Browsing by Author "Haipinge, Erkkie"

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    Social media in education contexts: Implications for critical media literacy and ethical challenges for teachers and educational institutions in Namibia
    (University of Namibia, 2016) Haipinge, Erkkie
    The proliferation of social media and its use by students has raised a lot of research interest in attempts to seek ways of appropriating these new technologies for instructional and learning purposes. Critical media literacy deals with the critical analysis of various popular culture media in terms of their ideological and power implications, as well as the meaning of their messages. Although critical media literacy views new media as beneficial in their democratised nature, concerns remain about students’ ability to decipher and analyse the content that they both consume and create through social media. The two can be termed critical consumption and creation respectively. Similarly, social media poses potential ethical challenges for the teaching profession and for educational institutions. This is a qualitative research that employed the Phenomenography method where data was collected through focus group interviews. The paper sheds light on student teachers’ current social media practices. Analysing student teachers’ social media practices through the lens of critical media literacy, the paper highlights potential ethical challenges that are encountered while using social media in educational contexts. Recommendations include critical and ethically considerate approaches to using social media in educational contexts, as well as methods of incorporating the teaching critical media literacy skills in teacher education curricula.
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    Social media in educational contexts: Implications for critical media literacy and ethical challenges for teachers and educational institutions in Namibia
    (University of Namibia, 2016) Haipinge, Erkkie
    The proliferation of social media and its use by students has raised a lot of research interest in attempts to seek ways of appropriating these new technologies for instructional and learning purposes. Critical media literacy deals with the critical analysis of various popular culture media in terms of their ideological and power implications, as well as the meaning of their messages. Although critical media literacy views new media as beneficial in their democratised nature, concerns remain about students’ ability to decipher and analyse the content that they both consume and create through social media. The two can be termed critical consumption and creation respectively. Similarly, social media poses potential ethical challenges for the teaching profession and for educational institutions. This is a qualitative research that employed the Phenomenography method where data was collected through focus group interviews. The paper sheds light on student teachers’ current social media practices. Analysing student teachers’ social media practices through the lens of critical media literacy, the paper highlights potential ethical challenges that are encountered while using social media in educational contexts. Recommendations include critical and ethically considerate approaches to using social media in educational contexts, as well as methods of incorporating the teaching critical media literacy skills in teacher education curricula.
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    Student evaluation at Windhoek College of Education: Evidence of quality assurance to improve teaching and learning
    (University of Namibia, 2013) Iipinge, Sakaria M.; Likando, Gilbert N.; Haipinge, Erkkie; Claassen, Pamela
    Using a qualitative approach, this paper took a critical look at the role of student evaluation at the then Windhoek College of Education as a tool to assess the quality of teaching at the institution. It examined the pros and cons of introducing student evaluation as a tool to measure teaching effectiveness of academic staff at this institution. The findings showed that, despite the fact that literature reveals that student evaluation is a common tool used to assess the content pedagogy of academic staff in many institutions worldwide, there are concerns that need to be taken into consideration in terms of validating the outcomes of these evaluations. The findings show that these concerns include: student lecturer relationship; student interest in a particular subject; lecturer subject content and pedagogical skills; general appearance of the lecturer; lecturer’s assertiveness and the quality of training received. It concludes by affirming that dealing with people’s perceptions and attitude is a complex phenomenon, and, in the context of this research, there was a need for a paradigm shift in the way lecturers at the former Windhoek College of Education perceived student evaluations vis-à-vis its purpose in academia.
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    Using digital technology in transforming assessment in higher education institutions beyond COVID-19
    (Creative education, 2022) Haipinge, Erkkie; Kadhila, Ngepathimo; Josua, Lukas Matati
    Purpose: This paper explores the dominant practices by integrating the use of technology to enhance assessment practices to better respond to the learning needs of the 21st century and the imperatives of the 4th industrial revolution. Objectives: 1) To explore how digital assessment could support diagnostic assessment in post-COVID-19 assessment practices. 2) To develop a digital assessment tool that supports the uptake and appropriate use of diverse digital assessment techniques. 3) To strengthen lecturers’ awareness of Constructive Alignment and implement it in digital-assisted assessment to promote the integration of graduate attributes in students. Method: The paper adopted the three elements of criticality, reflexivity, and praxis to address the use of digital technology to transform assessment of and for student learning within an institutional context. Criticality was used to provide a constructive reflection aimed at transforming the context; reflexivity enabled introspection and self-awareness regarding assessment as a pedagogical component that enhances student learning, and praxis helped to relate theories, concepts, and ideas to practice. The three elements informed the development of the model for enhancing and transforming digital enhancement assessment at the University of Namibia. Findings: The main findings revealed that higher education institutions could benefit from the forced COVID-19 migration to digitally-enabled assessment. The paper also revealed that for the digitally enabled assessment to be enhanced it requires collaboration between various institutional stakeholders. Conclusion: The paper concluded that there are opportunities for further collaboration among different institutional departments such as the faculties, quality assurance, innovation in learning and teaching, and research units, towards investigating, improving, and implementing new ways of assessing that are forward-looking and more supportive of student learning beyond their university careers