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Research in Social Sciences and Technology
Published by Universitas Pamulang
ISSN : -     EISSN : 24686891     DOI : 10.46303/ressat.05.02.7
Core Subject : Education,
Education
Office address of Editor-in-Chief: Yesilova Mah. Caldiran Cad. 29/11 Etimesgut-Ankara-Turkey-- E-ISSN registered office located at Den Haag Netherlands, 2496 NL,Netherlands
Arjuna Subject : Umum - Umum
Articles 295 Documents
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Making Sense of the Unknown: A Narrative Analysis of COVID-19 Stories as Told by WSU Research Students Alicia Van der Spuy; Lakshmi Jayakrishnan
Research in Social Sciences and Technology Vol 6 No 2 (2021): Research in Social Sciences and Technology (Special Issue)
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2021.18

Abstract

Storytelling is an important tool through which to make sense of life experiences. Stories can be classified as personal narratives, historical documentaries and those that inform the viewer about a specific concept or practice. These narratives can be used to promote discussion about current issues in the world. Storytelling can thus be seen as an effective learning tool for students by providing a strong foundation in “Twenty First Century Literacy” skills as well as advancing emotional intelligence and social learning. This project used storytelling to gather information regarding people’s encounters with COVID-19 and lockdown, with specific focus on the Eastern Cape of South Africa. Employing a content analysis methodology, it attempts to analyze responses to narrative inquiry interviews about the COVID-19 pandemic as conducted by students, as part of their introduction to the methodology of research. These responses were used to generalize findings, as well as to look at individual reactions that could bring light to, and make sense of the human experience of the pandemic within an educational context. Both negative and positive experiences were related by interviewees and students.
Transgender student experiences of online education during COVID-19 pandemic era in rural Eastern Cape area of South Africa: A descriptive phenomenological study Azwihangwisi Helen Mavhandu-Mudzusi; Tshimangadzo Selina Mudau; Thulile Pearl Shandu; Nthomeni Dorah Ndou
Research in Social Sciences and Technology Vol 6 No 2 (2021): Research in Social Sciences and Technology (Special Issue)
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2021.14

Abstract

COVID-19 affected education in many ways. As a response, various strategies were introduced to ensure students’ access to education, including online education. For most of the students, fulltime online education brought diverse challenges. This descriptive phenomenological study explored the experiences of transgender student regarding online education during the COVID-19 pandemic in Buffalo City Metro Municipality, South Africa. Data were collected by means of individual telephonic interviews with eight purposively selected transgender students using the snowballing technique. Data were thematically analysed using the interpretative phenomenological analysis framework for data analysis. The findings indicate that transgender students faced barriers in accessing online education, including (i) limited interaction, (ii) unconducive home environment because of stigmatisation, abuse and disruptions, and (iii) lack of access to the internet owing to the centralisation of internet access points, the unaffordability of data, unstable internet connections and an intermittent electricity supply. The findings further highlighted that transgender students face stigmatisation and abuse which hinder their learning. The situation is exacerbated by a lack of sources of income for transgender students, especially those who must make means for money to buy educational resources such as data for internet connection needed for online classes. Based on the findings, the researchers recommend continuous support for transgender students to ensure their continued engagement in online education, amidst the challenges they face. To this end, educational institutions should ensure that students have alternative means of accessing education so that those from diverse populations, settings and socioeconomic statuses are reached.
Lecturer Autoethnographies of Adjusting to Online Student Interactions during COVID-19 Sandra Makwembere; Obert Matarirano; Nobert Rangarirai Jere
Research in Social Sciences and Technology Vol 6 No 2 (2021): Research in Social Sciences and Technology (Special Issue)
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2021.16

