Browsing by Subject "university"

Now showing 1 - 4 of 4
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    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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    Dikakapa everday heroes - African journeys to success
    (2013) Xulu, Khethelo; Kiravu, Agano; Nofemela, Andile; Ndlovu, Hlumani; Moholisa, Retsilisitsoe; Abera, Aron
    This book, Dikakapa Everyday Heroes: African journeys to success, is the proud initiative of a social intervention project called Dikakapa: Every-day Heroes. "Dikakapa Everyday Heroes: African journeys to success" is a collection of short personal stories by young Africans. In the book, the authors exercise self introspection and examination to reflect on how they navigated the formal education system (matric and/or tertiary level) to emerge as winners in their chosen career paths. It is a motivational tool for those aspiring to join tertiary institutions and is an invaluable resource for new university entrants who often struggle to balance their new found independence with the demands and discipline that varsity requires.
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    Profiles of freshman physics' views on the nature of science
    (Wiley, 2009) Ibrahim, Bashirah; Buffler, Andy; Lubben, Fred
    The views on various aspects of the nature of science (NOS) of 179 novice undergraduate physics students were investigated using six open-ended, written probes. These views were consolidated within compact NOS “profiles,” which were designed based on the students' responses to the probes. These profiles may be understood as sets of key descriptors, which represented the variation in the views of individual students in a succinct way. The views of 86% of the sample were found to be represented by four profiles, each containing five descriptors. The consequences for the teaching and learning of tertiary science, and advantages for linking NOS views to other research observables were explored.
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    The habitus and technological practices of rural students: a case study
    (2014) Czerniewicz, Laura; Brown, Cheryl
    This paper describes the habitus and technological practices of a South African rural student in his first year at university. This student is one of five self-declared rural students, from a group of 23 first-years in four South African universities, whose access to, and use of, technologies in their learning and everyday lives was investigated in 2011 using a 'digital ethnography' approach. Their digital practices, in the form of their activities in context, were collected through multiple strategies in order to provide a nuanced description of the role of technologies in their lives. The student reported on here came from a school and a community with very little access to information and communication technologies (ICTs). While the adjustment to first year can be challenging for all students, the findings show that this can be especially acute for students from rural backgrounds. The study provides an analysis of one student's negotiation of a range of technologies six to nine months into his first year at university. Earlier theoretical concepts provide a lens for describing his practices through a consideration of his habitus, and access to and use of various forms of capitals in relation to the fields - especially that of higher education - in which he was situated.