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JuniorTukkie November 2021
Economic and Management Sciences
Blended learning gives EMS students the edge The hybrid teaching model that students in the Faculty of Economic and Management Sciences (EMS) at the University of Pretoria have become accustomed to has proven to be the perfect solution to keeping up with the changes and disruptions brought about by the ongoing COVID-19 pandemic. The use of technology in teaching and learning has ensured that EMS students can successfully complete their studies and has continued to equip them with lifelong skills that give them the edge so that they hit the ground running when they eventually enter the world of work. Below are some examples of the exciting activities taking place in the Faculty:
We have to ‘GET TO’ do things online ‘A few months ago, just before I headed off for my routine 4 km run in our neighbourhood, my wife encouraged me with these words: “You don’t have to go for a run … you get to.” It was only some time after that run when I really began to comprehend the beauty and benefits of a “get to” perspective. When I think, “I have to … (go for a run/ complete a report)”, whatever I fill in the blank feels a lot “heavier” than when I think “I get to …”. Looking at my task through the lens of “I get to …”, I also begin to realise that there are many out there who do not “get to”, not due to their choices, but due to their circumstances (sickness, opportunities, etc). I’ve not nailed this perspective yet in all my tasks, but it has begun to give me new energy and joy in much of what I do and, of course, better outputs.’—Fanie Walters, Lecturer in the Department of Accounting. The teaching team GOT TO implement an initiative while teaching accounting online for the BCom extended curriculum programme is the Campuswire Q&A platform, which allows engagement with students and stimulates the freedom to ask questions. The platform makes it safe for students to ask their questions as their anonymity can be
protected. A fun and competitive element is also added with a live leader board displaying the top student contributors. Students earn points for asking or answering each other’s questions and can like questions and upvote answers. Students were rewarded for their contributions with ‘bonus marks’ that contributed to their informal assessment mark, while the top contributors also earned vouchers from Bookmark, the campus bookstore. One student highlighted the benefit of the platform as follows: ‘Campuswire was also helpful because it allowed us, as students, to ask questions. Also, everyone had access to the answers that were shared. Moreover, we had the opportunity to answer our peers’ questions, which consequently boosted my confidence and my attitude towards the module, especially when my answers got upvoted by Mr Walters. This made me want to improve my marks and work even harder.’ Walters adds: ‘We GOT an opportunity to do some things online, and we are grateful for the successes that we have had. But, to coin my own idiom, “the Jacarandas are not yet in full bloom”, and there’s still plenty that we will ‘GET TO’ improve in the online learning space.’
