Papers by Silna van Tonder
Gender and behaviour, Jul 19, 2017
Extending traditional learning and teaching experiences of female adults in higher education into... more Extending traditional learning and teaching experiences of female adults in higher education into new learning experiences have the potential of meaningful learning and personal enrichment. This article reports on part of the investigation done for a Master’s dissertation (Van Tonder 2015) and focused on the experiences of different role players, when employing technology in adult learning. A qualitative research approach, in particular a case study design, was done in a South African and an United States of America higher education institution. The study found that in the move towards a knowledge society of interconnectedness, adults and particularly female adults, intentionally searched for educational settings that supported their lifestyles and way of learning. Moreover, in a changing global economy, a redress and reform of higher education learning, dominated by a one for all education system in South Africa was needed, especially with the integration of technology. Keywords: Quality learning; technology learning; online learning; blended learning; higher education; adult learning; female adult learners
Each of the three areas of development in Table 1.1 is aligned to specific clusters which correla... more Each of the three areas of development in Table 1.1 is aligned to specific clusters which correlate with the fourth industrial revolution skills identified as necessary to be employable, according to the World Economic Forum (2018:29-30) and 2012 report of the National Research Council. The first area of development refers to cognitive competencies and includes three clusters, namely i) Cognitive competencies and approaches that include critical thinking skills, problem-solving skills, interpretation and discussion capabilities, decision-making skills, cooperative learning abilities and flexibility; ii) Knowledge refers to information literacy skills, the ability to do research, technological communication skills, oral and written communication abilities, and active listening skills; iii) Creativity refers to innovation and advancement/development. The second area of development mentions intrapersonal competencies, which are clustered under i) Intellectual receptiveness, which refers to flexibility and adaptability, creativity, cultural regard and recognition, awareness of personal and social responsibility, acknowledgement of diversity, lifelong learning, and cognitive attentiveness and awareness; ii) Work ethics are resourcefulness, self-direction, reflection and regulation, responsibility, time management, perseverance, constructive and productive skills, planning abilities, professionalism, ethics, integrity, citizenship and career orientation; iii) Positive core self-evaluation relates to self-regulation and evaluation skills, independent learning skills, purposeful behaviour, and conduct that is indicative of physical and psychological health. The third area of development entails interpersonal competencies that are clustered under i) Teamwork and collaboration and include communication skills, collaboration, teamwork, cooperation, coordination, interpersonal skills, empathy, trust, service delivery, conflict resolution and negotiation; ii) Leadership includes leadership skills, responsibility, assertive communication, self-presentation, and social encouragement. Developing employability skills in face-to-face learning, Cranmer's research findings (as cited in Lane, 2016:48) and supported by Lane (2016:48), posed questions and scepticism whether employability skills could be developed in exclusive face-to-face teaching-learning. Students reported that verbal communication skills, teamwork, and problem-solving skills were invaluable in groupwork activities, and were positive contributors to the development of employability. In a student evaluation questionnaire given to students of Birkbeck College, University of London (Lane, 2016:48) in March 2014, respondents were in favour of face-toface delivery in the form of group discussions in small groups and reported improved understanding when learning from other students 'to see and learn things more clearly'. Van 12 Tonder (2015:118) validated this evidence with students in her study reporting that social engagement with other students furthered their own learning and understanding. It is evident that students do not only acquire academic knowledge, but improve their social, interpersonal, leadership, and communication skills through collaboration with others (Lane, 2016:48; Van Tonder, 2015:29). Due to time constraints in the traditional classroom, these skills cannot be fully developed on this platform only (Lane, 2016:48; Van Tonder, 2015:29). Blended learning with the use of technology means that teaching-learning takes place mainly through online discussion forums. This corresponds with Vygotsky's learning theory (as cited in Merriam et al., 2007:292), which suggests that learning is constructed through active participation when individuals engage in dialogue and events through interaction with others (Van Tonder, 2015:18). The development of written communication skills is much more effective with technology as students do weekly assignments, written assessments, participate in discussions and follow-up responses, and submit research papers over the course of their studies. Students acquire time management skills and learn to work under pressure and cope with volumes of recommended reading material, demanding assessment loads, research with and