Post Graduate Research Projects: Higher Education
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Item An Explanatory Study of the Perception of the Importance of Soft Skills Development in Higher Education by Hospitality Students.(The IIE, 2020) van der Merwe, Johan PThe development of Soft skills (generic skills) and Hard skills (academic skills) of students in hospitality through Higher Education (HE) is acknowledged to be both important in HE through research. Identifying specific soft skills of importance for a specific course can greatly help with curriculum development for the course. Research shows that Higher Educational Institutions (HEI) acknowledge the importance of soft skills development in students through the curriculum. In this paper students are asked about their knowledge of the importance of soft skills development in HE and to identify soft skills that they perceive as important for their future employment in hospitality.Item Exploring Lecturers' Perceptions on the Use of Inclusive Pedagogical Strategies in Higher Education Contexts: A Case Study of Lecturers at a Private Higher Education Institution in Johannesburg, South Africa(The IIE, 2020) Chindomu, RodwellInclusive pedagogy is often narrowly associated with increasing enrolment and access to education for “disadvantaged” groups. This study sought to explore the wider view, which holds that inclusive pedagogy transcends the mere integration of students with disabilities into mainstream institutions or the admission of blacks into formerly white schools and universities. This notion is derived from the argument explored in literature, which purports that presence in an institution alone does not automatically translate to inclusion, as there is a myriad of barriers that limit effective learning for students of diverse dispositions and backgrounds. This research study followed the qualitative paradigm to explore lecturers’ levels of awareness and perceptions of inclusive pedagogy. The study also sought to establish if there was any correlation between lecturers’ perceptions of inclusive pedagogy and their classroom practices. This was done by analysing the participant lecturers’ teaching philosophies, preferred pedagogical strategies and perceptions towards teaching styles, differentiated learning styles, assessment preparation and parental involvement in the teaching and learning process at tertiary level. The results of the study showed that the respondents had varied perceptions on many issues although they converged on the notion that teaching style had an impact on student learning. In the concluding chapter, the thrust of the recommendations was that inclusive pedagogy was not limited to the lecture room, therefore, all stakeholders needed to work together to ensure its success.Item Assessing the Effectiveness of Tutorial Interventions on Student Academic Performance for Undergraduates in the Department of Public Administration at a University of Technology.(The IIE, 2020) Sithole, PhillemonThe purpose of the study was to assess the effectiveness of tutorial interventions on student academic performance for undergraduates in the department of public administration at a university of technology. Student academic performance at higher education institutions is one of the major indicators of progress and barometer of success from a teaching and learning perspective. Studies show that institutions of higher learning in South Africa face challenges with regard to undergraduate pass rates, retention rates, throughput rates and graduation rates are well documented in research (Penprase, 2018; McKay, 2016; Badat, 2010; Bhorat et al, 2010). Studies by McKay (2016) and (Badat, 2010) show that first year students in particular are at a greater risk; two in three first year students fail at least one module during their first year of study at university. Penprase (2018), McKay (2016) and Badat (2010) have underscored that undergraduate students, particularly first and second year students, find the content challenging. The study was befitting in this regard to assess the effectiveness of tutorial intervention as a mitigation mechanism to ameliorate some of these challenges, particularly addressing low undergraduate pass rates. To achieve the objectives of the study, a quantitative research approach was adopted. Quantitative research approach was befitting for the study as the study was interested in the relationship between various construct represented in the conceptual model. The study adopted a causation and association in data analysis, which is more suitable in explaining the relationship between constructs and variables. The data was collected from 120 students and 61 tutors through questionnaires. To test the reliability of the research instrument, Cronbach's Alpha test was conducted for tutor questionnaire which yielded alpha coefficient of α = 0.812. For the construct of student questionnaire shows α = 0.804, meaning that the adequate reliability was achieved. The data was analysed using SPSS where a Pearson’s correlation coefficient and P values were used to assess the strength of the relationships between constructs.Item Best Teaching Practices for Increasing Student Engagement in Large Classes Within the Faculty of Commerce(The IIE, 2020) Naicker, DaphanieWith the increased access to education and massification of education in South Africa and internationally, this may adversely affect the participation and engagement of students in classes that seat between 50 to over 100 students. The trend towards increased enrolment at