| Abstrakt: |
Research conducted on online learning during the height of Covid-19 showed that a sense of community is integral to creating a conducive learning environment. This has influenced current perspectives on teaching practice and learning climate for face- to-face teaching as is the case in this study, whilst also being applicable to blended and online environments. Thus, reflection on how to improve teaching during the pandemic by engaging in students' sense of community has transformed teaching practice until the present day. From an African perspective this is noteworthy, as it simulates an environment where Ubuntu is possible. This is true for academic literacy (AL) classes on an access programme where a social constructivist approach is followed. Social constructivism enhances participation and learning by fostering peer-to-peer relationships and teacher-to-peer relationships. For instance, students are motivated to share ideas and responsibility through peer or groupwork, as well as through teacher guidance and feedback. Thus, grounded in shared power and respect, a community underpinned by Ubuntu - "I am, because we are; and since we are, therefore I am" (Mbiti, 1989: 106) - is ideally created. Through assessing students' perceptions of the AL classroom environment through quantitative and qualitative data, this study investigates whether a sense of Ubuntu and inclusivity is present and whether this assists in improving AL skills. Findings show positive results, implying that the teaching and learning of AL are improved if a sense of community and Ubuntu is established in the classroom. Therefore, the study aims to improve AL skills by ensuring that students feel a sense of community and Ubuntu in the classroom and to recognise students' diversity through inclusivity. This aids learning in the AL class through socially just teaching practices, which will ultimately assist in student success at university. [ABSTRACT FROM AUTHOR] |
