University Lecturers' Perceptions of the Value, Availability and Accessibility of Prescribed Study Material in South Africa

Autor/inn/en	Ndebele, Nduduzo C.; Masuku, Mfundo Mandla; Mlambo, Victor H.
Titel	University Lecturers' Perceptions of the Value, Availability and Accessibility of Prescribed Study Material in South Africa
Quelle	In: Cogent Education, 9 (2022) 1, Artikel 2153423 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ndebele, Nduduzo C.) ORCID (Masuku, Mfundo Mandla) ORCID (Mlambo, Victor H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2022.2153423
Schlagwörter	Foreign Countries; College Faculty; Teacher Attitudes; Textbooks; Academic Achievement; Open Educational Resources; Student Financial Aid; Technology Uses in Education; Performance Factors; Educational Quality; South Africa + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Lehrerverhalten; Textbook; Text book; Schulbuch; Lehrbuch; Schulleistung; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Leistungsindikator; Quality of education; Bildungsqualität; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study explored the pedagogical dimension of the new NSFAS book allowance funding model focusing on the availability of prescribed textbooks, the perceived impact on teaching and learning, and student's academic achievement. The study applied the human activity system approach (HAS) and the activity systems model within this approach as its theoretical framework. A sample of 10 lecturers drawn using convenience sampling participated in semi-structured interviews designed within a phenomenology research framework. In the findings, lecturers reported a significant decline in the availability of prescribed textbooks among students and generally unsuccessful attempts to replace these with open educational resources. Consequentially the lecturers said the suboptimal academic performance was a direct output of the new NSFAS book allowance system. It was recommended that NSFAS engage lecturers in decisions relating to book allowance funding as their pedagogical approaches strongly relied on prescribed textbooks' availability. Universities should support policies and strategies that support the development, evaluation, and use of Open Educational Resources (OER) to increase the benefits of these resources while minimising their risks to students' performance. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01