Centres
http://hdl.handle.net/10311/372
2024-03-29T02:35:57ZPromoting student autonomy and lifelong learning skills through WebCT discussion tool: A case of University of Botswana Communication and Study Skills unit
http://hdl.handle.net/10311/1433
Promoting student autonomy and lifelong learning skills through WebCT discussion tool: A case of University of Botswana Communication and Study Skills unit
Ntereke, Beauty
With the emergence of digital literacies, web based pedagogy has gained prominence in the 21st century in Universities the world over. Several research studies on online teaching confirm that it increases collaboration, interactivity and active learning of the learners. This paper shares first year students’ experiences of using WebCT discussion tool to promote self directed and active learning. Findings show that students noticed that the discussion tool was engaging, motivating and helped them develop active learning skills.The conclusion drawn is that the WebCT discussion forum is a useful tool that can actively engage all students in learning therefore could be used to help develop students’ autonomy and lifelong learning skills (LLL). For CSSU to realize its mandate it is recommended that more lecturers in the CSS unit engage learners in the use of WebCT communication tools especially the discussion forum in order to assist students develop among other communication skills; autonomy, collaboration and lifelong learning.
2010-09-01T00:00:00ZReading competency of first year undergraduate students at University of Botswana: a case study
http://hdl.handle.net/10311/1431
Reading competency of first year undergraduate students at University of Botswana: a case study
Ntereke, Beauty; Ramoroka, Boitumelo
The ability to read and interpret textbooks and other assigned material is a critical component of success at University level. Therefore, the aims of this study are twofold: to evaluate the reading levels of first year students when they first enter the University in order to determine how adequately prepared they are for university reading. It is also to find out if there will be any significant improvement after going through the academic literacy course offered to first year students. The participants were 51 first year undergraduate Humanities students enrolled in the Communication and Academic Literacy course at the University of Botswana. The data was collected through a reading test adopted from Zulu (2005) which was administered at the beginning of the first semester. The same test was administered at the end of the semester after the students had gone through the academic literacy course to see if there was any difference in performance. The findings of this study indicate that there is a mixed and wide variation of students reading competency levels when students’ first enter the university and that a significant number of first year entrants are inadequately prepared for university reading.
2016-04-18T00:00:00ZA study of Interactional metadiscourse features in texts written by undergraduate students at the University of Botswana
http://hdl.handle.net/10311/1430
A study of Interactional metadiscourse features in texts written by undergraduate students at the University of Botswana
Ramoroka, Boitumelo
In recent years there has been an increased emphasis on the interpersonal function of metadiscourse features in academic texts. This means that research on writing in academic contexts began to focus on the rhetorical features, such as interactional metadiscourse, that writers use to present their voice in writing. These developments in academic writing have also considered the socio-cultural context in which specific genres are produced. Using a multiple-methods approach to genre analysis, this article compares students’ use of interactional metadiscourse features to present voice in two undergraduate courses, Media Studies and Primary Education at the University of Botswana. A total of 40 student essays were analysed. Interviews with students and lecturers) in the two departments were also done to understand the socio-cultural context in which the essays were produced. The comparison of interactional metadiscourse features in the two corpora indicated that interactional metadiscourse markers were present, but that there were variations in the use and distribution of these features by the learners. Contextual information shows that such variations reflect the different values and beliefs about academic writing of the discourse communities that students belong to. These values and beliefs can be problematic for EAP tutors who have to prepare students for writing in the various disciplines in L2 contexts.
2016-04-18T00:00:00ZUsing Facebook to teach Communication and Academic Literacy Skills: perceptions of University students in Botswana
http://hdl.handle.net/10311/1428
Using Facebook to teach Communication and Academic Literacy Skills: perceptions of University students in Botswana
Magogwe, Joel; Ntereke, Beauty
Social media such as Facebook and twitter are now widely used by students to communicate with friends across the world. These social networking technologies have now infiltrated into education. However, there are different perceptions regarding whether Facebook should be used for teaching and learning purposes. To further explore this issue, this study investigated perceptions of students (n=209) learning communication and academic literacy skills at the University of Botswana. Data was collected using a paper questionnaire adapted from (Roblyer, 2010), and interviews conducted on six of these students. Findings show that 87.1 % (n=182) of these students used Facebook. 96.2 % of these (n=200) used Facebook daily. They mainly used Facebook for socialisation and other purposes such as networking, seeking information, entertainment, communication, and shopping. However, 63.2 % (n=406) of the 642 responses show that students agreed that Facebook should be used in education to teach communication and academic literacy Skills. These findings support previous recommendations that Facebook should be used in education because it facilitates communication, and it is accessible and cheaper to use.
2013-06-27T00:00:00Z