http://hdl.handle.net/11189/489 2026-08-12T11:45:38Z http://hdl.handle.net/11189/10610 Title: Facilitating student engagement and initiative-taking with workplace learning challenges: The change laboratory methodology Authors: Friedrich-Nel, Hesta; garraway, James Abstract: Introduction: Workplace-based learning (WBL) or Work-integrated learning (WIL) is an important pedagogy that prepares students for the world of work. However, students may experience challenges during their work practice, inhibiting their learning. Through reflecting on their WBL experiences and understanding the historical and systemic nature of challenges they experience, students may be able to take the initiative in raising and potentially addressing some of these challenges. This sort of reflection and initiative-taking can be facilitated by engaging students outside the workplace in a series of structured workshops collectively called a ‘change laboratory’ (CL). This paper reports on the students' engagement in a CL and assesses the potential of the CL in promoting students' initiative-taking in WBL. Methods: Eight structured CL workshop sessions were held with seventeen final-year Bachelor of Radiography Degree students who voluntarily participated in the CL sessions after ethics approval was obtained. Results: Alongside other challenges, qualified radiographers were sometimes dismissive and unsupportive of students’ WBL. To address these and other difficulties, students suggested an improved WBL system focusing on teamwork between students and qualified radiographers to facilitate patient-centred care and student learning. Conclusion: CL is proposed as a valuable tool for students learning about and taking initiative in addressing WBL challenges. Implication for practice: The research is expected to open new avenues for improving radiography students’ WBL experiences at this specific university. 2025-01-01T00:00:00Z http://hdl.handle.net/11189/10586 Title: Rethinking teacher education quality post-covid-19: comparative student reflections on well-being Authors: Brown, Clive Jimmy William; Dippenaar, Hanlie (Anna) Abstract: This article analyses the complexities experienced by two student-teacher groups hailing from two diverse campuses of one Higher Education Institution. The timespan focused on their transition from face-to-face teacher education learning to online. Since COVID-19, lecturers have had to reassess curricula delivery as online teaching became the norm. This shift has been impacted by complex challenges that enable and constrain prospective teachers' professional development and academic success. Immersed in the qualitative paradigm, this paper uses a positive psychology framework to analyse students' well-being experiences. The main data production instrument utilised was an online questionnaire completed by 473 student-teachers. The narratives within this qualitative study framework were central to this study by providing a voice to the well-being of developing professional teachers during a global pandemic. A qualitative questionnaire of 473 students constituted the data. The comparative biographical profile of these participants shows that students from the rural campus could continue their studies more successfully online despite barriers. By contrast, the urban students, mostly working class, were constrained by a lack of readiness, family support, financial resources, online connectivity, and difficulty adjusting to the new pedagogy. Economic and cultural capital separate the students' development experiences to become qualified teachers. The article concludes by exposing the fundamental findings that provide insights into the possibilities of using a flexible or hybrid approach to learning and teaching based on the lessons learned. 2025-01-01T00:00:00Z http://hdl.handle.net/11189/10585 Title: Die gebruik van inligting- en kommunikasietegnologie (IKT) om taalonderrig in Engels te verbeter: ’n gevallestudie Authors: WHITE, RUSHAAD; Dippenaar, Hanlie (Anna); Steenkamp, André Abstract: Met hierdie artikel doen ons verslag oor ’n ondersoek na die integrasie van inligting- en kommunikasietegnologie (IKT) in graad 10-taalonderrig in Suid-Afrikaanse skole ná die COVID-19-uitdagings. Die hoofdoel van die studie was om te bepaal hoe IKT geïntegreer word om taalonderrig en onderwyserpedagogiek te verbeter. Die fokus was op professionele ontwikkeling om tegnologiese pedagogiese inhoudskennis (TPEIK) te versterk en die vlakke van tegnologie-integrasie, soos in die VVVH-model (vervanging, verbetering, verandering en herdefiniëring) omskryf is, te bevorder. Ons evalueer die impak van IKT op onderwyserpedagogiek en taalonderrig binne voorgeskrewe raamwerke, insluitend die TPEIK-raamwerk en VVVH-model. Die ondersoek is tersaaklik, aangesien dit die belyning tussen tegnologie, pedagogiek en kurrikulumvereistes in ’n postpandemiese konteks ondersoek. Ons ondersoek die onderwysers se voorkeurbenaderings tot taalleer, hul gebruik van tegnologie in die klaskamer en die behoefte aan voortdurende professionele ontwikkeling om hoër vlakke van tegnologie-integrasie te bereik. Ons verken ook die hindernisse en uitdagings wat onderwysers in die integrasie van IKT teëkom, en ondersoek faktore wat die aanvaarding en volhoubare gebruik van tegnologie beïnvloed. Die metodologie wat gebruik is, is ’n kwalitatiewe instrumentele gevallestudie binne ’n interpretatiewe paradigma. Die data is uit dokumentontleding, klaskamerwaarnemings en gedeeltelik gestruktureerde onderhoude met drie Engelsonderwysers vir graad 10 by ’n hoërskool in Kaapstad verkry. Data-ontleding is in drie stappe gedoen: kodering, kategorisering en die skep van temas. Die resultate van hierdie instrumentele gevallestudie dui daarop dat IKT die potensiaal het om taalonderrig te verbeter, maar dat onderwysers uitdagings met doeltreffende integrasie ervaar. Deurlopende professionele ontwikkeling, voldoende hulpbronne en kurrikulumaanpassing is noodsaaklik om onderwysers in die gebruik van IKT te ondersteun sodat die gaping tussen pedagogiese doelwitte en praktiese implementering oorbrug kan word. Die resultate dui verder daarop dat daar gapings in die literatuur bestaan en dat meer klem in die toekoms gelê moet word op konteksspesifieke ondersteuning vir IKT-integrasie in hulpbronbehoewende skole. 2025-01-01T00:00:00Z http://hdl.handle.net/11189/10584 Title: Exploring the effects of stress on students at a technical and vocational education and training (TVET) college Authors: Nefdt, Lee-Anne Liezel; Dippenaar, Hanlie (Anna); Engel-Hills, Penelope Abstract: Students in technical and vocational education and training (TVET) colleges experience significant amounts of stress, which can affect their academic performance and their mental and physical health. This article reports on a study using the Lazarus theory of stress to examine the patterns and contextual factors affecting the stress experiences and coping mechanisms of a student group at a TVET college in South Africa. Student interviews and journal literature revealed the key factors contributing to student stress. These include financial constraints, social challenges, daily hardships and demanding academic workloads. The study highlights the importance of targeted support strategies to deal with the negative impacts of stress in technical and vocational education. Based on the findings, a number of recommendations to reduce the impact of stress on students are made. 2025-01-01T00:00:00Z