higher education institutions is also reflected in the South African Department of Higher Education and Training’s (DHET) Green Paper on Post-School Education and Training. This research project was undertaken to examine problems students face in large classes and to identify from the students perspectives teaching strategies that are used in the classroom. The setting of the research is a private higher educational institution and the research focuses on higher certificate students’. A questionnaire administered via google documents was used to collect data from students. The findings reveal that there is evidence of student engagement in the classroom. Students find that a large class will assist them with peer learning however, a lecture-based approach, using principles of constructivism, in order to balance the learning needs of students is a favored option by students in large classes.Item A Study of the Use and Usability of an LMS (RCLearn): A Student Perspective(The IIE, 2020) Zulu, Remaketse FrancisThe problem identified for this research is that private education provider’s students are not using an LMS effectively, not completing their activities and not engaging fully with the system. The problem was identified by analysing the students’ LMS usage reports of the academic year 2019. Furthermore, lecturers whose students were not completing activities on an LMS also pointed out the problem. The initial impressions suggested that there were two underlying problems, which were the poor usability of an LMS and that students did not see the value of engaging on an LMS. However, for this study, the researcher only focused on the usability of an LMS. The study followed a qualitative approach and because of lockdown, the data was collected making use of Microsoft Forms of which the link was shared with the study participants. The study consisted of 87 participants who voluntarily took part in the study. The findings of the study revealed that LMS is important for enhancing teaching and learning. Furthermore, for the most part, majority of the students were satisfied with the private education provider’s LMS, indicating that LMS is useful in teaching and learning. However, only a few students experienced technical issues and they also pointed out that LMS used requires more improvements.Item An Analysis of the Academic Learning Challenges Faced by First Year Students in a Durban Private Higher Education Institution(The IIE, 2020) Razack, FathimaThis study makes visible the experiences of students transitioning to higher education from high school and previously marginalised backgrounds in South Africa. The structure of South African higher education institutions is alleged to perpetuate epistemic deafness through clinging to the past and westernised curriculum. In line with decolonial perspectives, the research adopted the interpretivist paradigm to engage first-year students in sharing academic learning challenges they faced when they transitioned from high school to a higher education institution. Designed as a case study, data for this research was collected using qualitative methodologies to enable an experiential understanding of the challenges faced by students in the transition process. Results reveal that the students in their first year of studying at a higher education institution face several academic learning challenges some of which are necessitated by a lack of preparation and unmet expectations. The institution lacks recognition of students from marginalised contexts, and their limited potential to re-shape higher education is systematically limited at enrolment. Students who grew up in underserved communities find it difficult to quickly adapt to the current online learning styles and access the English language. The study recommends that for students to thrive, the institution has to meet the students at their point of need through carefully designed strategies that include but are not limited to group discussions, extra lessons, tutorials, and workshops on academic writing skills.Item The Relationship Between Taking Maths Literacy at School and a Student's Ability to do Accounting at Tertiary Level(The IIE, 2020) Carvalho, CarmenDoes the Mathematics Literacy content taught at school adequately prepare students to achieve success in accounting at tertiary level? More specifically, did taking Maths Literacy at school make students doubt their ability to successfully complete accounting at tertiary level? Democracy in South Africa brought about changes to the education system to make it more equitable and accessible to all South Africans. One of these changes was the introduction of Maths Lit in 2006 into high schools as a means to improve students’ maths literacy. A review of the literature revealed that not much research has been undertaken to find a correlation between taking Maths Lit and achieving low marks in accounting, there is more literature on the effects of Maths Lit on the science subjects. This research is multifaceted in that it focuses on establishing possible links between low accounting marks at first year tertiary level and having taken Maths Lit as a school subject. It further investigates whether low self-efficacy or confidence levels are caused by taking Maths Lit at school which then impacts negatively on the ability to do accounting at tertiary level. For the ten participants in this study it was derived that having taken Maths Lit at school increased a student’s confidence as students stated they no longer ‘felt stupid’. This had a spill-over effect resulting in improved