Zobrazeno 1 - 10
of 31
pro vyhledávání: '"Laura Dison"'
Autor:
Carolina Guzman, Laura Dison
Publikováno v:
Critical Studies in Teaching and Learning, Vol 11, Iss 1 (2023)
Externí odkaz:
https://doaj.org/article/74ee39ce267144aa8eb39459426f323c
Autor:
Danie De Klerk, Laura Dison
Publikováno v:
Journal of Student Affairs in Africa, Vol 10, Iss 2 (2022)
The structural and material factors affecting the lived realities and prospects of tertiary success for South African students are complex and manifold. Inexorably, these lived realities impact the work of academic advisors who guide and support stud
Externí odkaz:
https://doaj.org/article/44b5ae8fdbba41e08addf1a2c4420331
Autor:
Laura Dison, Kershree Padayachee, Danie de Klerk, Willem Conradie, Fiona MacAlister, Shirra Moch, Greig Krull
Publikováno v:
SOTL in the South, Vol 6, Iss 1 (2022)
The Covid-19 pandemic raised immense challenges for universities. Staff and students had to quickly transition to an unfamiliar mode of emergency remote teaching and learning (ERTL) with its associated affordances and losses. The experiences of stude
Externí odkaz:
https://doaj.org/article/5a3ac8ab061243f48085a1f5461a561e
Publikováno v:
Critical Studies in Teaching and Learning, Vol 9, Iss SI (2021)
Our paper discusses our recent experiences with designing effective assessments for challenging local contexts by using group work portfolio projects. South African universities are experiencing ever-increasing student numbers, diverse student bodies
Externí odkaz:
https://doaj.org/article/6840aa9de55d491c8e22ef05213d0b99
Autor:
Toni Gennrich, Laura Dison
Publikováno v:
Reading & Writing, Vol 9, Iss 1, Pp e1-e8 (2018)
Often, at universities, it is assumed that students will automatically find their ‘voice’ after a period of exposure to the academic field. What is not understood fully are the struggles that students with different levels of preparedness have in
Externí odkaz:
https://doaj.org/article/c84f71e9fe8248bcb2aa42952584b52a
Autor:
Lauren Rembach, Laura Dison
Publikováno v:
Perspectives in Education, Vol 34, Iss 1 (2016)
Designing assessment rubrics has become an important pedagogical practice for lecturers in the Wits School of Education (WsoE) in the recognition of writing as a valuable tool for teaching and learning across disciplines. This paper describes and ref
Externí odkaz:
https://doaj.org/article/4bf2b4e4ebf142b7a6dc03a48bd96b58
Publikováno v:
Per Linguam : A Journal of Language Learning, Vol 11, Iss 2 (2013)
The focus of this article is on teaching language and learning skills within subjectspecific disciplines at a tertiary institution. Using concrete examples drawn from their everyday teaching experiences, the authors highlight the constraints of devel
Externí odkaz:
https://doaj.org/article/99240924396a440da3db422399a6584e
Autor:
Kershree Padayachee, Laura Dison
Publikováno v:
Studi e ricerche
Recommendations for greater adoption of blended and online learning pedagogies pre-date COVID-19 by many years. However, the uptake and implementation of blended and online learning was largely ignored by lecturers in many contact institutions, despi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6cf77a504914239d1b80a1d5a4ab388a
https://doi.org/10.30687/978-88-6969-529-2/003
https://doi.org/10.30687/978-88-6969-529-2/003
Publikováno v:
Critical Studies in Teaching and Learning, Vol 9, Iss SI (2021)
Our paper discusses our recent experiences with designing effective assessments for challenging local contexts by using group work portfolio projects. South African universities are experiencing ever-increasing student numbers, diverse student bodies
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::af9d5acbbc324d253dfcc1f08af1ccc0
https://www.cristal.ac.za/index.php/cristal/article/view/325
https://www.cristal.ac.za/index.php/cristal/article/view/325
Autor:
Laura Dison, Jean Matier Moore Moore
Publikováno v:
Per Linguam : A Journal of Language Learning, Vol 35, Iss 1, Pp 1-14 (2019)
Students’ academic literacy practices frequently do not prepare them for, or articulate with, the ways of thinking and practising within their chosen academic disciplines (Boughey, 2010; Clarence, 2010; Wingate & Tribble, 2012). There has been much
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::51e2e41ee93357bbf1f5808b48850805
http://perlinguam.journals.ac.za/pub/article/view/851
http://perlinguam.journals.ac.za/pub/article/view/851