http://hdl.handle.net/11189/1924 2026-08-12T15:27:17Z http://hdl.handle.net/11189/10481 Title: Understanding cyber threats in an era of digitally connected classrooms: Lessons for the Nigerian higher education system and society Authors: Theodorio, Adedayo Olayinka Abstract: This review explores the risks associated with digital instructional practices, mainly focusing on the implications of cyber threats in higher education digitally connected classrooms and society. Although advancements in technology have enabled the development and use of diverse and adaptable teaching methods and societal endeavours, their impact during and after COVID-19 has also introduced or escalated cyber threats in higher education digitally connected classrooms and society, necessitating a review of approaches to teaching, learning and social engagements in today’s digitally rich environment. This review aims to identify the cyber threats confronting digitally connected higher classrooms and society, revealing their various forms in higher education or social environments. The review underscores the importance of continuous engagement with educators and social awareness programs as part of addressing cyber threats in higher education and society. The author concludes by offering valuable insights to help shape resilient digitally connected higher instructional systems in Nigeria. 2024-01-01T00:00:00Z http://hdl.handle.net/11189/10450 Title: A silent revolution is unfolding and the weapon is collaborative leadership Authors: Padayachee, Amy Sarah Abstract: The preponderance of literature associated with school violence illuminates the severity of its manifestation in schools both nationally and internationally. The impact of school violence on students' physical and emotional well-being cannot be understated as this is commensurate with student academic achievement. The South African Government's National Development Plan 2030 identifies the improvement of the quality of public services as critical to achieving transformation. It is germane to then consider how an education system entrenched in a long-standing history of violence can be adopted in an agenda of transformation. In his 2023 State of the Nation Address, President Cyril Ramaphosa stated: "Schools must be safe and allow for effective learning and teaching". Behind this pronouncement, is a silent revolution unfolding. South African schools, now nearly three decades into democracy, are focusing on collaborative leadership to contribute meaningfully to the redress of violence in school environments and move toward trauma-informed practices. A study comprising 121 schools in South Africa reveals that school management teams are employing collaborative leadership to address such behaviours. Underpinned by the Collaborative Leadership Theory, this mixed methods research design investigates how collaborative leadership is employed by educational practitioners to address school violence in 21st century classrooms. The results of this study have the potential to offer an approach towards addressing school violence in South African schools, despite the complexities of an education system stemming from a violent past which remains evident in South African classrooms today. 2024-01-01T00:00:00Z http://hdl.handle.net/11189/8198 Title: Designing for design thinking: fostering an e-learning champion mindset through academic staff development Authors: Gachago, Daniela; Van Zyl, Izak; Hitge, Liza; Ivala, Eunice; Morkel, Jolanda Abstract: Design thinking is entering higher education as traditional thinking models characterised by linear, siloed, and signature pedagogies are proving to be inadequate to respond to the increasingly complex and multifaceted problems students face. In this paper, the authors reflect on a staff development intervention on blended learning course design offered at a University of Technology in South Africa. Drawing on a previous project, which identified shared characteristics of eLearning champions, such as collaboration, empathy for the learner and problem orientation, which largely corresponded to a ‘design thinking mindset’, this course was developed to explore whether and how, through the incorporation of design thinking principles such a mindset could be stimulated among academics. Design activities were selected to strengthen participants’ creative confidence as well as disrupt some of the traditional thinking models that they encountered in practice. Evidence of this mindset was elicited through weekly reflections, a focus group and survey. Findings show that participants showed a growing understanding of students’ diversity, complexity and needs, creative problem-solving, increased resilience and appreciation of interdisciplinary collaboration. However, sustaining this mindset beyond the first intervention was found to be critical in deepening lecturers’ creative confidence. Some participants started to transfer what they learnt into their practices and departments – thus becoming change agents. Recommendations on how to improve the course and suggestions for further research conclude the paper. Description: Conference Paper 2018-01-01T00:00:00Z http://hdl.handle.net/11189/8193 Title: Towards Flexible Learning through Distance Learning: ND Real Estate Learners' Experiences Authors: Gachago, Daniela; Jones, Barbara; Edwards, Sarita Abstract: More and more campus-based Higher Education Institutions (HEIs) offer distance learning in an attempt to respond to an increasing demand for flexible, part-time course offerings both nationally and globally. This case study reflects on an existing National Diploma in Real Estate, offered online for the first time in 2017, at a university of technology in the Western Cape. Applying a flexible learning framework, this study reports on learners’ experiences of the distance education programme based on data generated through an online survey and interviews with the distance learning coordinator. Looking at the various elements of flexible learning, such as admissions criteria and processes, curriculum design, delivery and support systems, the opportunities and challenges of flexible learning emerging from the case study are explored. Preliminary findings show that the flexible delivery of the course, offering learners a maximum of choice in terms of how and where to study and the flexible assessment schedule were highly appreciated by learners, while the flexibility of curriculum design and support can be improved. Most importantly however, as other studies have shown, it is the inflexibility of the institutional systems and institutional culture, and also how lecturers perceive their roles and responsibilities within a distance learning offering, that are the biggest stumbling blocks towards implementing flexible learning. Recommendations for improvement of the course in particular and towards flexible design principles in general conclude the paper. 2018-01-01T00:00:00Z