Browsing by Author "Tshabalala, Dongwa Timothy."
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Item Exploring lecturers' experiences of e-learning resources in the teaching of history at universities in South Africa=Ukuhlola ulwazi lwangemuva lwabafundisi oluthinta ukufundisa ngohlelo lwezobuchwepheshe uma kufundiswa ezomlando emanyuvesi aseNingizimu Afrikha.(2021) Tshabalala, Dongwa Timothy.; Khoza, Simon Bhekumuzi.A call for 21st century teaching and learning places History among the critical disciplines of the century. In response to this call, the teaching and learning of History becomes critically placed in a trajectory discourse of connectivity, affordability, most importantly pedagogical contextual dichotomy. The contextual dichotomy between the traditional conventional pedagogic context and the e-learning pedagogic context is exacerbated by various contextual issues. The advent of globalisation, massification, the Fourth Industrial Revolution and currently COVID-19 pandemic all have a bearing on pedagogic implications. This study explored lecturers’ experiences of e-learning resources, since they bear the brunt of the above. The study consulted prominent international and local scholars’ contributions to the topic to fuse the horizons of conceptualisation. The literature suggested three reflective representations of lecturers’ experiences: the personal, social, and professional. The study connects e-learning experiences to the three reflective experiences, as well as to e-specialisation (professional), egeneralisation (social) and e-connection (personal). An interpretive paradigm is employed, as it is appropriate for interpreting the phenomenon of experiences. A qualitative research methodological design is employed with hermeneutic phenomenological strategies. Semi-structured interviews, observation, and document analysis are the data generation methods used. Non-probability sampling methods were employed with purposive sampling of six participants from two universities in South Africa. Ethical protocols were followed in conducting the study. Participants responded to three main research questions: What e-learning resources do lecturers use in the teaching of History?; How do lecturers use e-learning resources in the teaching of History?; and Why do lecturers use learning resources in the way they do? Three themes emerged from participants’ responses: the expository (exposure) to e-learning resources, empirical (practical) experiences, and scientific (disciplinary) experiences with e-learning resources. Three more themes emerged from the philosophical thinking of participants, which involve subjectivisation (personal), socialisation (social) institutionalisation (professional). Findings were theorised employing the unified theory of acceptance and use of technology (UTAUT) and UTAUT2 extension. Participants reflected six variables of the UTAUT and UTAUT2 theory: performance expectancy, effort expectancy, behavioural intention, facilitating conditions, technology use, and social influence. The study shows that lecturers do not apply an e-leaning pedagogic theoretical analysis in the use of e-learning resources. IQOQA Ikhwelo lekhulu leminyaka engamashumi amabili nanye mayelana nokufunda nokufundisa kubeka isifundo somlando phakathi kwezinye izifundo ezihlaba inhlali kulelikhulu leminyaka. Ukuphendula leli khwelo, ukufunda nokufundisa umlando kuvela kubekwa ngendlela enokusola emgudwini wengxoxo yokuxhumana, amandla okwenza, okubaluleke kakhulu ngesimo sokufundisa esiphikisanayo. Isimo sokuphikisana phakathi kwesimo sokufundisa ngendlela endala kanye nokufunda nokufundisa ngokwesimo sobuchwepheshe kuqhubezela phambili izimo ezahlukene zamaphuzu. Ukufika komhlababuhlangane, udungadubelwenhlanganiso, ukuphenduka kwesine kowezimboni kanye nesimo sobhubane (COVID-19) konke kuba nogcobho mayelana nokufundisa. Lesi sifundo sihlola abafundisi basenyuvesi mayelana nekhono lesu lokufunda ngobuchwepheshe, njengoba kuveza ubunzima. Isifundo sithungele injobo kwabaziwayo emhlabeni jikelele kanye nomkhaya wezifundiswa ukuhlanganisa imiqondo esabalele. Imibhalo iphakamisa okuthathu okuveza ukumeleka kokwazi kwangaphambili kwabafundisi kuqobolwabo, enhlalweni, kanye nangokomsebenzi. Isifundo sixhumana nokwazi kwaphambilini kokuthathu okubonisa ulwazi lwangaphambili, kanye nobungoti ngobuchwepheshe, nobucwepheshe ngokufunisela ngokwenhlalo kanye nokuxhumana ngokobuchwepheshe bomuntu ngqo. Ipharadama ehumushayo isetshenzisiwe, njengoba kufaneleka ukuhumusha isimo sokwazi kwangaphambili. Umqopho wendlela yokucwaninga ngekhwalithethivu usetshenzisiwe ngesu lokubhala ngqo okucwaningwayo. Inhlolokhono enesakhiwo esincane, ukuhlola, kanye nokuhlaziya imiqulu kuyizindlela ezisetshenzisiwe ukuphehla ulwazi. Amasampula angenawo amathuba asetshenziswa nesampula lenhloso kwabayisithupha ababamba iqhaza abezikhungo ezimbili zaseNingizimu Afrikha. Izimiso zokuziphatha zalandelwa ekwenzeni lesi sifundo. Ababambi qhaza baphendula imibuzo ngqangi emithathu: (1) Anjani amasu okufunda ngobuchwepheshe asetshenziswa abafundisa umlando? (2) Ngabe bawasebenzisa kanjani abafundisi bomlando amasu okufunda ngobuchwepheshe? (3) Kungani abafundisi bomlando besebenzisa amasu okufunda ngobuchwepheshe ngendlela abenza ngayo? Izindikimba ezintathu zavumbuka ezimpendulweni zababambiqhaza: (1) ukwaziswa ngamasu okufunda ngobuchwepheshe, (2) ikhono lokwenza kanye (3) namasu omkhakha wolwazi lwangaphambili wokufunda ngobuchwepheshe.Item Exploring the mediating of grade 12 history teaching and learning through the use of the internet-based resources in a public high school in KwaZulu-Natal : a case study of a high school in eThekwini South.(2013) Tshabalala, Dongwa Timothy.; Khoza, Simon Bhekumuzi.The study uses a case study of a public high school in Ethekwini (Durban) south in KwaZulu-Natal to find out about the mediating of Grade 12 History teaching and learning through the use of the Internet-based resources. The researcher taught History for more than seventeen years in a disadvantaged high school. In all those years he noticed that the allocation of resources in schools was done according to subjects offered. In his observation, History is perceived as the less demanding of them all. As a result of that when best technologically enhanced teaching resources are distributed it is often left behind. Literature also confirm that History is marginalised in schools as teachers do not use electronic or technologically enhanced resources to tackle higher order skills (Guy, 2002; Rapoussi & Tutiaux-Guillon, 2010; Zhao, 2004). The study employs qualitative interpretive strategy as it may help in revealing personal preferences and experiences of individual participants. The study frames its theory on Entertainment-Education Theory as it relates to its questions. Data was generated through semi-structured interviews of two Grade 12 History teachers; document analysis and observation were used as they compliment interviews. The purpose of this study is to explore the mediating of Grade 12 History teaching and learning through the use of the Internet-based resources in a public high school, find out how these resources are used and why they are used by teachers. Guided analyses were used in this study as it came from its theory and data generated. Results signalling identified themes were reported. The findings of the study indicated that teachers mediate teaching and learning through the use of the Internet-based resources to enhance teaching and learning. The study further revealed that there is a need and awareness for teachers to develop their skills in using these resources. The study concluded with recommending that there is a need to mediate History teaching and learning to address the 21st century skills with diverse challenges. These findings may be used by the Department of Education, schools, teachers, universities, parents, learners, and other relevant stake-holders.