UWCScholar :: Browsing by Author "Bharuthram, Sharita"

Browsing by Author "Bharuthram, Sharita"

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Attending to the affective: exploring first year students� emotional experiences at university
(South African Journal of Higher Education, 2018) Bharuthram, Sharita
This study engaged students at the affective level in order to acquire a better understanding of their emotional experiences at university with the ultimate aim of improving teaching and learning. A qualitative research study was undertaken whereby students wrote about their feelings at that particular moment, on two different occasions in a semester. The data reveals that students used mostly negative descriptors to express their emotions some of which included feelings of self-doubt, alienation, loss of identity and not belonging to the university and their disciplinary community. The feelings expressed by students show that their emotions constitute the very core of their being and are therefore intertwined with the way they perceive their studies and themselves as students and as individuals. Hence, it is argued that emotional factors cannot be disentangled from teaching and learning and that spaces need to therefore be created in the curriculum for the inclusion of the affective domain.
Co-constructing a rubric checklist with first year university students: A self-assessment tool
(University of Jyv�skyl�, 2017) Bharuthram, Sharita; Patel, Mahmoud
This paper reports on a study in which students co-constructed a rubric checklist with their lecturer and which they used to assess themselves. Data were collected by means of a student questionnaire, tutor feedback, as well as tutors� and lecturers� observations to ascertain students� experiences and opinions of the design process and of using the tool to self-assess. The findings show that co-designing the rubric checklist with students increased their motivation and enhanced students� confidence in completing the task. In addition, students gained enormous benefits from using the rubric checklist as a self-assessment tool. Reflecting critically on the feedback received from students and tutors the authors argue that for enhanced student engagement in the teaching and learning process they should be involved as active participants in the assessment processes. In addition, students need to learn to assess the quality of their own work early in their academic career with continuous guided practice throughout their studies with the intention of making the practice of self-assessment a norm rather than an exception, thereby creating independent reflective learners.
Evaluation of assessment skills using essay rubrics in student self-grading at first year level in higher education: a case study
(South African Association for Language Teaching, 2018) Bharuthram, Sharita
This paper reports on a study in which students self-graded an assessment task with the aid of an assessment rubric. On comparing student selfgrades with those of the tutor it was found that majority (72.6%) of the students failed to demonstrate good self-assessment skills with student grades ranging from 25 less than the tutor grade to an overestimation of 36 above the tutor grade. Consistent with other research studies the results further show that weaker students graded themselves higher than the better performing students. However, there was a tendency for male students to grade themselves higher than female students. Analysis of the qualitative data reveals that students� feelings about self-grading may play a role in the grades they assign themselves. The author therefore recommends that affective factors need to considered and addressed prior to the self-grading task. Furthermore, it is evident that rubrics alone may not necessarily improve selfgrading and that internalisation of the rubric criteria and standards, as well as practice is crucial. Finally, in order to produce graduates who are able to appraise their performance, selfassessment should be embedded early in the students degree programme and be sustained throughout the degree.
Extending boundaries: Team teaching to embed information literacy in a university module
(UNISA, 2020) Bharuthram, Sharita; Mohamed, Shehaamah; Louw, Gerald
In today�s knowledge-based economy, the role of universities in preparing students to be information literate and independent thinkers and researchers is crucial. Information literacy (IL) skills enable students to become researchoriented, hold critical approaches to knowledge, be critical thinkers, consider things from different perspectives, develop their own ideas and defend and share these in an ethical manner. University students are often expected to access, process, evaluate and synthesise information from a number of sources in order to complete their assessment tasks. To do this efficiently, they need to possess good IL skills. This article postulates that students� IL skills can be successfully fostered and enhanced if academics and academic librarians enter into a partnership to collaboratively develop students� IL skills. The article discusses an intervention at the University of the Western Cape, South Africa that entailed embedding IL skills in an academic literacies (AL) course offered to first-year students in the Faculty of Community and Health Sciences.
