Centre for Innovative Education and Communicative Technologies

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Browsing by Author "Dankers, Paul"

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    Advances made by the University of the Western Cape in the support of remote online teaching and learning for student success and access
    (University of the Free State, 2023) Dankers, Paul; Stoltenkamp, Juliet
    During the COVID-19 pandemic, ongoing advances were made by higher education institutions (HEIs) to support remote online teaching and learning for student success and access, which are increasing areas of research. The major objective of this paper is to address the shift to remote teaching and learning practices that Covid precipitated in higher education. We report on literature that captures the ongoing shift to remote teaching and learning practices. The response of the University of the Western Cape (UWC) to the crisis of the pandemic will be highlighted. Various themes related to the pedagogical value of emergency remote teaching (ERT), online learning, and continual post-pandemic support are discussed. We examine how challenges presented new opportunities for curriculum innovation and transformation at the UWC. The focus is the importance of a continual professional academic support structure and post-covid awareness campaigns in order to sustain fully online and hybrid teaching and learning approaches. Recommendations highlight that departments across faculties need to focus on training and support with regard to the attainment and effective application of eSkills and eTools; and that there is a need to intensify this, especially as part of the broader curriculum transformation agenda. More research that focuses on ongoing advances in the support of remote online teaching and learning for student success and access during a pandemic is necessary.
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    Contribution of blended learning technologies and teaching practices to student success
    (2021) Nelson, atthew-Chad; Stoltenkamp, Juliet; Dankers, Paul
    Student success and the perceptions of success are growing areas of research. At the University of the Western Cape the impact that using a learning management system in blended learning approaches had on student success and perceptions of success was unknown. The research investigated perceptions of lecturers and students of the Arts Faculty regarding student success, and whether perceptions of student success, the use of technologies and blended teaching and learning approaches were interrelated. A mixed method approach was used, in which qualitative and quantitative methods were applied. All groups of participants agreed that the use of a learning management system to enhance a blended learning approach contributed to student success. These findings agreed with other research conducted by international scholars. More research that focuses on how technologies impact on the success of individual students, and the interrelatedness of technologies, learning approaches and student success is necessary.
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    Designing online learning environments in higher education: Building capacity of lecturers to design and facilitate blended e-pedagogy for mature students
    (University of the Western Cape, 2022) Stoltenkamp, Juliet; Dankers, Paul
    Amidst the spread of COVID-19, higher education institutions (HEIs) in South Africa were compelled to offer academic programmes through online learning by utilising digital information and communication technologies (ICT) that were specifically designed to deliver content to mature students who used technology in their learning. This chapter focuses on the effective design of blended-learning environments and building the capacity of lecturers to design and facilitate interactive, blended e-pedagogy for mature students. We use the adapted ADDIE model to illustrate how lecturers can design and facilitate blended e-pedagogy for mature students. In fact, the COVID-19 crisis catapulted blended e-pedagogy to centre stage in higher education and created the need for: e-pedagogy training; the refining of e-tools; collaborative e-tools; and online assessment e-tools.
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    Leadership in education: The impact of leadership on the successful implementation and support of remote teaching, learning and assessment
    (2023) Stoltenkamp, Juliet; Dankers, Paul
    The stimulus of collective leadership across all faculties is pertinent to the successful implementation and assessment of sustainable remote teaching and learning support. This study identified the role leadership had at a Higher Education Institution (HEI) in South Africa. Of particular interest was the collective leadership shown at all levels across academic faculties, departments, and professional support teams to ensure that remote teaching and learning were sustainable. A mixed-method research approach was used, in which qualitative and quantitative methods were applied. Leaders agreed that the influence of leadership affected the implementation and support of remote teaching and learning for students both negatively and positively. The findings of the study agreed with other research conducted in this field.
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    The Perception of Digital Academic Literacy Tutors during the COVID-19 Pandemic at the University of the Western Cape
    (University of the Western Cape, 2022) Dankers, Paul; Stoltenkamp, Juliet; Tuscany, Donson
    The abrupt transition in teaching and learning styles and the challenges faced by online tutors as a result of the COVID-19 pandemic are increasing areas of research. At the University of the Western Cape (UWC) preparing for the transition had an impact on tutors who had to make major adjustments to their tutoring. The research presented here investigated the perceptions of tutors and the challenges they faced by restrictions caused by the COVID-19 pandemic as they adapted to teaching remotely, and the limitations of access to online resources. A mainly qualitative approach with an element of triangulation was followed, in which qualitative and quantitative methods were applied. All participants agreed that the abrupt transition to online teaching and learning highlighted the type of conversations that should take place to fast track processes and provide greater online resources and support for tutors. These findings agreed with research conducted by international scholars. More research that focuses on tutors and how they were affected by the abrupt transition to online teaching in relation to the provision of data is necessary.
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    A teleological interpretation of Bonhoeffer’s concept of “A World Come of Age”
    (Wiley, 2023) Dankers, Paul; Willerton, Christian
    This paper explores Dietrich Bonhoeffer’s concept of “the nonreligious interpretation of biblical terms in a world come of age,” best known from his Letters and Papers from Prison (LPP). As a case study of its possibilities, we will survey South African thinkers who have explored the concept in rapidly changing contexts. Our leading question is whether academic theology can develop a teleological narrative for a nation that has “come of age.” When a nation or culture becomes so secular that it “outgrows” a traditional use of biblical terms, can those terms be reinterpreted to provide a teleological narrative for the nation? Bonhoeffer can be a resource for academic theologians to address issues in public theology, especially the suffering and oppression of communities still in pain despite a democratic system.