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All Journal EDUCATIO : Journal of Education Journal AL-MUDARRIS International Journal of Environmental, Sustainability, and Social Science
Nyagope, Taurayi Stephen
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Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Social Sciences

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Massification at higher education institutions; Challenges associated with teaching large classes and how it impacts the quality of teaching and learning in South Africa Nyagope, Taurayi Stephen
EDUCATIO : Journal of Education Vol 8 No 2 (2023): November 2023
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29138/educatio.v8i3.1276

Abstract

The paper engages with the phenomenon of large classes in higher education institutions in South Africa and its challenges to the quality of teaching learning. Most public higher education institutions in South Africa, in response to historical conditions, have enrolled students more than their capacity, resulting in massification and negative consequences on educational quality. There has been a plethora of literature on the teaching of large classes, however, few studies offer a comprehensive engagement on the challenges presented by teaching larges and its impact on quality of education as well as innovative strategies that can be used to teach and different learning pedagogies that can be used. This essay identified the challenges of teaching large class in higher education institutions due to massification and large enrolments and their implications on sustaining and enhancing quality of teaching and learning. In addition, I suggested several strategies that can be used to overcome the challenges of teaching large classes as well as how to monitor and evaluate these strategies with the aim of improving quality of higher education in the era of massification. Accordingly, the human capital theory was adopted. Furthermore, a qualitative research approach was applied in this study and a systematic literature review was used to collect and review information according to the guiding principles of the hermeneutic framework. The essay contributes to literature with the strategies to enhance quality of teaching and learning, student engagements and teaching approaches aimed at reaching all students in large classes.
MASSIFICATION AT HIGHER EDUCATION INSTITUTIONS; CHALLENGES ASSOCIATED WITH TEACHING LARGE CLASSES AND HOW IT IMPACTS THE QUALITY OF TEACHING AND LEARNING Nyagope, Taurayi Stephen
Al-Mudarris: Journal Of Education Vol. 6 No. 2 (2023): edisi OKTOBER
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/al-mudarris.v6i2.1842

Abstract

The paper engages with the phenomenon of large classes in higher education institutions in South Africa and its challenges to the quality of teaching learning. Most public higher education institutions in South Africa, in response to historical conditions, have enrolled students more than their capacity, resulting in massification and negative consequences on educational quality. There has been a plethora of literature on the teaching of large classes, however, few studies offer a comprehensive engagement on the challenges presented by teaching larges and its impact on quality of education as well as innovative strategies that can be used to teach and different learning pedagogies that can be used. This essay identified the challenges of teaching large class in higher education institutions due to massification and large enrolments and their implications on sustaining and enhancing quality of teaching and learning. In addition, I suggested several strategies that can be used to overcome the challenges of teaching large classes as well as how to monitor and evaluate these strategies with the aim of improving quality of higher education in the era of massification. Accordingly, the human capital theory was adopted. Furthermore, a qualitative research approach was applied in this study and a systematic literature review was used to collect and review information according to the guiding principles of the hermeneutic framework. The essay contributes to literature with the strategies to enhance quality of teaching and learning, student engagements and teaching approaches aimed at reaching all students in large classes.
Information Technology Risks and Governance Disclosure: Evidence From Top 40 JSE Listed Companies NYAGOPE, Taurayi Stephen; RAJARAM, Rajendra; OBAGBUWA, Oloyede
International Journal of Environmental, Sustainability, and Social Science Vol. 4 No. 5 (2023): International Journal of Environmental, Sustainability, and Social Science (Sep
Publisher : PT Keberlanjutan Strategis Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38142/ijesss.v4i5.636

Abstract

The study analyzed the extent to which information technology in the 40 JSE-listed companies discloses (IT) risks and governance. It also identified the similarities and differences between the South African King IV governance and other international IT governance and risk disclosure codes. We employed a qualitative content analysis technique and found that 32 of the top 40 JSE-listed entities (80%) completely complied with King IV and other international standards. In contrast, eight of the top forty JSE-listed businesses (20%) partly complied. Moreover, 79% (19/24) of provisions in King IV are similar to that of the international standards, while 21% (5/24) differ. The findings imply that most of the top 40 JSE-listed firms are protected from the consequences of non-compliance with IT risks and governance disclosure, such as going concern risk, fraud, and data manipulations. We also confirmed that King IV provisions regarding IT risks and governance aligned substantially with global standards, enhancing multinational firms' implementation of efficient IT risks and governance.
Massification at Higher Education Institutions; Challenges Associated with Teaching Large Classes and How it Impacts the Quality of Teaching and Learning in South Africa NYAGOPE, Taurayi Stephen
International Journal of Environmental, Sustainability, and Social Science Vol. 5 No. 1 (2024): International Journal of Environmental, Sustainability, and Social Science (Jan
Publisher : PT Keberlanjutan Strategis Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38142/ijesss.v5i1.852

Abstract

The paper engages with the phenomenon of large classes in higher education institutions in South Africa and its challenges to the quality of teaching learning. Most public higher education institutions in South Africa, in response to historical conditions, have enrolled students more than their capacity, resulting in massification and negative consequences on educational quality. There has been a plethora of literature on the teaching of large classes, however, few studies offer a comprehensive engagement on the challenges presented by teaching larges and its impact on quality of education as well as innovative strategies that can be used to teach and different learning pedagogies that can be used. This essay identified the challenges of teaching large class in higher education institutions due to massification and large enrolments and their implications on sustaining and enhancing quality of teaching and learning. In addition, I suggested several strategies that can be used to overcome the challenges of teaching large classes as well as how to monitor and evaluate these strategies with the aim of improving quality of higher education in the era of massification. Accordingly, the human capital theory was adopted. Furthermore, a qualitative research approach was applied in this study and a systematic literature review was used to collect and review information according to the guiding principles of the hermeneutic framework. The essay contributes to literature with the strategies to enhance quality of teaching and learning, student engagements and teaching approaches aimed at reaching all students in large classes.
Co-Authors OBAGBUWA, Oloyede RAJARAM, Rajendra