies that respect and incorporate students' identities, aligning with adaptive and culturally inclusive teaching practices. In the realm of academic writing instruction, these principles have the potential to improve support systems significantly, enhancing students' academic achievements and advancing their research literacy skills.
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    Open Access
    Efficacy of Zulu indigenous games in enhancing perceptual-motor skills in pre-schoolers: a qualitative study of two informal settlements in Kwa Zulu Natal
    (2024) Brand, Nicolette; Ng'ambi, Dickson
    An increasing number of learners entering formal schooling lack essential learning readiness skills, such as perceptual-motor development, and are therefore underprepared for learning. Although indigenous games have the potential to enhance perceptual-motor development, there is a paucity of research on the use of indigenous games for school readiness among Grade R learners. This study evaluates cognitive and perceptual-motor skills in Zulu indigenous games, drawing on Vygotsky's Sociocultural Theory, Piaget's Cognitive Development Theory, and Bronfenbrenner's Ecological Systems Theory, to enhance the school readiness of Grade R learners in a resource-constrained context. Data was collected using a qualitative methodology and analysed within the interpretive paradigm, incorporating interviews, observations, and field notes. The study employed structured and semi-structured interviews to investigate the educational characteristics of Zulu Indigenous games from the community's perspective and adults' perceptions of their benefits for holistic development. Participants aged twenty to thirty from two regions recognised the beneficial effects of Zulu Indigenous games on physical, cognitive, and social abilities. However, they indicated that demanding work schedules, particularly in corporate environments in Durban, limited their participation in traditional games. Participants reported primarily using English at work and leisure, influencing their cultural practices. Despite these challenges, there is hope that incorporating traditional games into school curricula will preserve cultural heritage for future generations. Concerns about adequate teacher training were expressed, particularly among younger educators unfamiliar with these games. Physical and group interactions, skill development, cultural history, and group dynamics emerged as key themes, emphasising the multifaceted benefits of Zulu Indigenous games in promoting community bonds, personal growth, and cultural preservation. The research concludes that incorporating Zulu indigenous games with educational value from Zulu culture into the school curriculum can be extremely beneficial for addressing the impact of delayed perceptual motor development on school readiness and promoting holistic child development. By incorporating Zulu indigenous games into the curriculum, schools can simultaneously promote cultural inclusivity, respect, and appreciation while fostering the perceptual-motor development of children.
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    Open Access
    Exploring the uptake and integration of emerging technology into pedagogical practices in Health Sciences Education using an Activity Systems Approach
    (2025) Doyle, Gregory; Ng'ambi, Dickson
    This study investigates integrating educational technology into pedagogy and the role of professional development within a Health Sciences Faculty. It is framed within the interpretivist paradigm and informed by Cultural-Historical Activity Theory (CHAT) and Technological Pedagogical Content Knowledge (TPACK). A systematic literature review followed PRISMA 2020 guidelines to ensure study selection and reporting transparency. The overarching question of why particular lecturers, referred to as BrightSparks, excel in educational technology integration and how they might influence professional development is investigated. Integrating educational technologies in health sciences, with a focus on innovation, remains a challenge for most lecturers. This study defines innovation as the transformative and pedagogically grounded integration of technology to enhance teaching and learning. Hence, this research explores the strategies, challenges, and contextual factors that shape successful educational technology adoption and integration. A sequential mixed methods approach was adopted, with the quantitative component using a Likert-scale online survey and the qualitative component using semi-structured online interviews. Participants were selected based on specific characteristics, particularly their proficiency in using educational technology and identification as potential BrightSparks. Among the 29 participants, 814 professional development activities were attended during the 12 months preceding filling in the survey, with individual attendance ranging from 0 to 60 and an average of about 28 activities per participant. Spearman's rank correlation and the Mann- Whitney U Test examined relationships between scores, demographic characteristics, and formal qualifications. Correlations emerged between academic qualification, teaching experience, and autonomy. The qualitative interviews revealed nuanced social and cultural dynamics influencing educational technology integration. Deductive thematic analysis using CHAT and TPACK, emphasising CHAT as the central framework for analysing BrightSparks' practices, illuminated the complexities of integrating educational technology, pedagogy, and content knowledge and identified contradictions affecting professional development. The combined quantitative and qualitative data derived from BrightSparks emphasised adaptability, agency, student-centredness, transformative pedagogical approaches, and institutional support, corroborated by literature in the field. These findings informed the development of a ‘bottom-up' Knowledge Framework for Technology Transformation (KF4TT), integrating the strengths of CHAT and TPACK to support educational technology integration through professional development in higher education. Essential components of the KF4TT include targeted professional development to enhance individual lecturers' TPACK competencies, institutional support, collaborative learning communities, strategies to address systemic barriers, and encouragement of lecturer agency to foster ownership and flexibility in using professional development. In contrast to traditional professional development models, flexibility, adaptability, and sustainability are key features of the KF4TT, enabling individual lecturers and institutional leaders to continuously review and adapt to rapidly changing educational technology in higher education.
