Ukuhlolwa kwekharikhulamu nekhono kubalulekile kuzo zonke izikhungo zemfundo ephakeme, kubandakanya nezikole zezokwelapha. Ukuhlolwa kwabafundi kokufundisa (isethi) ngokujwayelekile kuthatha uhlobo lwemibuzo imibuzo engaziwa, futhi yize ekuqaleni kwasungulwa ukuze kuhlaziye izifundo nezinhlelo, ngokuhamba kwesikhathi zisetshenziselwe ukukala ukufundisa ngempumelelo futhi ngemuva kwalokho balinganise izinqumo ezihlobene nokufundisa ngokufundisa. Ukuthuthukiswa kochwepheshe. Kodwa-ke, izici ezithile nokucwaninga kungathinta izikolo ezisethiwe nokufundisa ngokufundisa akunakulinganiswa kahle. Yize izincwadi ezikhona kanye nokuhlaziywa kwengqondo eMfundweni Ephakeme Ejwayelekile zisungulwa kahle, kukhona ukukhathazeka ngokusebenzisa amathuluzi afanayo okuhlola izifundo nezinhlelo zezokwelashwa. Ikakhulu, isethwe emfundweni ephakeme ejwayelekile ayikwazi ukusetshenziswa ngqo ekuklameni ikharikhulamu kanye nokuqaliswa kwezikole zezokwelapha. Lokhu kubuyekezwa kuhlinzeka ngesibukezo sokuthi kusethwe kanjani kungathuthukiswa kanjani ithuluzi, ukuphatha, kanye namazinga wokuhumusha. Ngokwengeziwe, le ndatshana ikhomba ukuthi ngokusebenzisa izindlela ezahlukahlukene ezifana nokubuyekezwa kontanga, amaqembu okugxila ukuze aqoqe futhi ahlukanise imininingwane emithonjeni eminingi, kufaka phakathi ukuzazisa, uhlelo lokuzihlola oluphelele kwakhiwe. Kalula ukukala ukufundisa ngempumelelo, sekela ukuthuthukiswa kochwepheshe othisha bezokwelapha, futhi uthuthukise ikhwalithi yokufundisa emfundweni yezokwelapha.
Inkambo kanye nokuhlolwa kohlelo kuyinqubo yangaphakathi yokulawulwa kwekhwalithi kuzo zonke izikhungo zemfundo ephakeme, kubandakanya nezikole zezokwelapha. Ukuhlolwa kwabafundi kokufundisa (isethi) kuvame ukuthatha uhlobo lwephepha elingaziwa noma uhlu lwemibuzo online usebenzisa isikali sokulinganisa esinjengesilinganiso se-likert (imvamisa emihlanu, eyisikhombisa noma ngaphezulu) evumela abantu ukuthi bakhombise isivumelwano sabo noma isilinganiso sabo. Angivumelani nezitatimende ezithile) [1,2,3]. Yize amasethi ekuqaleni ayethuthukiswa ukuze ahlaziye izifundo nezinhlelo, ngokuhamba kwesikhathi asetshenziselwe futhi ukukala ukufundisa ukusebenza [4, 5, 6]. Ukufundisa Ukufundisa kubhekwa njengokubalulekile ngoba kucatshangwa ukuthi kunobudlelwano obuhle phakathi kokufundisa ukusebenza nokufunda kwabafundi [7]. Yize izincwadi zingakuchazi ngokusobala ukusebenza kokuqeqeshwa, kuvame ukucaciswa ngezimpawu ezithile zokuqeqeshwa, njengokusebenzisana kweqembu "," Ukulungiselela kanye nenhlangano "[8].
