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... may be seasoned master reflectors who have developed a habit of constant critical reflection on their practices. These levels of reflection are crucial in mapping a professional learning environment and setting clear targets of how learning could proceed to the next stage of reflection (see, Figure 1.1 below). ...
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... exercise of reflection carries a strong motif of broadening one's intellectual horizon through researching and updating the undergirding theories, and making relevant integrating core concepts of a practice. These stages of reflection (as demonstrated in Figure 1.1) and the basic principles of reflection served us well as individuals at work in our writing retreats. ...
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... instance, VUT academic staff development practitioner, Masebala Tjabane (in chapter 2), identified the scholarship of teaching and learning (SoTL) as central to improving practices of academic staff. She has been using the scholarly teaching model developed by and inviting Pitso to staff induction programmes to embed SoTL in the teaching practices of academic staff (Figure 1.2). The model demonstrates the critical reflection that academic staff ought to engage in so as to improve and even transform their practices. ...
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... the other end of the epistemic spectrum, our practices are guided by informed subjectivity. In the middle of the epistemic spectrum rests pragmatism, where our practices proceed on the basis of what works at a particular point in time and within a particular context, and where instruments of both objectivity and subjectivity are creatively and innovatively applied -in ways that establish pragmatism as a separate genre of research, rather than just a cobbling up of different sets of research instruments (see Figure 1.4). ...
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... training feedback data from three open-ended questions and one closed question were analysed to produce the data visuals that follow. The qualitative data (see Figures 5.1, 5.2 and 5.3) were analysed using qualitative data software (NVivo11). The quantitative data (see Figure 5.4) were analysed using statistical data software (SPSS.V22). ...
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... data from the first question, "State up to two aspects of the workshop which were most valuable" (Figure 5.1), points to the fact that lecturers derived great benefit from their exposure to the various tools available in VUTela for teaching and learning. The mention of "practical exercises" and "hands-on approach to using Blackboard" shows that lecturers appreciated the opportunity to use the tools practically during the workshops. ...
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... key responsibility of facilitators in entrepreneurship education is to unlock the potential of students to generate as many ideas as possible within the limits of available resources. Various tools and techniques of creative problem-solving such as TRIZ (the engineering inventive problem solving technique illustrated in chapter 1, Figure 1.4), brainstorming, and any of multiple other available tools and techniques can be used during idea generation. Once ideas have been generated then facilitators help students put them into categories to measure degrees of flexibility of generated ideas. ...
Citations
... This study combines the theoretical interpretations of learning, collectively referred to as theories of independence, self-determination, and autonomy (Keegan, 2013), and include Freire's (1970) critical theory of learning, Invitational learning theory drawn from rhetorics (Pitso et al, 2014), and critical pragmatism (Tjabane, 2021). It contributes the concept of and justifies advanced remote learning. ...
This study examines the impact of AI chatbots as a communication medium on student engagement and support in higher education. The qualitative method and Interpretative Phenomenological Analysis (IPA) were employed as the research approach, utilizing in-depth semi-structured interviews. Purposive sampling was used to select 11 participants from the state of Kerala, India, in higher education. Data analysis followed the Systematic Text Consideration (STC), a five-step process, including framing meaning units, condensing meaning units, coding, creating sub-themes, and deriving themes. By exploring themes aligned with the UTAUT2 constructs, a comprehensive understanding of the factors influencing student engagement and support was achieved. A total of eight themes were identified, encompassing “Effectiveness and Limitations,” “Beyond,” “Enrichment,” “Optimization,” “Synergize,” “Streamlining Communication,” “Engage+AI,” and “Refine.” These themes provided compelling evidence of the transformative potential of AI chatbots in facilitating effective communication, enhancing engagement, and offering timely support. The study’s results carry significant practical implications for higher education institutions. Embracing AI chatbots, universities and institutions can enhance student engagement and support through efficient communication, personalized recommendations, and streamlined interactions. These chatbots offer a balance between quick assistance and human expertise, optimizing both routine tasks and complex inquiries. Additionally, addressing security and privacy concerns is crucial to fostering trust and successful integration. Overall, embracing AI chatbots can transform the educational experience, making it more efficient, engaging, and supportive for students in higher education.
... This study combines the theoretical interpretations of learning, collectively referred to as theories of independence, self-determination, and autonomy (Keegan, 2013), and include Freire's (1970) critical theory of learning, Invitational learning theory drawn from rhetorics (Pitso et al, 2014), and critical pragmatism (Tjabane, 2021). It contributes the concept of and justifies advanced remote learning. ...
Institutes of higher education (IHEs) have to consider benefits of remote learning post-pandemic. Retrogression to physical contact is counterproductive. The hasty implementation of remote learning during the pandemic deprived IHEs of opportunities to efficiently enact and theorise about it. Post-pandemic, IHEs have opportunities to theorise about remote learning hence the questions; a) what type of learning emerges when asynchronous and technology-as-essence framework undergirds students learning? b) What benefits accrue when chat-Generative Pre-training Transformer (chat-GPT) is infused into students learning? Use of synchronous learning and technology-as-utility framework to underpin remote learning during the pandemic was intended to retain most of physical contact learning traditions. Teachers and students met synchronously and simultaneously online for learning to occur. IHEs safeguarded their operational efficiency to minimise the disruptive nature of remote learning. The purpose of the study was to theoretically examine effects of asynchronous learning and “technology-as-essence framework on students learning. Asynchronous learning occurs when students registered on the same course learn online on their own schedule without any real-time interactions with teachers. This phenomenon occurs when remote learning develops through technological advances that, beyond 2030, would most likely stream educational courses similar to Netflix. One such technological advance is chat-GPT. A study was undertaken to better understand it. 15 multi-disciplinary advanced undergraduates tested out chat-GPT on their assignments and a concrete problem. Chat-GPT lessened the time of doing assignments and improves students’ problem solving abilities. AI systems advances have a positive effect on students learning. The study addresses the positive impact of asynchronous learning and advances in technology on IHEs.
