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Chapter 8 Determining the Outcome of an Information Literacy Initiative for Postgraduate Students
Author:
Abstract
Comprehensive, national efforts utilising technology in support of remote online learning and distance education during the COVID-19 pandemic are emerging and evolving rapidly, resulting in a need for information literacy training encompassing digital skills for both academic staff and tertiary students. Against this background, there is a paucity of studies that underscore outcomes-based assessment of information literacy training interventions within the higher education context. This chapter thus reports on an outcomes-based assessment of an information literacy workshop hosted for postgraduate students by a funding organisation. A quasi-experimental research design in which a comparison group was utilised to evaluate the outcome of the information literacy intervention was implemented. A paired-sample t-test was used to measure the knowledge increase while controlling for the influence of the comparison group using an independent sample t-test. Results indicated that the intervention had a statistically significant impact on information literacy. More specifically, a 6.01% increase in information literacy occurred which was statistically significant on the 95th percentile. The study supplements the corpus of knowledge by providing evidence of outcomes-based assessment within the South African higher education milieu, especially utilising a quasi-experimental pre-test–post-test research design.
The book reflects on the extent to which the coronavirus (COVID-19) pandemic influenced the education system in Africa, notably South Africa. The advent of the pandemic has brought a new context to the challenges of access, deepening the precarious position of African higher education systems. The pandemic underscored that African higher education systems are fragile and not uniformly resilient. The book discusses the challenges created or further entrenched by COVID-19 and how the typology of inequality across the differentiated institutions impacted the management of education delivery during COVID-19. Per se, lessons learned were documented to inform decision-making and practice while drawing conclusions for future usage. Even though the shift to emergency remote teaching was not foreseen and thus not coordinated, the authors argue that students’ learning styles, perceptions of online learning and digital pedagogy should be considered in the post-COVID-19 curricula development processes.
The book reflects on the extent to which the coronavirus (COVID-19) pandemic influenced the education system in Africa, notably South Africa. The advent of the pandemic has brought a new context to the challenges of access, deepening the precarious position of African higher education systems. The pandemic underscored that African higher education systems are fragile and not uniformly resilient. The book discusses the challenges created or further entrenched by COVID-19 and how the typology of inequality across the differentiated institutions impacted the management of education delivery during COVID-19. Per se, lessons learned were documented to inform decision-making and practice while drawing conclusions for future usage. Even though the shift to emergency remote teaching was not foreseen and thus not coordinated, the authors argue that students’ learning styles, perceptions of online learning and digital pedagogy should be considered in the post-COVID-19 curricula development processes.
Chapter 1 Introduction
Chapter 10 Conclusion
Abstract
Ethical behavior in South Africa, and consequently in the workplace, is currently a highly topical issue. Hence it was decided to investigate whether demographic differences exist regarding work ethics, in order to guide organizational decision-making and to understand work behavior in a South African sample. The sample consisted of 301 respondents, and data was collected using the Multidimensional Work Ethics Profile (MWEP), which was developed to measure seven facets of work ethics. Inferential statistical analysis was performed to analyze the dataset. The results indicate that male respondents scored higher on delay of gratification in comparison to their female counterparts. Test results for tenure found that increased years of service influenced respondents’ scores positively in hard work and delay of gratification.