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Myende, Phumlani E.; Hlalele, Dipane – Africa Education Review, 2018
In this paper, we suggest strength-based approaches for the creation of sustainable rural learning ecologies. We have framed the creation of rural learning ecologies with appreciative inquiry (AI) as a framework and argue that it begins from understanding rurality from positive psychology. The premise within AI has been seen to be the shift from…
Descriptors: Rural Education, Sustainability, Educational Practices, Foreign Countries
Verhoef, Anné Hendrik; Fourie, Mariette; Janse van Rensburg, Zander; Louw, Henk; Erasmus, Mianda – International Journal for Educational Integrity, 2022
This article was motivated by the need to academically frame and share the response of the North-West University (NWU) to the perceived increase of academic dishonesty during COVID-19. Within the ambit of the online (hybrid) teaching and learning approach that became dominant during the COVID-19 pandemic, the NWU established a Community of…
Descriptors: Foreign Countries, Cheating, Communities of Practice, Pandemics
Kekana, Ramadimetja Mable; Steenekamp, Karen – Education as Change, 2019
Education for healthcare professionals, including radiography, is focused on cognitive, affective and psychomotor learning. The aim of this article is to present and argue for the consideration of the HECAF model, which is designed to improve the teaching and learning of Ethics and Human Rights in the radiography undergraduate programme. This…
Descriptors: Ethics, Civil Rights, Paraprofessional Personnel, Allied Health Occupations Education
Hlalele, Dipane Joseph – Australian and International Journal of Rural Education, 2019
Calls for a decolonized curriculum in South Africa are gaining momentum. Contrary to the school curriculum that privileges knowledge from a western perspective, indigenous knowledge systems appreciate and draw from local content and forms of knowing. A number of studies have expressed the value of indigenous knowledge systems, and the need for…
Descriptors: Rural Areas, Indigenous Knowledge, African Languages, Foreign Countries
Marais, Nalize – Education, Knowledge & Economy: A Journal for Education and Social Enterprise, 2011
The advancement of technology has reorganised how we live, how we communicate and how we learn. Learning has changed to a continual process in which knowledge transforms into something of meaning through connections between sources of information and the formation of useful patterns. In contradiction to traditional theories, learning can result…
Descriptors: Foreign Countries, Higher Education, Technological Advancement, Etiology