Browsing by Subject "learning"

Now showing 1 - 3 of 3
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    Open Access
    Changing Centres of Teaching and Learning an analytical review
    (UCT, 2021) Czerniewicz, Laura
    This analytical review reflects on the ways that centres for teaching and learning in universities are formulated and how they might change to best respond to and address the changing needs of students, academics and institutions in a post pandemic era. Drawing on discussions with experts, personal experience and grey literature, the key considerations to be addressed are articulated, in order to spell out the options for CTLs in a variety of contexts
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    Open Access
    Short-run subsidies, take-up, and long-run demand for off-grid solar for the poor: Evidence from large-scale randomized trials in Rwanda
    (2019) Clarke, Rowan Philip; Visser, Martine
    More than a billion people lack access to modern electricity and instead rely on kerosene and other dirty lighting sources, grid expansion is not expected to keep pace with population growth, and both contribute to climate change. Moreover, pneumonia is the leading cause of death for under-fives in the world and kerosene smoke is a significant risk factor. For-profit distribution of low-cost solar LEDs has been touted as an answer, but adoption remains low, especially by the poorest. This study estimates demand curves for both the initial price of low-cost solar LEDs as well as the subsequent user fee for repeated purchases, while also estimating the impact of shortrun subsidies, or a free trial period, on long-run demand. We find uptake is highly sensitive to price with most households purchasing at zero price and none at full cost. Furthermore, using unique objective big data on long-term usage we show that households that received lights for free use their lights as much as those that paid a positive price, disproving the notion, in this context, that consumers will not use goods they received for free. Finally, we find short-term subsidies for user fees actually increases long-term demand in the context of repeated purchases.
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    Student practices in copyright culture: accessing learning resources
    (Taylor & Francis, 2016) Czerniewicz, Laura
    Using Schatzki’s practices framework as a lens, this paper reports on the practices of university students accessing learning resources at a research-intensive university in South Africa. Using a mixed-methods approach, 1001 survey responses and 6 focus groups were analysed to explore how students in three professional disciplines access learning resources, with the focus on digitally mediated piracy practices. The findings suggest a blurring between the legal and the illegal and indicate the normalcy of piracy practices, with nuanced distinctions and understandings manifest.