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Citations since 2016
3 Research Items
Writing apprehension relates to a reluctance to write or even fear of writing and little research has been done on this phenomenon in the South African context, especially in terms of compulsory academic literacy and academic linguistic modules. This article aimed at determining the nature of writing apprehension in these two modules in terms of th...
Writing is integral to assessment in higher education and it is clear that helping with writing could improve overall academic performance (Archer, 2008:248). However, according to Piller (2013), as part of academic life, many students tend to procrastinate and have a great sense of self-doubt when it comes to academic writing. Daly (1978:10) descr...
Parallels can be drawn between the acquisition of academic discourses and second languages. After enrolling in a sign language course, we – lecturers teaching academic discourses – decided to explore this phenomenon and determine the implications for pedagogical practice. Themes and codes were identified through qualitative analysis of reflection j...
The teaching of academic literacy at university level, internationally and at universities in South Africa, is quite common. Despite a great deal of research on various facets of academic literacy, little research has been done in terms of the influence of attitudes, emotions and motivation as affective variables at the start of an academic literac...
This article explores the gap between school and university writing in terms of creative writing done at school level, as specified in the relevant policy documents and the requirements of academic literacy at university. This article also involves an empirical study in which a questionnaire aimed at first year university students determined the ex...
In the age of digital literacy, teachers need to seek out the best practice in the use of technology so that the digital divide between teachers and learners can be bridged. This study proposed to look at ways to implement motion media (specifically the moving image) technology effectively as a supplementary instructional medium for literature stud...
The overall aim of this project is to determine how open educational practices (OEPs) can be implemented to enhance the self-directedness of lecturers and students. To this end, the following research objectives are envisaged as this research aims to: • ascertain through a systematic literature review what OEPs entail; • determine from a systematic literature review what renewable assessments involve; • empirically determine what needs lecturers have in becoming self-directed in conducting OEPs in their classrooms; • determine what a short learning programme on OEPs, that fosters SDL for lecturers, entails; and • establish how OEPs, as renewable assessments, can enhance SDL for students as creators of OERs.
This project aims to explore the affordances of multimodal multiliteracies to support of self-directed learning in both the school and higher education contexts. As such the project aims at mapping the multiliteracies of Natural Sciences, Physical Sciences, Life Sciences and isiZulu, Sepedi, English and Afrikaans Home Language & First Additional Language in terms of relevant policy documents and selected text books at school level. In addition, the project will determine affordances are of indigenous multiliteracies delivered by means of digital technologies. This part of the project will also involve community engagement and an awareness campaign around multilingualism and multiliteracies. Another aspect will be investigating individualization and differentiation in terms of multimodal self-directed learning in higher education. Finally, the project will also explore the fostering metacognition by means of multimodal multiliteracies pedagogy - specifically by means of flipped-classroom and other blended learning approaches. In terms of impact, this project will aim at changing practices in terms of multimodal multiliteracies and also to create awareness among the academic and wider communities involved. The following sub-outcomes are envisaged for this project: − Curriculum transformation (transforming practices in terms of curriculum policy, learning and teaching support material). − Relevant educator and student-teacher education (providing improved instruction on curriculum theory and the pedagogy of a multi-literacy practice). − Improved learner and/or student achievement (the effect should ultimately be seen in test scores and in self-directed learning). − An increased awareness of multilingualism (through the use of the Goethe Institute’s Multilingualism Challenge and adapted versions thereof).