marks for most of the subjects taken at school. This result, however, needs to be further researched to establish if the increased confidence levels equate to higher marks and a deeper understanding of and an ability to do accounting at a tertiary level.Item Language of Teaching and Learning (LoLT) as a Barrier to Learning Mathematics: Impact on Mathematics Students in Higher Education(The IIE, 2020) Dhlamini, SemakalengLanguage is a barrier that hinders learning Mathematics in most schools in South African and thus may result in a lower throughput rate at most High Schools in South Africa. This is because students in most schools are taught Mathematics in their home language from Grade 1 to 3 and are taught Mathematics in English from Grade 4. This research project was motivated by the rise in number of late entry English learning students who drop Mathematics in Grade 9 and the possibilities of increasing number of students who will study Mathematics in Higher Education.Item An Exploratory Study on the Influence of Student- centered Teaching Methods on Student Motivation Towards Education(The IIE, 2020) Julies, AuldrinChange is a constant within the educational process with the ever-evolving design of subject matter, change in the dynamics within classrooms, and changes within teaching strategies implemented by educators (Hansen & Laverty, 2010). This is all done in an attempt to reform educational practices to create learning environments that will stimulate student engagement towards subject matter and further encourage them to become capable graduates, that are able to adapt to the workforce and contribute towards the advancement of the industry (Cudney and Ezzel, 2017). The study aimed to establish the value student-centered approaches had on the students’ motivation towards learning and find the most effective approach for educators to create learning environments that will allow for significant learning experience to take place. According to Fink (2013), higher education needs to become more meaningful to the student through educational reform and challenging conventional practices. The dire need for the South African higher education system to produce competent graduates has become crucial towards the advancement and survival of the country’s economy (Mdepa and Tshiwula, 2012). With the increasing popularity of student-centered teaching within classrooms, the focus has shifted from teacher to student (McKenna, 2013). This has challenged higher education institutions to create learning environments that will develop key skills and knowledge within the student, which can be applied to the real-world environment. This has seen a rise in student-centered teaching methods such as constructivism, that encourages student interaction and sharing of feelings, beliefs, and experience to construct new knowledge. One of the many benefits of student-centered teaching is that it encourages interaction. According to Trolian (2019) many students participate in non-academic activities on campuses to build self-confidence, as research showed a direct link between social interaction and how it leads to better academic results. South African higher education faces many challenges that are unique to its socio-economic context. Mckenna (2013) argued that for student-centered teaching to uccessfully be integrated into South African classrooms, there needs to be a clear understanding of the type of student and their needs. The study allowed for the exploration on how educators can utilize student-centered teaching approaches to more effectively motivate the learners to interact with peers and engage with subject matter. The research involved a logical process that firstly involved conducting a review of literature, that allowed for a holistic review of student-centered teaching approaches and its effectiveness within higher education classrooms. The literature provided some critical comparisons between traditional teacher-centered methods and student-centered teaching. It was followed by a critical research investigation, through exposing students at eta College to both teacher and student-centered teaching methods. Students were able to engage through both mediums of delivery to measure if the teaching method had a distinct contribution towards student motivation. The literature focused on both student and teacher-centered practices to identify its effectiveness within higher education.Item The relationship between taking Maths Literacy at school and a student’s ability to do accounting at tertiary level(The IIE, 2020) Carvalho, CarmenDoes the Mathematics Literacy content taught at school adequately prepare students to achieve success in accounting at tertiary level? More specifically, did taking Maths Literacy at school make students doubt their ability to successfully complete accounting at tertiary level? Democracy in South Africa brought about changes to the education system to make it more equitable and accessible to all South Africans. One of these changes was the introduction of Maths Lit in 2006 into high schools as a means to improve students’ maths literacy. A review of the literature revealed that not much research has been undertaken to find a correlation between taking Maths Lit and achieving low marks in accounting, there is more literature on the effects of Maths Lit on the science subjects. This research is multifaceted in that it focuses on establishing possible links between low accounting marks at first year tertiary level and having taken Maths Lit as a school subject. It further investigates whether low