Introducing e-learning in a South African Higher Education institution: challenges arising from an intervention and possible responses
(Blackwell, 2013) Bharuthram, Sharita; Kies, Carolynne
This article draws on research conducted at a tertiary institution in South Africa as part of the redesigning of an English for Educational Development (EED) course to include an e-learning online discussion component. The subject material used was based on HIV/ AIDS topics that students had to debate within an online discussion forum. Framed by the concept of Multiliteracies and the Social Constructivist view of teaching and learning, this study problematizes students� experiences of the online component in an attempt to explore the potential benefits of and challenges in using e-learning in teaching and learning and the extent to which e-learning should be adopted into the EED curriculum. The benefits derived and challenges faced by the students and the writers during the implementation of the intervention are presented with the aim of generating further discussions from researchers on national and international levels. This article briefly contextualizes the study by providing some background information, theory and the research process. It then draws on a number of evaluation tools ranging from course evaluations; classroom discussions and observations; reflective notes; as well as minutes of meetings to evaluate both students and writers participation and experiences
Lecturers� perceptions: the value of assessment rubrics for informing teaching practice and curriculum review and development
(Taylor and Francis, 2015) Bharuthram, Sharita
The assessment rubric is increasingly gaining recognition as a valuable tool in teaching and learning in higher education. While many studies have examined the value of rubrics for students, research into the lecturers� usage of rubrics is limited. This article explores the lecturers� perceptions of rubrics, in particular, its use and design, the role it can play in informing one's teaching practice and in curriculum review and development. The data shows that many lecturers use the rubric in a very mechanical and unconscious manner and view it mostly as a grading tool with limited instructional value. While acknowledging the rubric as a reflective tool for students, lecturers do not perceive it as having the same benefits for them. The findings, therefore suggest more conversations around the role that rubrics can play in informing one's teaching practice and course design. It also suggests further research into this area.
Making a case for the teaching of reading across the curriculum in higher education
(Education Association of South Africa (EASA), 2012) Bharuthram, Sharita
Over the past two decades there has been much written in the literature about the importance of reading and the importance of teaching students reading strategies to improve their reading comprehension. Reading is one of the most important academic tasks encountered by students. In higher education, students are exposed to a number of texts and textbooks that require independent reading. At this level they are expected to comprehend what they read so that they can analyse, critique, evaluate and synthesize information from various sources. Many students entering higher education are not adequately prepared to meet these challenges. This article highlights the literacy situation in South Africa with a particular focus on reading both in school and in higher education. In addition, the article highlights the importance of teaching students reading strategies across the curriculum in order to improve their reading comprehension, thereby enhancing their chances of academic success. The implications of this research for policy makers and academics in higher education institutions are outlined and some suggestions are made.
The reading habits and practices of undergraduate students at a higher education institution in South Africa: a case study
(Independent Institute of Education, 2017) Bharuthram, Sharita
Research conducted in South Africa has shown that the reading literacy level of students entering higher education is lower than is desirable. In an attempt to gain an understanding of students� reading habits and practices, this study explored students� goals in reading, the challenges they face while reading, and the reading behaviours experienced and modelled in their homes. The data were collected by means of a student questionnaire and interviews. The findings of this research have implications for all stakeholders, as they show that reading is marginalised at all levels, and that measures need to be implemented immediately to develop positive reading habits and practices in students. Amongst other things, it is suggested that in order to position students as producers of knowledge, it is imperative for lecturers in various disciplines to play a greater role in encouraging students to read and in helping them attain the reading conversancy required in these lecturers� disciplines.
Reflecting on the process of teaching reflection in higher education
(Taylor and Francis, 2018) Bharuthram, Sharita
Higher education plays an important role in nurturing life-long learning and critical citizenry. One way to foster these is through developing a reflective practice. Given the importance of reflection, this article discusses the process of teaching reflection in my course, and students� responses to these lessons, with a focus on their understanding of what it means to reflect and on its benefits and challenges. The findings reveal that, while most students are able to adequately articulate what reflection is, they are not able to translate this understanding into practice, and reflection is not viewed as a learning strategy. Students find reflecting on personal issues easier than reflecting on discipline-related ones, and language proficiency could play a role. A reflective practice can be inculcated in students and can lead to the development of criticality; however, the methods used to facilitate this process are crucial. While some of the above findings may be attributed to shortcomings in the course, the article concludes that, for greater effectiveness and for reflection to be viewed as an important practice in developing criticality, as well as a life-long learning practice, the teaching of reflection should be embedded in meaningful and productive ways throughout the curricula.
