Technology

Reflection on the integration of tutorship development programme in one South African University 

admin_irjstem Abstract , , , ,

Reflection on the integration of tutorship development programme in one South African University 
Corresponding email: [email protected]

A B S T R A C T

The integration of the Tutorship Development Programme into the Faculty of Education at one of the universities in South Africa in 2024 aimed to enhance student academic support, promote faculty ownership, and ensure programme sustainability across two campuses. Despite its potential benefits, the process encountered several challenges, including limited faculty engagement, inadequate resources, and technological constraints. This study responds to the need for a structured, faculty driven tutorship model that bridges both theoretical and practical gaps in academic support interventions. The primary objective was to develop a scalable and effective tutorship framework aligned with faculty goals and curriculum requirements. Specifically, the study aimed to improve the quality of tutorship, encourage deeper faculty involvement, secure adequate resource allocation, and incorporate technology-based learning tools to support students effectively. A mixed-methods research design was adopted, employing surveys, focus groups, and stakeholder consultations to gather both qualitative and quantitative data. Data analysis involved thematic coding for qualitative responses and descriptive statistics to examine quantitative trends. Key findings underscore the importance of collaborative faculty engagement, strategic institutional partnerships, and the provision of targeted training resources in ensuring successful programme implementation. Theoretical frameworks such as Systems Thinking and Transformational Leadership informed the design and integration process, emphasizing the value of adaptability, feedback loops, and sustainable leadership practices. This study contributes to the broader discourse on academic development and student success by proposing a robust, context-sensitive tutorship model. It offers practical guidance for faculties aiming to institutionalize sustainable, impactful academic support programmes responsive to both student needs and institutional priorities.

Full Paper PDF

Exploring college students’ awareness and use of AI-enhanced flipped classroom models: Impacts on learning outcomes and skills development

admin_irjstem Abstract , , , ,

Exploring college students’ awareness and use of AI-enhanced flipped classroom models: Impacts on learning outcomes and skills development
Email: [email protected]

A B S T R A C T

This study examines college students’ awareness of and use of artificial intelligence (AI) in flipped classroom activities that involve Mathematics in the Modern World. The flipped classroom promotes self-paced learning and collaboration by having students work on learning materials outside of class and participate in interactive exercises in class. AI tools, increasingly prevalent in education, offer personalized support for college students through tutoring systems, problem-solving platforms, and chatbots, complementing the flipped classroom model. Furthermore, this assesses college students’ awareness of AI regarding the flipped classroom model, emphasizing advantages like participation, engagement, problem-solving skills, study habits, and academic achievement. It also looks into the AI tools that college students use to improve their education. The methodology involves 65 volunteer college students from the University of Makati who participate in a descriptive approach using a Likert scale questionnaire to assess student awareness across multiple aspects. Preliminary results show that college students are highly aware of the flipped classroom model, recognizing its impact on participation, problem-solving, and time management. They also demonstrate a strong awareness of AI’s potential to provide personalized feedback and improve academic performance, although practical usage of AI tools like chatbots and tutoring systems remains moderate. Although students understand the function AI plays in flipped classrooms, more integration and training are required to realize the potential advantages of these tools fully. The study highlights how crucial it is to promote digital literacy and individualized learning through AI-driven educational advancements.

Full Paper PDF