Browsing by Author "Koopman, Karen, J"

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    The Rise of the University without Classrooms after COVID-19
    (CSSALL, 2020) Koopman, Oscar; Koopman, Karen, J
    In this chapter we argue that university face-to-face teaching will gradually be replaced in the future with online teaching. In particular, we argue, this will happen in the light of the Fallist movement that has affected the university sector for the last five years and the current impact of the COVID-19 pandemic. Firstly, we begin by providing a succinct overview of the history of the South African university sector and the changes implemented in post-apartheid South Africa. We specifically outline the neoliberal agenda, which became the main force driving the university. Secondly, we discuss how South Africa’s new vision for higher education with its neoliberal policy agenda is nudging the university in the direction of online tuition. Thirdly, we examine the infrastructural readiness of universities for online teaching. We conclude by arguing that the financial constraints and global pressures imposed on the tertiary education sector have forced the university to implement cost-cutting measures by looking for cheaper modes of programme delivery to survive in an already financially challenging space.
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    Science Teachers’ Views and Applications of Technology-Based Teaching
    (Ubiquitous Learning: An International Journal, 2020) Koopman, Oscar; Van Wyk, Micheal, M; Koopman, Karen, J
    This paper investigates the following research questions: i) What are South African Further Education and Training physical science teachers’ views about the use of WhatsApp, Facebook, and YouTube in the classroom? and ii) How do they use these Web 2.0 applications in the delivery of their lessons? Phenomenology was used as a research paradigm, and one-on-one, semi-structured interviews were the main sources of data collection to elicit rich descriptions of the teachers’ views and experiences with Web 2.0 applications. Ten purposively selected teachers from two different provinces in South Africa participated in the study. All the teachers had more than fifteen years of teaching experience and taught in science-focused schools or technical high schools in the FET band. The findings show that, despite a lack of training and support from the local district offices, 7 of the 10 respondents had a positive disposition and epistemic openness toward WhatsApp, 1 of 10 responded positively to the use of Facebook, and all participants found YouTube to be an effective tool for lesson preparation. The findings have implications for teacher educators, and professional development programs are required to prepare and assist in-service and pre-service teachers with the dissemination of content in a technological, pedagogical space.