critical review of relevant journal articles, posting discussions, and receiving feedback from peers and tutors (Lane, 2016:48; Van Tonder, 2015:43;45-50). The development of critical analysis is advanced through, and based on reflection and research not always possible in face-to-face delivery, as thoughts and opinions are captured for future reference and evaluation. This, in turn, stimulates more thoughtful discussions than those in physical classrooms when one has to remember what was said, or be able to verbalise and verify thoughts directly, or lose the opportunity to contribute (Lane, 2016:48). Equal learning and contribution opportunities are accommodated in the technology classroom, which means that students have the opportunity to contribute to discussions and develop their written communication skills with critical reasoning as opposed to face-to-face learning where students often feel isolated and detached when they are not engaged (Ernst, 2008:40). Kalantzis and Cope (2012:68) maintain that collaborative skills can also be developed in the technology classroom where students work in groups where they learn from one another and think and act as part of a team. Sharing with others and responding to others in producing knowledge that is jointly owned, fosters a deeper level of thinking (Johnson et al., 2016:6) that can be transferred and applied in other situations. Online students worked more efficiently in a
I declare that Managing the quality of learning in higher education through a hybrid study approa... more I declare that Managing the quality of learning in higher education through a hybrid study approach is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references.
Technology and globalisation has shaped the experiences and expectations of adult learners in the... more Technology and globalisation has shaped the experiences and expectations of adult learners in the 21st century. How adults learn and what they want to learn is highly influenced by the world they live in at any given time. The need for customisation, extending traditional
learning experiences into new learning experiences will address the quality and value of higher education learning in South Africa. Restructuring of current programmes to be more flexible, accessible, interactive, that supports collaboration of learning activities and
accommodates different learning styles, will enrich the adult learners’ learning experience and quality of learning. In suggesting the use of an alternative learning strategy, the use of a hybrid study approach (HSA) has been suggested and investigated. Limited research has been conducted in the use of a hybrid study approach (HSA) and more on what has been said was conducted on pure online learning, therefore this study focused on managing the quality of learning in higher education through a hybrid study approach (HSA). Since the researcher’s interest was to gain insight and understanding of learners’, tutors’ and
institutional managements’ perceptions, understanding, concerns and experiences in their real world conditions when using a hybrid study approach (HSA), the qualitative research method was applied. The researcher focused on the micro-level of managing quality of learning by
assessing the ‘learning’ when learning with technology. The study adhered to ethical principles and techniques to enhance the validity of the findings. The study found that a need for redress and reform of training and education in South Africa, especially with the integration of technology in higher education, extending into a hybrid study approach (HSA), which is in harmony with international standards of academic quality, knowledge, expertise and skills is needed in a changing global economy. A one-for-all learning approach was found not well suited for the needs of society today and does not foster an all-inclusive learning approach. The move to a knowledge society where learners are
interconnected and where information circulate around the world faster than ever, it is evident that much learning occurs in a social environment and does not happen in splendid isolation. It was found evident that life demands and other different roles adult learners need to fulfill,
adults intentionally search for educational settings that support their way of learning.
© University of South Africa 2010
KEY TERMS
Education management; Quality learning; Technology learning; Online learning; Blended learning; New learning in the 21st century; Higher education; Adult learning; Globalisation; Learning experiences and expectations.
Extending traditional learning and teaching experiences of female adults in higher education into... more Extending traditional learning and teaching experiences of female adults in higher education into new learning experiences have the potential of meaningful learning and personal enrichment. This article reports on part of the investigation done for a Master's dissertation (Van Tonder 2015) and focused on the experiences of different role players, when employing technology in adult learning. A qualitative research approach, in particular a case study design, was done in a South African and an United States of America higher education institution. The study found that in the move towards a knowledge society of interconnectedness, adults and particularly female adults, intentionally searched for educational settings that supported their lifestyles and way of learning. Moreover, in a changing global economy, a redress and reform of higher education learning, dominated by a one for all education system in South Africa was needed, especially with the integration of technology.
