Students’ perceptions towards the influences of social media on students’ academic engagement at a tertiary institution: a case study on the use of Facebook and Twitter at Rhodes University
- Authors: Moongela, Harry
- Date: 2018
- Subjects: Facebook (Firm) , Twitter (Firm) , Social media in education -- South Africa -- Makhanda , Motivation in education -- South Africa -- Makhanda , Education, Higher -- Effect of technological innovations on -- South Africa -- Makhanda , Rhodes University
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/60730 , vital:27823
- Description: The use of social media has become an integral part of student’s academic lives and has had an impact on students’ academic engagement in tertiary institutions. Subsequently, researchers have shown an interest in investigating the impact of social media on students’ academic engagement. Despite the fact that researcher have shown interest, there still remains a limited number of studies that have discussed the effects of social media on students’ academic engagement, particularly within a South African context. Also, studies that have been carried have revealed limited and mixed findings. This study then aims to further investigate whether the exposure of students to social media has an effect on their academic engagement and how tertiary institutions together with students can use social media to improve students’ academic engagement. A qualitative research method using an interpretive (inductive) approach is carried out to find out students’ perceptions towards the use of social media and its influence on students’ academic engagement. The study then reveals recommendations from students’ perceptions on the effective ways of using social media to benefit students’ academic engagement in tertiary institutions.
- Full Text:
- Date Issued: 2018
- Authors: Moongela, Harry
- Date: 2018
- Subjects: Facebook (Firm) , Twitter (Firm) , Social media in education -- South Africa -- Makhanda , Motivation in education -- South Africa -- Makhanda , Education, Higher -- Effect of technological innovations on -- South Africa -- Makhanda , Rhodes University
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/60730 , vital:27823
- Description: The use of social media has become an integral part of student’s academic lives and has had an impact on students’ academic engagement in tertiary institutions. Subsequently, researchers have shown an interest in investigating the impact of social media on students’ academic engagement. Despite the fact that researcher have shown interest, there still remains a limited number of studies that have discussed the effects of social media on students’ academic engagement, particularly within a South African context. Also, studies that have been carried have revealed limited and mixed findings. This study then aims to further investigate whether the exposure of students to social media has an effect on their academic engagement and how tertiary institutions together with students can use social media to improve students’ academic engagement. A qualitative research method using an interpretive (inductive) approach is carried out to find out students’ perceptions towards the use of social media and its influence on students’ academic engagement. The study then reveals recommendations from students’ perceptions on the effective ways of using social media to benefit students’ academic engagement in tertiary institutions.
- Full Text:
- Date Issued: 2018
The changing face of Rhodes University: exploring aspects of visuality, sexuality and protest between the apartheid and postapartheid periods
- Authors: Stein, Jonathan Harry
- Date: 2018
- Subjects: Rhodes University , Apartheid South Africa , Post-apartheid era South Africa , College students Attitudes , Student movements South Africa , Decolonization South Africa , Aesthetics Political aspects South Africa , Sex Political aspects South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/60530 , vital:27790
- Description: This thesis seeks to provide an historical overview of changing trends within specific spheres of the institutional and student culture of Rhodes University between the apartheid and post-apartheid periods. In particular, this thesis seeks to examine changes and developments within the visual and aesthetic culture of the university, and within the sphere of sexual norms and relations within the Rhodes student community. The historical dimensions of these two spheres of the university’s culture will be explored in light of the #RhodesMustFall protest of 2015 and the #RUReferenceList protest of 2016, which drew attention to a perceived lack of institutional transformation related to these two areas.
- Full Text:
- Date Issued: 2018
- Authors: Stein, Jonathan Harry
- Date: 2018
- Subjects: Rhodes University , Apartheid South Africa , Post-apartheid era South Africa , College students Attitudes , Student movements South Africa , Decolonization South Africa , Aesthetics Political aspects South Africa , Sex Political aspects South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/60530 , vital:27790
- Description: This thesis seeks to provide an historical overview of changing trends within specific spheres of the institutional and student culture of Rhodes University between the apartheid and post-apartheid periods. In particular, this thesis seeks to examine changes and developments within the visual and aesthetic culture of the university, and within the sphere of sexual norms and relations within the Rhodes student community. The historical dimensions of these two spheres of the university’s culture will be explored in light of the #RhodesMustFall protest of 2015 and the #RUReferenceList protest of 2016, which drew attention to a perceived lack of institutional transformation related to these two areas.