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    Open Access
    Exploring the uptake and integration of emerging technology into pedagogical practices in Health Sciences Education using an activity systems approach
    (2025) Doyle, Gregory; Ng'ambi, Dickson
    This study investigates integrating educational technology into pedagogy and the role of professional development within a Health Sciences Faculty. It is framed within the interpretivist paradigm and informed by Cultural-Historical Activity Theory (CHAT) and Technological Pedagogical Content Knowledge (TPACK). A systematic literature review followed PRISMA 2020 guidelines to ensure study selection and reporting transparency. The overarching question of why particular lecturers, referred to as BrightSparks, excel in educational technology integration and how they might influence professional development is investigated. Integrating educational technologies in health sciences, with a focus on innovation, remains a challenge for most lecturers. This study defines innovation as the transformative and pedagogically grounded integration of technology to enhance teaching and learning. Hence, this research explores the strategies, challenges, and contextual factors that shape successful educational technology adoption and integration. A sequential mixed methods approach was adopted, with the quantitative component using a Likert-scale online survey and the qualitative component using semi-structured online interviews. Participants were selected based on specific characteristics, particularly their proficiency in using educational technology and identification as potential BrightSparks. Among the 29 participants, 814 professional development activities were attended during the 12 months preceding filling in the survey, with individual attendance ranging from 0 to 60 and an average of about 28 activities per participant. Spearman's rank correlation and the Mann-Whitney U Test examined relationships between scores, demographic characteristics, and formal qualifications. Correlations emerged between academic qualification, teaching experience, and autonomy. The qualitative interviews revealed nuanced social and cultural dynamics influencing educational technology integration. Deductive thematic analysis using CHAT and TPACK, emphasising CHAT as the central framework for analysing BrightSparks' practices, illuminated the complexities of integrating educational technology, pedagogy, and content knowledge and identified contradictions affecting professional development. The combined quantitative and qualitative data derived from BrightSparks emphasised adaptability, agency, student-centredness, transformative pedagogical approaches, and institutional support, corroborated by literature in the field. These findings informed the development of a ‘bottom-up' Knowledge Framework for Technology Transformation (KF4TT), integrating the strengths of CHAT and TPACK to support educational technology integration through professional development in higher education. Essential components of the KF4TT include targeted professional development to enhance individual lecturers' TPACK competencies, institutional support, collaborative learning communities, strategies to address systemic barriers, and encouragement of lecturer agency to foster ownership and flexibility in using professional development. In contrast to traditional professional development models, flexibility, adaptability, and sustainability are key features of the KF4TT, enabling individual lecturers and institutional leaders to continuously review and adapt to rapidly changing educational technology in higher education.
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    Open Access
    Social media enhanced boundary crossing: exploring distance students' ecosystems of learning support
    (2020) Mwanda, Ziyanda; Ng'ambi, Dickson; Gachago, Daniela
    As the demand for distance learning increases, traditional campus-based universities continue to struggle in supporting working distance students. This has resulted in the increased phenomena of students using social media within their ecosystems of learning support. The use of formal and informal tools such as social media gives rise to boundaries which students need to cross for effective support. How social media facilitates the crossing of boundaries within ecosystems of learning support remains an unfamiliar area of research. This study employed a predominately qualitative research methods, with a small element being a quantitative method to view and investigate postgraduate distance students' ecosystem of learning support holistically. The findings of this study revealed that participants used a combination of formal and informal tools to support their learning, including social media. In particular WhatsApp, which enables the crossing of transitional, formal and informal learning contexts, hierarchical and, time and space boundaries. Recognizing social media as an important part of students' learning support ecosystem, allowed an expanded view on learning support. As such, the study highlighted a range of different learning mechanisms which occur when students cross these boundaries, with coordination being the dominant learning mechanism. In conclusion, social media (such as WhatsApp) does indeed enhance the crossing of various boundaries to support learning. However, some students do not necessarily perceive their interaction on social media as learning, which speaks to the need of legitimising social media as learning tools by institutions. This study then recommends the need for institutions to recognize and nurture the use of social media as one element of a distance learning support ecosystem for cost-effective student support strategies guided by institutional guidelines and policies.
