#FEESMUSTFALL: Science Teaching during Student Unrest.
Student protests are a regular feature of the tertiary landscape. However, there are claims that disruptions and potential threats to the academic project at traditional universities can be partially mitigated by online teaching and learning. This paper reports on insights gained when the mode of in...
| Publicado en: | Alternation Vol. 25; no. 2; pp. 161 - 181 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Alternation, University of KwaZulu-Natal
2018
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=138184199&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 138184199 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 10231757 L2WQ jtl: Alternation issn: 10231757 maglogo: N pubinfo: dt: 2018 vid: 25 iid: 2 pid: 43625 pub: Alternation, University of KwaZulu-Natal artinfo: ui: 138184199 10.29086/2519-5476/2018/v25n2a7 ppf: 161 ppct: 20 formats: tig: atl: #FEESMUSTFALL: Science Teaching during Student Unrest. aug: au: Tekane, Rethabile Louw, Ina Potgieter, Marietjie affil: Department of Chemistry University of Pretoria Department for Education Innovation University of Pretoria su: Student activism Science teachers Phenomenography Distance education Courseware Blended learning sug: subj: Student activism Science teachers Phenomenography Distance education Courseware Blended learning keyword: #FEESMUSTFALL blended learning meta-reflection phenomenography student unrest tertiary science education ab: Student protests are a regular feature of the tertiary landscape. However, there are claims that disruptions and potential threats to the academic project at traditional universities can be partially mitigated by online teaching and learning. This paper reports on insights gained when the mode of instruction was changed at short notice from contact to online teaching during student unrests at a South African university in 2016. A phenomenographic approach was used to generate a meta-reflection on experiences as reported by lecturers from 13 science departments during a pecha kucha1 event (very short PowerPoint presentations) at the beginning of 2017. Video data was analysed inductively to generate six themes/categories, encapsulating aspects of the challenges experienced by the participants, the insights they had and the actions they took to address these challenges. This paper attempts to demonstrate the approaches taken by lecturers and how they incorporated the blended learning environment to support their students to complete the academic year, despite difficult circumstances. It offers useful pointers to affordances and weaknesses of the virtual learning environment when implemented at short notice to replace contact teaching. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2018 holdings: @attributes: islocal: N |
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