self-efficacy or confidence levels are caused by taking Maths Lit at school which then impacts negatively on the ability to do accounting at tertiary level. For the ten participants in this study it was derived that having taken Maths Lit at school increased a student’s confidence as students stated they no longer ‘felt stupid’. This had a spill-over effect resulting in improved marks for most of the subjects taken at school. This result, however, needs to be further researched to establish if the increased confidence levels equate to higher marks and a deeper understanding of and an ability to do accounting at a tertiary level.Item Best teaching practices for increasing student engagement in large classes within the Faculty of Commerce(The IIE, 2020) Naicker, DaphanieSchool Education and Training. This research project was undertaken to examine problems students face in large classes and to identify from the students perspectives teaching strategies that are used in the classroom. The setting of the research is a private higher educational institution and the research focuses on higher certificate students’. A questionnaire administered via google documents was used to collect data from students. The findings reveal that there is evidence of student engagement in the classroom. Students find that a large class will assist them with peer learning however, a lecture-based approach, using principles of constructivism, in order to balance the learning needs of students is a favored option by students in large classes.Item An analysis of the academic learning challenges faced by first year students in a Durban Private Higher Education Institution(The IIE, 2020) Razack, FathimaThis study makes visible the experiences of students transitioning to higher education from high school and previously marginalised backgrounds in South Africa. The structure of South African higher education institutions is alleged to perpetuate epistemic deafness through clinging to the past and westernised curriculum. In line with decolonial perspectives, the research adopted the interpretivist paradigm to engage first-year students in sharing academic learning challenges they faced when they transitioned from high school to a higher education institution. Designed as a case study, data for this research was collected using qualitative methodologies to enable an experiential understanding of the challenges faced by students in the transition process. Results reveal that the students in their first year of studying at a higher education institution face several academic learning challenges some of which are necessitated by a lack of preparation and unmet expectations. The institution lacks recognition of students from marginalised contexts, and their limited potential to re-shape higher education is systematically limited at enrolment. Students who grew up in underserved communities find it difficult to quickly adapt to the current online learning styles and access the English language. The study recommends that for students to thrive, the institution has to meet the students at their point of need through carefully designed strategies that include but are not limited to group discussions, extra lessons, tutorials, and workshops on academic writing skills.Item Measuring student attitude towards the application of gamification in the higher education classroom(The Independent Institute of Education, 2020) van Reede van Oudtshoorn, Nicolaas NModern day educators face a myriad of challenges with today’s learners. The world has become a fast-paced environment with many distractions. Keeping learners focussed on inclass activities pose a challenge and a cellular phone is often an issue of contention and a burden on the concentration and focus of the learner. Gamification is the process of incorporating game elements into non-game environments (Deterding, et al., 2014). Gamification has shown positive results in the field of education and others to bring about positive change, in engagement and interaction (Deterding, et al., 2014). Using gamification, which incorporates elements and characteristics of games into every day actions, the goal is to investigate if it will capture the minds and imagination of students and help them better participate in class and help them to retain information more effectively. Students’ expressed incredibly positive feelings and emotions towards gamification and the themes picked up from the questionnaire showed encouraging emotions towards the effects and impact of gamification. Considering the findings, gamification could be a very effective and useful tool in the higher education classroom. It could help with in-class challenges and help break through to students who struggle to concentrate in class.Item Teaching and learning approach: A comparison between a traditional and a flipped classroom and which flipped classroom methods will enhance student behaviour, independent learning, promote student engagement and significant learning(The Independent Institute of Education, 2020) Visagie, LorindaField research was completed on a traditional and a flipped classroom. The reason for conducting this research was to establish why the first-year students within the higher certificate fitness and coaching struggled to adapt to the new course as well as the new lecturing style implemented by the head lecturer. The new 2019 diploma sport and exercise second year students showcased negative student behaviour, low student learning motivation and low student engagement within both in and out of class learning. Further research