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    Teachers' integration of technology in classrooms: a case study of school readiness, barriers, and opportunities in Nelson Mandela Bay District
    (2024) Hlangani, Nontonzana; Ng'ambi, Dickson
    Among the problems that public schools face in the Nelson Mandela Bay District of Eastern Cape, South Africa is teachers' lack of technology integration in curriculum delivery. The study explored teachers' Technology Pedagogical and Content Knowledge (TPACK) to understand the school readiness, barriers, and opportunities for technology integration in selected public schools in the Nelson Mandela Bay District. The study used a qualitative approach with an interpretivism paradigm. TPACK framework was used to guide the formulation of the study. Semi-structured interviews were conducted with 10 teachers who were engaged in educational technology integration in their schools. Informed consent was obtained before the start of the interviews. The findings of the study showed that teachers were trained in technology integrations. The teachers showed knowledge of using technology in curriculum delivery and were passionate about using technology. The study also revealed that teachers could select suitable technology for integration in the classroom. However, they did not always consider selecting ubiquitous technologies such as mobile phones which are accessible to learners. The study also found that teachers' knowledge of technology was narrowed to desktops, computers, and projectors. This may be cemented by the kind of training they received. The study found that teachers used the following technologies: (1) YouTube videos to explain difficult concepts, (2) Microsoft PowerPoint, for lesson presentations, and (3) WhatsApp for blended learning and communication. The study identified several barriers to teacher technology integration in the classrooms including insufficient technological resources, electricity insecurity, and inadequate training. Eliminating these berries can enhance the integration of technology in schools.
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    Towards a Mobile-Mediated Action Learning Framework for Pre-Service Teachers: A Design-Based Research Perspective
    (2023) Ndeunyema, Alpha Taapopi Mweuhanga; Ng'ambi, Dickson
    Although mobile devices are ubiquitous, their adoption as tools for teaching and learning in a 21st -century classroom remains a challenge. Mobile devices over the last decade have created significant shifts in society, changing how we communicate, access information and collaborate. However, in education, the pedagogical uses of mobile devices have been limited. This study argues that exposing pre-service teachers to mobile learning innovative pedagogies and technological enhancements can increase pedagogical uses of mobile devices. Thus, an intervention was designed, implemented and evaluated with pre-service teachers over four years with three different cohorts at the International University of Management (IUM) in Namibia. A design-based research (DBR) approach was utilised to draft design principles.The draft design principles guided the design of a Mobile-Mediated Learning Intervention (MMLI). Data were collected through a fact-finding study, pre-service teachers, created artefacts, observations, reflections, transcripts posted on a Padlet (a technological application), the formative evaluations of each iteration, as well as the Progress Report Journals (PRJ). As a key outcome of the DBR, a set of refined design principles for mobile-mediated learning experiences emerged. These principles have the potential to guide other educators in designing and facilitating pre-service mobile-mediated learning in authentic education contexts. Gadamer's Hermeneutic Learning Experience (HLE) theory was employed to understand the dialogical approach between the past (part) and the present (whole), pre-service teachers' perceptions of mobile learning (past) and experiences of using a mobile tool (present). Key findings demonstrated that mobilemediated learning experiences can be achieved through the construction of an authentic learning instructional approach which allows pre-service teachers to discuss, explore and collaborate to construct new knowledge and create new artefacts in realworld settings and tasks environment. The practical contribution of this research lies in the creation of design principles for a M-MLI for pre-service teachers. While the theoretical contribution of this study is the mobile-mediated action learning framework (M-MALF), which operationalizes mobile learning within pre-service teachers' programs in the Namibian context.