Extending traditional learning and teaching experiences of female adults in higher education into... more Extending traditional learning and teaching experiences of female adults in higher education into new learning experiences have the potential of meaningful learning and personal enrichment. This article reports on part of the investigation done for a Master’s dissertation (Van Tonder 2015) and focused on the experiences of different role players, when employing technology in adult learning. A qualitative research approach, in particular a case study design, was done in a South African and an United States of America higher education institution. The study found that in the move towards a knowledge society of interconnectedness, adults and particularly female adults, intentionally searched for educational settings that supported their lifestyles and way of learning. Moreover, in a changing global economy, a redress and reform of higher education learning, dominated by a one for all education system in South Africa was needed, especially with the integration of technology.
Keywords: Quality learning; technology learning; online learning; blended learning; higher education; adult learning; female adult learners
Thesis Chapters by Silna van Tonder
DEd, 2019
The fourth industrial revolution and twenty-first century employability development has emerged o... more The fourth industrial revolution and twenty-first century employability development has emerged on education and political agendas as a priority all over the world. Researchers have suggested and investigated more innovative learning experiences using technology as part of a blended learning approach. Restructuring current programmes to include skills development has the potential to equip students with the skills needed for employment. The development of blended learning approaches is an expanding field in both developing and developed countries. Yet, the skills graduates display and employers’ dissatisfaction is a concern.
Limited research has been conducted on the use of blended learning to enhance employability development in formal learning environments. Most of the available research relies on employer perceptions, with little data available on the knowledge, skills and values graduates actually possess or on the impact this has on employability outcomes. This study aims to address this gap by focussing on managing the quality of employability development in higher education using blended learning.
The study was aimed at gaining insight into the perceptions, understanding, concerns and experiences of institutional managers, tutors, graduates and students in their real world when using blended learning to enhance graduateness. This aim made the qualitative research method a suitable match. This thesis reports on the resulting comparative study between a South African and an American institution using different blended learning approaches to compare different cases for similarities and variations.
The South African higher education sector’s fitness for purpose and pursuit of benchmarking against international standards of academic quality, knowledge and expertise calls for redress and reform of teaching-learning. In the fourth industrial revolution with a 21st century knowledge economy, driven from a macro- meso- and microlevel perspective, higher education in South Africa has the potential to provide a workforce that is socially and economically viable and more inclusive. The thesis concludes with a model to support employability development in blended learning environments.
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Papers by Silna van Tonder
learning experiences into new learning experiences will address the quality and value of higher education learning in South Africa. Restructuring of current programmes to be more flexible, accessible, interactive, that supports collaboration of learning activities and
accommodates different learning styles, will enrich the adult learners’ learning experience and quality of learning. In suggesting the use of an alternative learning strategy, the use of a hybrid study approach (HSA) has been suggested and investigated. Limited research has been conducted in the use of a hybrid study approach (HSA) and more on what has been said was conducted on pure online learning, therefore this study focused on managing the quality of learning in higher education through a hybrid study approach (HSA). Since the researcher’s interest was to gain insight and understanding of learners’, tutors’ and
institutional managements’ perceptions, understanding, concerns and experiences in their real world conditions when using a hybrid study approach (HSA), the qualitative research method was applied. The researcher focused on the micro-level of managing quality of learning by
assessing the ‘learning’ when learning with technology. The study adhered to ethical principles and techniques to enhance the validity of the findings. The study found that a need for redress and reform of training and education in South Africa, especially with the integration of technology in higher education, extending into a hybrid study approach (HSA), which is in harmony with international standards of academic quality, knowledge, expertise and skills is needed in a changing global economy. A one-for-all learning approach was found not well suited for the needs of society today and does not foster an all-inclusive learning approach. The move to a knowledge society where learners are
interconnected and where information circulate around the world faster than ever, it is evident that much learning occurs in a social environment and does not happen in splendid isolation. It was found evident that life demands and other different roles adult learners need to fulfill,
adults intentionally search for educational settings that support their way of learning.
© University of South Africa 2010
KEY TERMS
Education management; Quality learning; Technology learning; Online learning; Blended learning; New learning in the 21st century; Higher education; Adult learning; Globalisation; Learning experiences and expectations.