was conducted within the following academic year of 2020 diploma sport and exercise science group. The 2020 group comes from the same learning background as that of the second-year sport and exercise science academic year 2019 group. Students provided signed consent and participated within a questionnaire at the end of the traditional classroom which was conducted first and the flipped classroom that followed a week later. A high number of students rated their experience within access to learning content, online learning guidance and module theme coherence within both the traditional and flipped classroom as positive. A higher number of students showcased lecture enjoyment and classroom experience within the flipped classroom than that of the traditional classroom. A close to equal number of students rated their participation within pre-study and pre-study motivation as positive and neutral. An equal number of students rated their ability for improved application of knowledge due to pre-study as positive within both the traditional and flipped classroom. A high number of students positively rated the flipped classroom as improving classroom experience due to cooperative learning activities incorporated within the flipped lecture type conducted. This interactive classroom lecture was also highly rated as positive due to improving the student’s communication skills. A higher number of students rated their opportunity to ask questions within student feedback of both the traditional and flipped lecture as positive. As well as a higher number of students positively rating the lecturer feedback on questions and improved concept understanding within both the flipped and traditional classroom. The implications of the research showed that the effective use of web-based learning can enhance learning content access, online content guidance and module concept coherence. A high number of students enjoyed the flipped classroom as an interactive learning space more over that of the traditional classroom which shows that an interactive learning space can enhance student behaviour and learning motivation. A close to equal number of students rated pre-study engagement and further pre-study motivation as positive and neutral for both the traditional and flipped classroom. Web based learning as part of their programme is imperative to cater for a diverse student body that is evident within modern day higher education. An equal number of students rated their ability for improved application of knowledge due to pre-study as positive and neutral within both the traditional and flipped classroom. This indicated that no matter the lecturer type, some students will direct their own learning regardless the lecture type. The refore, web-based learning specific to learning resources and coherence is vital once again within ensuring that all students have the same opportunity to engage within prestudy before any lecture. A high number of students positively rated the flipped classroom with regards to this lecture type allowing for cooperative learning participation. Also, a high number of students positively rated the flipped classroom with regards to the cooperative learning via group work and dialogue improving their communication skills. A higher number of students indicated that the traditional classroom did not allow for cooperative learning participation and their experience within this classroom was viewed as only content delivery specific. The lecture type implemented will depend on what you would like to achieve within the classroom. The goal is to improve student behaviour, learning motivation and enhance student engagement. Therefore, it is important to change your teaching approach from teacher-centred to that of student-centred to achieve these goals within your students and the learning environment. A student-centred approach allows for greater learning flexibility where the lecturer implements an interactive classroom and cooperative leaning strategies that will foster learning participation, improved student communication and knowledge construction. Students positively rated the flipped lecture because it provides them with the ability to apply theory into practice more than that of the traditional classroom. However, a misconception on applying theory into practice was identified where students commented that to apply theory into practice you should be in a practical setting outside of your classroom. Application of theory into practice can be included in both in and out of class activities. To relieve this misconception, it is important to explain the difference between a traditional and a flipped classroom and to conduct a couple of traditional and flipped classroom lectures on the same concept but with different in or out of class activities within the flipped classroom in order for students to understand the notion behind interactive learning. A flipped classroom allows for freeing up time within the classroom with the goal of enhancing self-regulated and directed learning through pre-study and student engagement through cooperative learning strategies that assists the student within applying theory into practice. Finally, it was evident that students experienced more opportunities to provide feedback within a flipped classroom as well as to receive more lecturer feedback than that of a traditional classroom. An interactive classroom allows for the teacher to become the facilitator and the student to become more self-directed in applying themselves as an individual as well as within a group setting to enhance knowledge