Abstract

In 2020, the COVID-19 pandemic pushed South African historically disadvantaged institutions, that had not yet reached advanced levels of technology use in teaching and learning, to find immediate solutions to salvage the disrupted academic year. Interactions with students, which had predominantly been face-to-face, shifted to various online platforms for lecturers to adopt emergency remote teaching approaches. Most of the lecturers were unprepared or incapacitated to make the shift to online environment. Studies have looked at the online teaching and learning experiences of students and lecturers during the COVID-19 pandemic but very few have taken an autoethographic approach to their inquiry and situated experiences in historically disadvantaged institutions. In this article, as lecturers, we use autoethnographies to provide an account of adjusting to interacting with students online during national lockdowns at a historically disadvantaged institution. The Social Cognitive Theory (SCT) was applied to guide the study. This reflexive approach is valuable, as it captures professional encounters and reflections needed to understand the effects of rapid changes to teaching and learning in response to the pandemic. Given the education disparities that already existed between South African higher education institutions before COVID-19, the article contributes to the discourse on how historically disadvantaged institutions can advance higher standards of teaching and learning to serve students better. Our reflections point to the personal, technical and structural challenges of maintaining regular online interaction. Our findings show that different approaches and techniques were applied to adjust to virtual teaching and learning. As teaching and learning methodologies have the potential to ingrain social inequalities, we made recommendations on how to improve online interactions with students from historically disadvantaged contexts.
Disability Sensitivity and Sensibility: A Nondisabled Lecturer Perspective on Inclusive Lecturing Opportunities Sandra Makwembere
Research in Social Sciences and Technology Vol 6 No 2 (2021): Research in Social Sciences and Technology (Special Issue)
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2021.11

Abstract

Disability is a social force that arguably creates more education problems for students with disabilities than their impairments. Understanding it as a form of social oppression can lead to less exclusionary teaching and learning attitudes, beliefs, expectations and practices. Numerous studies have looked at the experiences of staff and students with disabilities as well as the experiences of teaching students with disabilities. However, more studies are needed to better understand and address disability in higher education. Nondisabled perspectives have a role to play in opposing disabling educational practices and cultures to make higher education more inclusive. Many opportunities especially exist for nondisabled lecturers to contribute to addressing the higher education barriers and discrimination which often affect students with disabilities. The purpose of this study was to use a disability perspective to present my lecturing practices during the move to emergency remote teaching and learning in response to COVID-19 while working at an HDI. An autoethnographic method was used. Content analysis of my accounts exposed the exclusionary nature of my practices in terms of how they facilitated ableism and suppressed disability discourse. Recommendations are made, in light of the results, on ways to not only make higher education spaces more accommodating but counter a wider societal culture that oppresses and even seeks to eradicate the value of those who live with impairments.
Managing the Culture of COVID-19 "New Normal" as a Motivation for University Students in South Africa Bunmi I. Omodan; Cias T. Tsotetsi; Olugbenga A. Ige
Research in Social Sciences and Technology Vol 6 No 2 (2021): Research in Social Sciences and Technology (Special Issue)
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2021.10

Abstract

The advent of COVID-19 and its implication on university education has been the bone of contention in recent times. The COVID-19 emergency has led to a change in knowledge inputs, processes, and outputs. This trajectory has demotivated student approaches to their learning. In response to this revolution, this study provides motivational strategies through students' perspectives to respond to the underside of new normal among South African university students. Ubuntu underpins the study within the Transformative Paradigm lens and Participatory Research as a research design. Ten students of a particular module in a selected university in South Africa were chosen to participate in the study. They were selected using the snowballing sampling technique because the participants were under level 3 lockdown with little or no access to campus at the time of the study. Online interview via phone calls, email and WhatsApp, was conducted with the students, and the data were analysed using Thematic Analysis. The study revealed a lack of visualised physical engagement between students and their lecturers and unstable internet access and lack of the internet as the major challenges. The study, therefore, recommends solutions that there should be adequate provision of effective online audio-visual sessions with enough space for student-lecturer’s interactions and low-tech online sessions and content deliveries.
The Transformative Methodology: Expository Study of Teaching English as the Second Language Acquisition Jacob Tshepang Moloi; Emmanuel Tobi Adegoriolu
Research in Social Sciences and Technology Vol 6 No 2 (2021): Research in Social Sciences and Technology (Special Issue)
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2021.20

Abstract

The significance of language as a science in the educational sector has continued to play a critical role in terms of teaching and learning. However, due to inequalities exposed severely by the Covid-19 pandemic, the teaching of English as the second language acquisition to foreign speakers; is adversely affected. Therefore, the use of transformative methodology as the teaching strategy is explored to determine the most suitable methodology of teaching during the Covid-19 pandemic. The study utilizes Participatory Action Research as the approach to explore the efficacy of transformative methodology; this approach is embedded in the paradigmatic principles of constructivism as the lens of qualitative methodology. Besides, the data is analysed using Critical Discourse Analysis post the generation of it using observations and semi-structured interviews (free attitudinal interviews). The paper demonstrates the prospects of using transformative methodology as the appropriate use of pedagogical strategy for English as the second language acquisition, it also suggests efficient but costly measures required to be implemented by the universities for the use of the transformative methodology.
Transition to online learning by a teacher education program with limited 4IR affordances Maria Tsakeni
Research in Social Sciences and Technology Vol 6 No 2 (2021): Research in Social Sciences and Technology (Special Issue)
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2021.15