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    Towards an affective pedagogical model for teaching English language and literacy to migrant learners
    (University of Cape Town, 2020) Mafandala, Mbembi Joel; Ng'ambi, Dickson; Hunma, Aditi Bye
    Learning is a process that involves both cognitive and emotional aspects. However, most of the research in education in South Africa tend to focus only on the cognitive side of learning and neglects the very important, emotional side. The consequences of this neglect lie most prominently with migrant learners, especially as the immigration process itself involves high emotional strain, cultural adjustment, and most obvious language barriers. These can negatively influence the learning process. Therefore, if existing teaching practices do not cater for the complexity of a multicultural and multilingual classroom or the emotional needs of migrant learners, the learning process of these learners is likely to be stunted. This thesis is concerned with the role of the emotions in the learning contexts of migrant learners in Cape Town and the strategies used by teachers to manage this. With this in mind, this study looks at the affective aspects of learning in teaching literacy to migrant learners from the Congo in the context of an English-medium school in Cape Town, South Africa. Using a qualitative case study approach, I focused on two layers of the issue. First, I explored the experience of Congolese learners and their emotional needs in an English language and literacy class. With this first layer, I compared the needs between French and English-speaking learners to explore how emotional needs played out in the classroom setting using interviews and observation. I used Krashen's affective filter theory as a lens to understand learners' feelings in the classroom environment. Second, I investigated classroom-teaching styles, in particular, how two Grade 3 teachers incorporated affective strategies in their pedagogy. I conducted this analysis through sociocultural understandings of literacy, using the principles of affective pedagogy. The findings were that English-speaking learners, receiving instructions in English, were less likely to suffer from emotional stress and anxiety in their learning than French-speaking learners learning in English. The French-speaking Congolese learners reported that they experienced emotional distress and anxiety, which affected their literacy learning. Not only were learners experiencing difficulties, but teachers too felt limited in their capacity to deal with learners' emotional needs as the cognitive approach for teaching literacy did not meet the needs nor context of migrant learners. Therefore, teachers felt they were required to go above and beyond what would be considered normal classroom activities to create a holistic learning environment that caters to a learner's emotional challenges, which was not always possible in the context of a prescriptive CAPs curriculum and resources. In this study, I argue that when children learn in a language that is different from their first language, this poses an emotional challenge, which often impacts the learning process. This emotional challenge is likely to be compounded by the circumstances that migrant learners often find themselves in. Therefore, I argue that for children to learn effectively (successfully) in a language that is different from their mother tongue, their emotional needs must be met first. This implies that for literacy learning to be most effective (successful), teachers may take into consideration the emotional aspects of each learner and develop their teaching styles according to the diverse needs of the learners. This study will benefit teachers in multilingual contexts as it takes into consideration the emotional difficulties that come with learning in a language that is not one's primary language, to understand learners' learning styles, and consequently to inform and adjust teaching strategies to fit their needs. The findings suggest a need for teacher training that takes into consideration the affective and cognitive needs of learners from diverse backgrounds, such as migrant learners, for more effective literacy and language education. .
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    Transforming teaching through the transformative integration of emerging technologies in the ePlay MakerSpace: a critical, socio-cultural design-based study
    (2018) Tarling; Isabel; Ng'ambi, Dickson
    Despite South African schools and teachers gaining greater access to the tools, innovations, concepts and advancements of emerging technologies (ETs), the potential of ETs to transform teaching and improve learning remains largely unexploited. The majority of the country’s schools are classified as disadvantaged, being resource constrained and functioning in contexts of multiple deprivation and poverty. Learning is severely compromised in many disadvantaged schools, as evidenced by learners’ persistent underachievement in standardised national and international assessments. Consequently, improving the quality of teaching especially at primary school level, is identified as a national priority. Three extensive curriculum reforms, intensified teacher professional development, and the provision of ETs, have however not achieved widespread and sustained change to teaching practices. This suggests that existing teacher professional development (TPD) initiatives do not effectively prepare teachers from the country’s disadvantaged schools to exploit the transformative potential of ETs, to change their practice and manage change within their complex and dynamic education contexts. Instead, ETs that originate in advanced economies are frequently assumed universally applicable and application-neutral. Informed by this perspective, TPD is designed to prepare teachers to use or teach with ETs, either emphasizing technical skills or competencies to use tools, or in rare cases focussing on the concepts, innovations and advancements of ETs. TPD models that systematically and explicitly prepare South Africa’s teachers from disadvantaged schools to exploit the transformative potential of ETs and change their practice