construction and critical thinking application within solving problems. Also, an interactive classroom allows for increased student engagement due to this classroom type creating the opportunity to be a part of the process of improving knowledge.Item An exploratory study on the influence of student-centered teaching methods on student motivation towards education(The Independent Institute of Education, 2020) Julies, AuldrinChange is a constant within the educational process with the ever-evolving design of subject matter, change in the dynamics within classrooms, and changes within teaching strategies implemented by educators (Hansen & Laverty, 2010). This is all done in an attempt to reform educational practices to create learning environments that will stimulate student engagement towards subject matter and further encourage them to become capable graduates, that are able to adapt to the workforce and contribute towards the advancement of the industry (Cudney and Ezzel, 2017). The study aimed to establish the value student-centered approaches had on the students’ motivation towards learning and find the most effective approach for educators to create learning environments that will allow for significant learning experience to take place. According to Fink (2013), higher education needs to become more meaningful to the student through educational reform and challenging conventional practices. The dire need for the South African higher education system to produce competent graduates has become crucial towards the advancement and survival of the country’s economy (Mdepa and Tshiwula, 2012). With the increasing popularity of student-centered teaching within classrooms, the focus has shifted from teacher to student (McKenna, 2013). This has challenged higher education institutions to create learning environments that will develop key skills and knowledge within the student, which can be applied to the real-world environment. This has seen a rise in student centered teaching methods such as constructivism, that encourages student interaction and sharing of feelings, beliefs, and experience to construct new knowledge. One of the many benefits of student-centered teaching is that it encourages interaction. According to Trolian (2019) many students participate in non-academic activities on campuses to build self-confidence, as research showed a direct link between social interaction and how it leads to better academic results. South African higher education faces many challenges that are unique to its socioeconomic context. Mckenna (2013) argued that for student-centered teaching to successfully be integrated into South African classrooms, there needs to be a clear understanding of the type of student and their needs. The study allowed for the exploration on how educators can utilize student-centered teaching approaches to more effectively motivate the learners to interact with peers and engage with subject matter. The research involved a logical process that firstly involved conducting a review of literature, that allowed for a holistic review of student-centered teaching approaches and its effectiveness within higher education classrooms. The literature provided some critical comparisons between traditional teacher-centered methods and student-centered teaching. It was followed by a critical research investigation, through exposing students at eta College to both teacher and student-centered teaching methods. Students were able to engage through both mediums of delivery to measure if the teaching method had a distinct contribution towards student motivation. The literature focused on both student and teacher-centered practices to identify its effectiveness within higher education. The research looked at traditional teaching approaches and the advantages and disadvantages of employing its use within current higher education classrooms. It was important to identify the past, present and future teaching approaches, and its impact on student motivation. The review of literature was expanded towards student-centered teaching approaches within higher education and its value towards student engagement. The research looked at which of these approaches had the best potential of producing a self-autonomous learner and a graduate that will be able to fully function in the workforce while contributing to the advancement of the industry. The study aimed to address questions around students’ taking an active role in the learning process to enhance motivation. The research study was conducted through identifying a sample group of Sport Management students currently studying at Pretoria eta College. The sample group only included second and third-year students, as these groups could further draw from past exposure to various teaching methods used throughout their years studying at eta College. The students were provided with qualitative questionnaires to gain a deeper understanding of factors influencing their learning experience. The study sample was firstly exposed to a traditional theory orientated class, where the educator was the central figure within the learning environment. Students were then exposed to a practical student-centered teaching session where they were responsible for learning and the process relied immensely on their interaction with peers in constructing own understanding of key concepts. Preliminary results concluded that there was a direct link between active learning strategies and its impact on student’s enjoyment of the educational process. There was however a greater preference amongst third year students for practical student-centered approaches to teaching, whereas second year students still showed some interest in teacher-centric approaches. This was a key indicator that students at a higher level within the educational process starts showing a greater interest in how to apply their knowledge to solve real-world issues, as they are at the phase of entering into the workforce.Item Exploring the effectiveness of problem- based learning (PBL) to improve the application of theory amongst tourism students.