Keywords: Quality learning; technology learning; online learning; blended learning; higher education; adult learning; female adult learners
Thesis Chapters by Silna van Tonder
Limited research has been conducted on the use of blended learning to enhance employability development in formal learning environments. Most of the available research relies on employer perceptions, with little data available on the knowledge, skills and values graduates actually possess or on the impact this has on employability outcomes. This study aims to address this gap by focussing on managing the quality of employability development in higher education using blended learning.
The study was aimed at gaining insight into the perceptions, understanding, concerns and experiences of institutional managers, tutors, graduates and students in their real world when using blended learning to enhance graduateness. This aim made the qualitative research method a suitable match. This thesis reports on the resulting comparative study between a South African and an American institution using different blended learning approaches to compare different cases for similarities and variations.
The South African higher education sector’s fitness for purpose and pursuit of benchmarking against international standards of academic quality, knowledge and expertise calls for redress and reform of teaching-learning. In the fourth industrial revolution with a 21st century knowledge economy, driven from a macro- meso- and microlevel perspective, higher education in South Africa has the potential to provide a workforce that is socially and economically viable and more inclusive. The thesis concludes with a model to support employability development in blended learning environments.
learning experiences into new learning experiences will address the quality and value of higher education learning in South Africa. Restructuring of current programmes to be more flexible, accessible, interactive, that supports collaboration of learning activities and
accommodates different learning styles, will enrich the adult learners’ learning experience and quality of learning. In suggesting the use of an alternative learning strategy, the use of a hybrid study approach (HSA) has been suggested and investigated. Limited research has been conducted in the use of a hybrid study approach (HSA) and more on what has been said was conducted on pure online learning, therefore this study focused on managing the quality of learning in higher education through a hybrid study approach (HSA). Since the researcher’s interest was to gain insight and understanding of learners’, tutors’ and
institutional managements’ perceptions, understanding, concerns and experiences in their real world conditions when using a hybrid study approach (HSA), the qualitative research method was applied. The researcher focused on the micro-level of managing quality of learning by
assessing the ‘learning’ when learning with technology. The study adhered to ethical principles and techniques to enhance the validity of the findings. The study found that a need for redress and reform of training and education in South Africa, especially with the integration of technology in higher education, extending into a hybrid study approach (HSA), which is in harmony with international standards of academic quality, knowledge, expertise and skills is needed in a changing global economy. A one-for-all learning approach was found not well suited for the needs of society today and does not foster an all-inclusive learning approach. The move to a knowledge society where learners are
interconnected and where information circulate around the world faster than ever, it is evident that much learning occurs in a social environment and does not happen in splendid isolation. It was found evident that life demands and other different roles adult learners need to fulfill,
adults intentionally search for educational settings that support their way of learning.
© University of South Africa 2010
KEY TERMS
Education management; Quality learning; Technology learning; Online learning; Blended learning; New learning in the 21st century; Higher education; Adult learning; Globalisation; Learning experiences and expectations.
Keywords: Quality learning; technology learning; online learning; blended learning; higher education; adult learning; female adult learners
Limited research has been conducted on the use of blended learning to enhance employability development in formal learning environments. Most of the available research relies on employer perceptions, with little data available on the knowledge, skills and values graduates actually possess or on the impact this has on employability outcomes. This study aims to address this gap by focussing on managing the quality of employability development in higher education using blended learning.
The study was aimed at gaining insight into the perceptions, understanding, concerns and experiences of institutional managers, tutors, graduates and students in their real world when using blended learning to enhance graduateness. This aim made the qualitative research method a suitable match. This thesis reports on the resulting comparative study between a South African and an American institution using different blended learning approaches to compare different cases for similarities and variations.
The South African higher education sector’s fitness for purpose and pursuit of benchmarking against international standards of academic quality, knowledge and expertise calls for redress and reform of teaching-learning. In the fourth industrial revolution with a 21st century knowledge economy, driven from a macro- meso- and microlevel perspective, higher education in South Africa has the potential to provide a workforce that is socially and economically viable and more inclusive. The thesis concludes with a model to support employability development in blended learning environments.