is not available. This study employs a socially embedded, progressive transformation perspective to ET. Accordingly, while it is assumed ETs have the capacity to improve learning, the form and processes of improvement and change to teaching practices are understood as locally developed by teachers. Informed by this perspective, transformative ET integration is conceptualised as contextually embedded, locally developed innovation and knowledge production to effect change to teaching and improve learning driven by contextually specific requirements and priorities. The transformative integration of ETs emphasizes the need to develop teachers dispositions to innovate and create, to experiment and take risks. However, within the field of education in South Africa, teachers’ dispositions reflect capacities to reproducing the structures of the field intent on increasing the flow of cultural capital, rather than dispositions of creativity and innovation. This study employs a critical, socio-cultural design-based theoretical frame and asks how the transformation of teachers’ dispositions may translate into their transformative integration of emerging technologies. The ePlay MakerSpace model is conceptualised as providing both inculcation processes and enabling conditions to transform teachers’ dispositions. Using a design-based research approach, two iterations of the ePlay MakerSpace model are designed, enacted and formatively evaluated to refine the design principles for the ePlay MakerSpace inculcation processes and enabling conditions. Data is collected through teachers’ created artifacts, their reflections and online posts, the formative evaluations of each iteration, and school-visits and interviews with teachers 3 – 4 weeks after each ePlay MakerSpace iteration. The evidence presented indicates that the majority of teachers transformatively integrated ET in their classrooms and/or schools, to address local priorities and solve contextual challenges. Through a retrospective analysis of the data, the process to transform teachers’ dispositions was refined, as well as the design framework and design methodology for the ePlay MakerSpace. The study contributes to the development of theory relating to teacher change, and the processes and conditions that support teacher’ change.
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    Using game design elements in Moodle to enhance student engagement at a Mozambican University
    (2025) Tivane, Claudino Dias Luis; Ng'ambi, Dickson
    The modern educational technologies have brought significant positive changes but are also posing challenges for teachers and students within universities. The introduction of technologies such as Learning Management Systems (LMSs) and the entrance of digital natives into universities are contributing to the rapid integration of innovative educational practices, such as online learning. Online learning has gained traction in the new social reality, essentially after the peak of the COVID-19 pandemic, which forced universities to adopt new means to deliver education during global isolation. However, despite its increasing popularity, to engage students in online learning remains one of the challenges faced by today's university teachers. Various teachers adopt online learning, whether compulsory or voluntary, without adequate preparation and indicative guidelines to support in designing online learning. This often leads to low student online engagement and suboptimal learning outcomes. The aim of this study is to propose ways of using game design elements in Moodle to enhance student engagement and learning outcomes in higher education. Moodle is currently the most widely used open-source LMS for delivering online courses in numerous countries, including Mozambique. When Moodle is well implemented, it can effectively support the education process and lead to enhanced student learning outcomes. This platform allows teachers to incorporate elements, such as game mechanics and other attractive components, to promote student engagement. The integration of game mechanics into a non-game environment, referred to as gamification, is gaining popularity in the education sector. This study applies a Mixed Methods Case Study Research (MMCSR) approach to explore how to integrate gamification in the Moodle platform for supporting in enhancing student engagement and learning results. It begins with a contextual analysis and literature review for an in-depth understanding of the problem and designing the intervention at Eduardo Mondlane University (UEM), in Mozambique. The intervention consists of design principles informed by the Laurillard's Conversational Framework for applying gamification in the Moodle platform to motivate student engagement. Overall, three teachers and 112 students from UEM participated in the intervention conducted in this study. The study utilizes qualitative and quantitative data collection and analysis methods. The primary data sources were transcriptions of teacher interviews and a file containing responses of the students to the questionnaires. The open-ended questions responses data were coded based on the inductive approach. The QualCoder software is utilized in this study for helping in qualitative data analysis, while the SPSS program is applied in generating the graphical representation of the quantitative data. The findings suggest that the application of gamification elements increases student engagement and enhances learning outcomes. The gamification within the Moodle platform creates an enjoyable and meaningful online learning environment and motivate interactions in three of the five communication cycles in Conversational Framework. The gamification elements, such as points, levels, leaderboards, and immediate feedback stimulate students to engage in learning activities and are particularly support in facilitating the teacher communication cycle (TCC), teacher practice cycle (TPC), and teacher modelling practice (TMC), leading to enhanced learning outcomes. The study also shows that integrating gamification elements increase teachers and students' satisfaction towards the use of the Moodle platform, as well as their intention to continue using it.