- Full Text:
- Date Issued: 2018
Transformation at Rhodes University: investigating the extent of support for the participation of students with disabilities in the transformation processes of the Institution
- Authors: Israel, Veronica
- Date: 2018
- Subjects: Rhodes University , Educational change -- South Africa -- Makhanda , Educational equalization -- South Africa -- Makhanda , College students with disabilities -- South Africa -- Makhanda , Students with disabilities -- Services for , Corporate culture -- South Africa -- Makhanda , Critical Disability Studies Approach (CDSA)
- Language: English
- Type: text , Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/62006 , vital:28095
- Description: This study is motivated by the vigorous discourse around transformation at Rhodes University and investigates the extent of support for and engagement with students with disabilities in the transformation processes of the institution. It analyses the extent to which integration is holistic at institutions of Higher Learning. Particular interest is given to the institutional culture of Rhodes University, namely whether it values and embraces diversity and is committed to inclusivity, centering the presence and voice of students with disabilities. It explores institutional responses to students with disabilities and their capacity to flourish beyond notions of access, therefore, delivering on the demand for institutional transformation. The thesis draws on the Critical Disability Studies Approach (CDSA), the social justice reform agenda with reference to the feminist analysis of disability, and the concept of inclusive education. The study uses a qualitative research methodology. The sample size used in the study was sufficient to highlight the challenges students with disabilities at Rhodes University face and their coping mechanisms while investigating the extent of support and active participation in the transformation discourse. The study found that the majority of the participants’ academic capabilities were influenced by their disability and impacted on their academic success. The study further revealed that there is a disjuncture between policy and practice in terms of awareness, and as such, effectiveness. While there is a supportive institutional framework, as indicated by more than 50% of the participants in the study, the recommendations ensuing from this research indicate that there are areas in which the university can improve its support mechanisms. Improving support structures is possible through establishing platforms which can be used for students to share their lived experiences and making disability a visible part of the institutional discourse on transformation. The study concludes by arguing for the application of principles of Ubuntu which demonstrate the commitment of Rhodes University in inculcating an inclusive institutional culture and understanding that disability is intersectional with social registers such as race and gender. It emphasises the recognition of the institution as a transforming one if the body that matters is the body whose presence, voice and lived experience is acknowledged and recognised.
- Full Text:
- Date Issued: 2018
- Authors: Israel, Veronica
- Date: 2018
- Subjects: Rhodes University , Educational change -- South Africa -- Makhanda , Educational equalization -- South Africa -- Makhanda , College students with disabilities -- South Africa -- Makhanda , Students with disabilities -- Services for , Corporate culture -- South Africa -- Makhanda , Critical Disability Studies Approach (CDSA)
- Language: English
- Type: text , Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/62006 , vital:28095
- Description: This study is motivated by the vigorous discourse around transformation at Rhodes University and investigates the extent of support for and engagement with students with disabilities in the transformation processes of the institution. It analyses the extent to which integration is holistic at institutions of Higher Learning. Particular interest is given to the institutional culture of Rhodes University, namely whether it values and embraces diversity and is committed to inclusivity, centering the presence and voice of students with disabilities. It explores institutional responses to students with disabilities and their capacity to flourish beyond notions of access, therefore, delivering on the demand for institutional transformation. The thesis draws on the Critical Disability Studies Approach (CDSA), the social justice reform agenda with reference to the feminist analysis of disability, and the concept of inclusive education. The study uses a qualitative research methodology. The sample size used in the study was sufficient to highlight the challenges students with disabilities at Rhodes University face and their coping mechanisms while investigating the extent of support and active participation in the transformation discourse. The study found that the majority of the participants’ academic capabilities were influenced by their disability and impacted on their academic success. The study further revealed that there is a disjuncture between policy and practice in terms of awareness, and as such, effectiveness. While there is a supportive institutional framework, as indicated by more than 50% of the participants in the study, the recommendations ensuing from this research indicate that there are areas in which the university can improve its support mechanisms. Improving support structures is possible through establishing platforms which can be used for students to share their lived experiences and making disability a visible part of the institutional discourse on transformation. The study concludes by arguing for the application of principles of Ubuntu which demonstrate the commitment of Rhodes University in inculcating an inclusive institutional culture and understanding that disability is intersectional with social registers such as race and gender. It emphasises the recognition of the institution as a transforming one if the body that matters is the body whose presence, voice and lived experience is acknowledged and recognised.
- Full Text:
- Date Issued: 2018
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