Browsing by Author "Sokhulu, Lerato Hlengiwe."

Now showing 1 - 2 of 2

Exploring master’s students’ experiences of using digital technologies in research.
(2021) Sokhulu, Lerato Hlengiwe.; Khoza, Simon Bhekumuzi.; Nzimande, Mildred Nomkhosi.
Digital technologies are used by people in order to attend to 21st century living, which often involves digitalised practices. These digitalised practices are driven by the need to meet the Fourth Industrial Revolution (4IR) technology innovation, demanding the growing use of digital technologies for various activities. As a result of the 4IR movement, institutions of higher learning use digital technologies for teaching, learning, and research purposes, to fulfil educational objectives. Particularly for postgraduate studies, students use digital technologies to access published research, generate empirical data, write their dissertations and communicate with their supervisors and other stakeholders involved in their research studies. Literature reviewed in this study indicated that students experience the use of digital technologies in specific ways informed by various socialisation and professionalisation processes. This study explored master’s students’ experiences of using digital technologies as informed by their personal research needs; thus, producing a unique personalisation experience which has been found to be missing in literature discussion. Guided by the philosophical pragmatic paradigm, this doctoral study used a qualitative case study to explore master’s students’ experiences of using digital technologies for research purposes. Data were generated using four research methods, including reflective journals, semi-structured interviews, focus-group discussions, and digital observations. Purposive and snowball sampling were used to select fourteen participants who were part of the study, and who aided in generating thick and authentic data used to answer the research questions. Three key research questions were formulated for this study mainly: What are master’s students’ experiences of using digital technologies? (descriptive); How do master’s students apply their experiences of using digital technologies in research? (operational); and Why do master’s students experience digital technologies in particular ways? (philosophical/theoretical). The data produced were analysed and interpreted using inductive (thematic) analysis, in combination with deductive analysis (using the Persona-Tech analytical framework proposed in this study). The Persona-Tech analytical framework was conceptualised using selected concepts from CHAT and UTAUT theories, in order to better understand students’ experiences of using digital technologies in research. The findings of this study indicated that participants experienced the use of digital technologies both in positive and negative ways, influenced by various factors such as socialisation, professionalisation and personalisation. These influences further shaped how the students conducted their master's research using different digital resources on a mandatory and voluntary basis. Furthermore, the findings suggested that master's students used their socialisation and professionalisation experiences to solve problems and better understand the use of digital technologies in their studies, resulting in a unique personalisation experience informed by their study needs. The study recommends five propositions that could aid in students achieving quality personalisation experience with regards to using digital technologies effectively for their studies. These five propositions include students reflecting on their experience with digital technologies and finding ways to improve their experience; forming collaborations with other stakeholders and seeking ways to tackle challenges experienced with digital technologies; having patience and enduring through a challenging experience; seeking guidance, support and information where deemed necessary and being self-aware of one’s digital strengths and weaknesses.
Exploring pre-service teachers’ experiences of mentoring during teaching practice.
(2018) Sokhulu, Lerato Hlengiwe.; Nzimande, Mildred Nomkhosi.
Mentorship is a global phenomenon where a skilled individual trains a less skilled individual. This study is based on mentoring in education which takes place during teaching practice. Teaching practice is a period when pre-service teachers undergo a practical component during their training to become professional teachers. The mentor who is a school teacher, then mentors and trains the pre-service to acquire skills needed for teaching. The study employed a qualitative approach which was detailed and in-depth. Furthermore, the study made use of case study methodology where mentoring experiences of pre-services teachers were explored thoroughly. Five participants (pre-service teachers) were interviewed to generate data on their mentoring experiences. Semi-structured interviews were used as data generation instruments through which participants could answer open ended questions freely, with regards to their mentoring experiences. In addition, the study employed thematic analysis where one theme was central with seven other sub-themes emerging from the findings. The findings of the study indicated that, although pre-service teachers experienced mentoring in different schools, there were common patterns in their experiences and knowledge of mentorship as a process. For instance, four out of five mentees indicated having had a good relationship with mentor since they communicated well with each other and there was willingness to help and learn between both mentor and mentee. Other mentees indicated having had issues with their assigned mentors leading them to seeking assistance from other teachers in their practice school. The study furthermore provided recommendations for mentoring pre-service teachers such as familiarising mentors and mentees with duties of mentoring through mentoring workshops on how to mentor pre-service teachers. In addition, the study recommended that pre-service teachers in different institutions undergo similar programmes before teaching practice commences.