Students� navigation of the uncharted territories of academic writing
(Taylor & Francis, 2013) Bharuthram, Sharita; McKenna, Sioux
Many students enter tertiary education unfamiliar with the �norms and conventions� of their disciplines. Research into academic literacies has shown that in order to succeed in their studies, students are expected to conform to these norms and conventions, which are often unrecognized or seen as �common sense� by lecturers. Students have to develop their own �map� of their programme�s expectations in order to make sense of the seemingly mysterious practices they are expected to take on. This study, undertaken at a University of Technology in South Africa, details students� perceptions of their writing difficulties and their attempts to navigate their way through various writing tasks. The findings reveal that students experience a range of difficulties and that the students often feel unsupported in their travails with academic writing.
What lies beneath tutors' feedback? Examining the role of feedback in developing 'knowers' in English studies
(The University of the Western Cape, 2017) van Heerden, Martina; Clarence, Sherran; Bharuthram, Sharita
Feedback plays an important role in student learning and development in higher education. However, for various reasons, it is often not as effective as it should be. Many studies have attempted to �solve� the feedback situation by finding new ways to give feedback, or by exploring the various perceptions around feedback to see where the problem lies. In many of these studies, however, the purpose of feedback within disciplines are taken for granted or not actively made visible. This study therefore explores how (or whether) the practice of feedback aligns with the often hidden, taken for granted purpose of feedback in a discipline. The study focused specifically on English Studies, an undergraduate first year literature course at the University of the Western Cape. As the nature of the discipline is often invisible, even to those who are familiar with the course, the study drew on Legitimation Code Theory, and specifically the dimensions of Specialisation and Semantics, to make the invisible purpose of the discipline more visible. In so doing, it sought to enable a clearer understanding of what the purpose of feedback should be; namely, consistent with the underlying purpose of the discipline. English Studies was classified as a rhizomatic knower code, which means that what is valued in the discipline is not possessing knowledge as a study-able concept, but rather possessing the required aptitudes, attitudes, and dispositions. Feedback plays an important role in developing these knower attributes. The study took a qualitative case study approach to obtain a full, detailed account of tutors� feedback-giving practices. Data was collected from a small group of participant tutors, via questionnaires, focus group meetings, individualised interviews, and written feedback on sample essays provided by the tutors. 962 comments, spread over 65 essays, were analysed. The study found that, in terms of Specialisation, there was a misalignment between the purpose and the practice of feedback: feedback did not predominantly and/or progressively focus more on making the knower code more visible. Instead, the feedback was largely focused on a relativist code and a knowledge code. This indicates that students may be being misled about what is valued in the discipline. Additionally, in terms of Semantics, it was found that the feedback, given on single-draft submissions, would be more useful in a drafting cycle and that learning from the feedback was made difficult by the context-dependent comments that were either too complex to be enacted, or would be more appropriate in a drafting cycle. Ultimately, it was found that if there is not a careful consideration of what feedback should focus on, students may be misled about what is valued in the discipline. This could have effects beyond merely passing or failing the course.
What lies beneath: exploring the deeper purposes of feedback on student writing through considering disciplinary knowledge and knowers
(Taylor & Francis, 2017) van Heerden, Martina; Clarence, Sherran; Bharuthram, Sharita
Feedback plays an integral role in students� learning and development, as it is often the only personal communication that students have with tutors or lecturers about their own work. Yet, in spite of its integral role in student learning, there is disagreement between how students and tutors or lecturers perceive the pedagogic purpose of feedback. Central to this disagreement is the role that feedback has to play in ensuring that students produce the �right� kinds of knowledge, and become the �right� kinds of knowers within their disciplines. This paper argues that, in order to find common ground between students and tutors or lecturers on what feedback is for, and how to both give and use it effectively, we need to conceptualise disciplinary knowledge and knowers anew. We offer, as a useful starting point, the Specialisation dimension of Legitimation Code Theory as both practical theory and methodological tool for exploring knowledge and knowers in English Studies and Law as two illustrative cases. The paper concludes that this analysis offers lecturers and tutors a fresh understanding of the disciplinary knowledge and knower structures they work within and, relatedly, a clearer view of the work their feedback needs to do within these.

Browsing by Author "Bharuthram, Sharita"

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