Research Publications - CIECT
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Browsing by Author "Mokwele, Tebogo"
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Item ‘Digital Natives’ Require Basic Digital Literacy Skills(University of the Western Cape, 2016) Leonard, Liesel; Mokwele, Tebogo; Siebrits, Andre; Stoltenkamp, JulietThis paper discusses a Digital Academic Literacy (DAL) Programme at the University of the Western Cape (UWC). It highlights the programme's response to and alignment with emerging South African Higher Education (HE) national policy imperatives and discourses which include, the effective integration of ICTs for teaching-and-learning; and the need to increase and continue large-scale targeted work. This specific student development programme is deliberated within a paradoxical context, where on the one hand there are claims by Marc Prensky that the Digital Natives use of ICTs are significantly increased from their predecessors; and on the other hand, many of these Digital Natives still require basic digital literacy training and support. The study highlights how gaining the necessary ICT support, better equips students to cope academically while, attaining skills which enhance employability. The researchers discuss the exponential growth of the DAL Programme, catering to first year students across departments, as well as the need for further expansion to accommodate all students who lack the necessary digital literacy skills to succeed at university. A mixed-method approach is adopted, using both quantitative and qualitative evidence. Data was retrieved from the intranet of the Centre for Innovative Education and Communication Technologies (CIECT) as well as, via an internet-based online survey. Other data includes student assessment results after engagement in the DAL Programme as well as, contributions by field experts. Moreover, the researchers highlight the importance of critical change management processes to ensure the sustainability and quality of the programme.Item The impact of tutoring in the digital academic literacy programme on graduate attributes at the University of the Western Cape(2015) Siebrits, André; Stoltenkamp, Juliet; Mokwele, TebogoThis study reports on the impact of a Tutor Work-Study Programme, within the Digital Academic Literacy Programme (DAL) at the University of the Western Cape (UWC), South Africa. This study was prompted by the need to investigate the impact of peer (student) tutoring initiatives on tutors’ learning, academic studies and future career preparation. This paper seeks to make a contribution to the broadening of conceptions regarding impact of tutoring programmes from knowledge gains in the recipients, to gains (and impediments) conferred to tutors supporting the delivery of the material. While the enquiry focuses primarily on the DAL tutors, it also includes an account of the impact of the tutors on the delivery and facilitation of programme, and on the registered UWC students served by it. A mixed-methodology is employed, incorporating qualitative and quantitative data, drawn from questionnaires and interviews. The sample consists of the tutors in the programme (second semester, 2014) who agreed to take part in the study, as well as the three facilitators. Data are also drawn from a semester-end evaluation regarding tutoring. Findings reveal that participation in the DAL Programme had a strongly positive impact on the tutors, especially in skills gains and general career preparation. The tutors also had a strongly positive impact on the delivery and the facilitators. Finally, while most students enrolled in the DAL Programme were satisfied with the quality of the support and expertise provided by tutors in class, some areas for improvement are identified. Ultimately, the need to reflect critically on student interventions at Higher Education Institutions must be taken seriously, especially in the context of producing professional, knowledge