Abstract

This study used the community of inquiry (CoI) framework and the affordances of Internet of things (IoT) to explore how the faculty of education of a rural campus of a university transitioned from face-to-face to online modes of instruction. In this qualitative interpretive study, data were collected through open-ended questionnaires from four purposely selected teacher educators and five final-year bachelor of education preservice teachers. Thematic content analysis techniques were used to analyze the data collected. The findings indicated the tensions experienced by the teacher educators as they negotiated the limited IoT affordances to ensure effective teaching, cognitive, and social presence in the newly formed online classrooms. Some of the tensions included the choices that were made on whether to use synchronous or asynchronous modes of instruction and the selection of effective communication modes. The teacher educators used a combination of the official learning management system (LMS) tools of the university and a social media platform as way of navigating the limited 4IR environments experienced by the preservice teachers.
COVID-19, the global education project and technology: Disrupting priorities towards rethinking education Charl Wolhuter; Lynette Jacobs
Research in Social Sciences and Technology Vol 6 No 2 (2021): Research in Social Sciences and Technology (Special Issue)
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2021.13

Abstract

This paper argues that the arrival of the COVID-19 pandemic created a space to reconceptualise education and rethink priorities. Although no one will deny the devastating impact of the pandemic, humans have been able to continue with various projects, including the global education project, largely made possible through unprecedented technology advancement, as well as the uptake of technologies that advanced pre-COVID-19. In many ways, the clear distinction between human and technological (being non-human) practices has blurred to a point where the mere nature of human projects such as the global education project has become post-human. While different schools of thought on the nature of “post-human” exist, we use it to refer to what we are becoming together, a comprehension and awareness of the connectedness between humans and their natural and technological environment and the ethical concerns that come with it. COVID-19 provides an opportunity to reconsider the connectedness, complexities and dynamics of the world, and what we (humans, nature, Earth, technology) are becoming. Based on a literature survey and critical refection on the state of the global education expansion project at the time of the onset of the COVID-19 pandemic, we suggest the following changes to the ways quantity, quality and equality in education are conceptualised. The employment of technology should be added in the conceptualisation of input quality. Flexibility, support and connectedness should be built into the process quality equation. Most importantly, ecology should also be added as a product of education, and not merely a contextual influence in education.
Mentor-Mentee Experiences Amidst COVID-19: A Teaching Practice Case Study Cias T. Tsotetsi; Selloane A. Mile
Research in Social Sciences and Technology Vol 6 No 2 (2021): Research in Social Sciences and Technology (Special Issue)
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2021.12

Abstract

Preparing student teachers for the world of work is seen globally as a challenge. This research aims to explore mentors and mentees experiences in teaching practice during the COVID-19 period. In order to explore the challenge in this study, the following research question guided the paper: What are the teaching practice experiences of mentors and mentees at a school during COVID-19? The research question is a result of limited research done on the experiences of two groups during COVID-19. Informed by the realist social theory, we generated data via telephonic interviews with mentors and mentees in one school. The data was generated through semi-structured Interviews and thematic analysis was a method employed in the analysis of the data. The results present challenges experienced by mentees which, amongst others, include a feeling of inadequacy or a lack of confidence in their abilities to bring about order to the classroom and a feeling of being excluded in meetings and extra-curricular activities. On the other hand, mentors receive mentees without any prior warning or without arrangements made to accommodate them and the absence of the university officials except for assessment. Based on the results, a collaborative approach should be employed to deal with some of the challenges experienced by mentors and mentees.
Editorial: Education and the Quest for Educating in the Current and the Post-COVID-19 Era Bunmi I. Omodan; Nolutho Diko
Research in Social Sciences and Technology Vol 6 No 2 (2021): Research in Social Sciences and Technology (Special Issue)
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2021.21

Abstract

This special issue contains quality, well-researched, and well-argued articles towards inter/multi-disciplinary understanding of the current and future state, manner, and disposition of social, educational, environmental, humanitarian, and technological perspectives of COVID-19 pandemic. Readers, academics, practitioners and students are provided with robust knowledge on the state and status of the COVID-19 pandemic in the world from its advent in 2020, its present state and future projections. We thank all colleagues involved in the editorial and publishing process for their supports, assistance and exceptional guidance. We are bold to say that the quality involved in the publication process of RESSAT Journal is second to none. To all our authors, your quality products remain part of the historical contribution to knowledge on the COVID-19 pandemic.

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