(The IIE, 2017) Ramouthar, ShaynaTourism and hospitality students struggle to apply their theoretical knowledge acquired in the actual workplace (Pan and Jamnia, 2014, p.36; Pez`ua and Bayardo, 2012, p.33). According to Clegg (2005, p. 415) tourism and hospitality employers deem that struggle with applying solutions to problems experienced in the industry. Problem Based Learning (PBL) is a learning pedagogy employed within the classroom to assist students to apply theory attained. In line with PBL pedagogy, students were presented with a case study depicting poor customer service in the tourism and hospitality. Based on the theory learnt, students were requested in groups to role play what they would have done to achieve good customer service if placed in that scenario. A cross sectional survey was employed to analyse the success of the PBL pedagogy. The findings of the study depicted that the PBL successfully promoted that integration of theory in the practical setting. Furthermore, the learning pedagogy showed to enhance students’ problem-solving skills.Item Exploring the use of Workshops for Educator Support Development(The IIE, 2017) Kirsten, AdolphThis research aims to explore how the use of workshops can support and develop lecturers to manage and support at-risk students identified in a Higher Certificate programme at a private higher education institution. A quantitative research approach is applied within a post-positivism paradigm. The survey design applicable is cross-sectional survey design and the data collection method is group administration of questionnaires. The target population consists of selected lecturers teaching on a Higher Certificate level. Six respondents participated in this study and each completed the questionnaire consisting of fifteen questions. The analysis of the data obtained from the questionnaires confirms the importance of these workshops for educator support development. This is supported through the findings which indicate that the key goals and objectives of the workshop have been achieved and that the lecturers that have participated are now better equipped to manage and support at-risk students.Item Exploring the use of workshops to encourage educators to use online learning platforms.(The IIE, 2017) Shotter, MelanieThis study investigates, through a quantitative research design, the effect of an intervention workshop applied to tertiary educators who appeared to underutilize an advantageous online educational learning platform. In order to bring about this investigation, an anonymous cross-sectional survey was administrated to 15 educators to determine the amount of usage, underutilization and possible causes for such. Through a confidence level of 95%, with a Margin of Error of plus/minus 5%, results from this data received showed that an intervention workshop can be implemented to arouse an encouraged use of the online learning platform (Smith, 2013). These results are reflected through statistical representation of graphs, charts and diagrams in this research article.Item Exploring the use of group work to improve concept understanding in a communications module(The IIE, 2017) Bangu, RespectThe study explored the use of group work to develop a deeper understanding of non-verbal communication concept. The population was first year students at a private Higher Education Institution (HEI) in South Africa enrolled for an interpersonal communication module as part of a bachelor’s degree in Corporate Communication. Data was gathered using a questionnaire. Respondents indicated that group discussions improved their understanding of non-verbal communication although they cited group work dynamics challenges. The study proved that cooperative learning, group work in particular, has positive lifelong learning experience and improved concept understanding of complex and challenging tasks. This study was limited to a population of 20 students and no generalisations from the results were madeItem Exploring the Use of Collaborative Learning Techniques to Enhance Interpersonal Intelligence(The IIE, 2017) Janneker, ShaylanThe research project explores the effects of collaborative teaching and learning methods have upon interpersonal intelligence, primarily focusing on the implementation of tasks and activities in a participatory environment Research falls under the paradigm of post positivism, as the intention is to explore and initiate a degree of intended change amongst respondents. The research is quantitative in nature, having data in the form of responses generated through survey-based questionnaires using Likert scale based questioning techniques. Findings reflect that respondents share generally positive sentiments towards the activities at hand, often agreeing with the notion that collaborative learning techniques provided a better understanding of both the curriculum at hand and towards others. These findings in conjunction with an analysis substantiates the notions of theorists that collaborative learning techniques allows for an enhancement of interpersonal intelligence.