Research Publications - CIECT

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https://hdl.handle.net/10566/9228

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Browsing by Subject "Blended learning"

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    eLearning Colloquia enhance a Community of Practice : Reflections
    (2018) Liesl, Leonard; Kies, Carolynne; Braaf, Norina
    In this context specific reflection on an annual eLearning Colloquia hosted by the Centre for Innovative Education and Communication Technologies (CIECT) at the University of the Western Cape (UWC), in Cape Town, South Africa; the researchers explore how the colloquia contributed to the institutional Community of Practice (CoP). Furthermore, it highlights the shifts in the institutional discourse on blended teaching and learning practices over an eight year period. The paper showcases CIECT’s efforts in driving the effective use of eTools to increase awareness and understanding of concepts such as agency, culture and structure. This awareness is critical in a post-modern Higher Education (HE) setting where the need to create a knowledge-intensive institutional culture exists. The human agents are central to the formation of a sustainable CoP which contributes to effective teaching and learning practices. Secondary data was used for the study and non-probability, purposive sampling resulted in a sample group of 78 individuals comprising of the Instructional Design team as well as the academic staff members at UWC who utilize the institutional Learning Management System or a range of Personal Learning Environments (PLEs) in their teaching and learning practices.
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    Lessons learnt: support interventions during a blended course for teacher-educators from urban and rural settings
    (Scientific research, 2014) Stoltenkemp, Juliet; Kabaka, Martha; Braaf, Norina
    This comparative case study research focused on the design and delivery of a blended Programme for professional working teacher-educators from both urban and rural settings. The overall purpose of the Programme was to enhance the educators’ Information Communication Technologies (ICT) skills, with emphasis on eTools for supporting teaching-and-learning methodologies. Two groups of teacher-educators undertook the course as part of their Professional Development (PD). For the educators situated in the rural setting, the course was integrated into their Bachelor of Education (Honours) Degree Programme. A strong facilitation and support approach was maintained throughout the Programme to encourage self-directed learning. A case study approach was adopted to explore the experiences in the overall implementation and impact of the Programme. The research reflects on the findings which include: Programme design and structure; critical face-to-face interaction; access to resources impact time management; design a support structure for the monitoring and evaluation of the Programme; educators as self-directed learners; eTools enhance teaching-and-learning methodologies; and personal barriers which hinder Programme commitment.