Imininingwane etholwe kusethi inganikeza imininingwane ewusizo, njengokuthi kukhona isidingo sokuguqula izinto zokufundisa noma izindlela zokufundisa ezisetshenziswe enkambweni ethile. Isethi nayo isetshenziselwa ukwenza izinqumo ezibalulekile ezihlobene nokuthuthukiswa kochwepheshe [4,5,6]. Kodwa-ke, ukufaneleka kwale ndlela kuyangabazeka lapho izikhungo zemfundo ephakeme zithatha izinqumo eziphathelene nobungcweti ezikhundla eziphakeme zemfundo (ezivame ukuhambisana nokukhuphuka kwezikhundla) kanye nezikhundla zokuphatha ezibalulekile ngaphakathi kwesikhungo [4, 9]. Ngaphezu kwalokho, izikhungo zivame ukudinga ubuhlakani obusha ukufaka amasethi ezikhungweni zangaphambilini kuzicelo zabo zezikhundla ezintsha, ngaleyo ndlela kuthonye ukukhushulwa kobuhle ngaphakathi kwesikhungo, kodwa futhi nabaqashi abasha [10].
Yize izincwadi zokuhlola ikharikhulamu kanye nokuhlolwa kothisha zisungulwa kahle emkhakheni wemfundo ephakeme ejwayelekile, lokhu akunjalo emkhakheni wezokwelapha kanye nokunakekelwa kwempilo [11]. Ikharikhulamu nezidingo zothisha bezokwelapha ziyahlukahluka kulabo bemfundo ephakeme ejwayelekile. Isibonelo, ukufunda iqembu kuvame ukusetshenziswa ezifundweni ezihlanganisiwe zezemfundo zezokwelapha. Lokhu kusho ukuthi ikharikhulamu yesikole sezokwelapha iqukethe uchungechunge lwezifundo ezifundiswa ngamalungu amaningana ubuhlakani onokuqeqeshwa nokuhlangenwe nakho emikhondweni ehlukahlukene yezokwelapha. Yize abafundi bezuza olwazini olunzulu lochwepheshe emkhakheni ngaphansi kwalesi sakhiwo, bavame ukubhekana nenselele yokuzivumelanisa nezitayela ezihlukile zokufundisa ezihlukile zothisha ngamunye [1, 13, 14].
Yize kunomehluko phakathi kwezemfundo ephakeme ejwayelekile nemfundo yezokwelapha, isethi esetshenziswe kwangaphambili nayo kwesinye isikhathi isetshenziswa kwezifundo zezokwelapha nasezifundweni zokunakekelwa kwempilo. Kodwa-ke, ukusebenzisa okubekwe emfundweni ephakeme ejwayelekile kubeka izinselelo eziningi ngokuya ngekharikhulamu kanye nokuhlolwa kobuchwepheshe ezinhlelweni zezempilo [11]. Ikakhulu, ngenxa yokwehluka kokufundisa neziqu zokufundisa kanye neziqu zothisha, imiphumela yokuhlola izifundo kungenzeka ingafaki imibono yabafundi yabo bonke othisha noma amakilasi. Ukucwaninga ngu-Uytenaage no-O'Teill (2015) [5] kuphakamisa ukuthi bacele bonke abafundi ukuthi balinganise bonke othisha ngamunye ekugcineni ngoba cishe akunakwenzeka ukuthi abafundi bakwazi ukukhumbula nokuphawula ngezilinganiso zothisha eziningi. Izigaba. Ngokwengeziwe, othisha abaningi bezemfundo yezokwelapha nabo odokotela abafundisayo bayingxenye encane yemithwalo yabo [15, 16]. Ngoba ngokuyinhloko bahileleka ekunakekelweni kweziguli futhi, ezimweni eziningi, ucwaningo, bavame ukuba nesikhathi esincane sokuthuthukisa amakhono abo okufundisa. Kodwa-ke, odokotela njengabafundisi kufanele bathole isikhathi, ukusekela, kanye nempendulo eyakhayo kusuka ezinhlanganweni zabo [16].
Abafundi bezokwelapha bavame ukuba nenhloso enkulu futhi esebenza kanzima abasebenza kanzima abathola ngempumelelo isikole sezokwelapha (ngokusebenzisa inqubo yokuncintisana futhi efuna ukuncintisana emhlabeni jikelele). Ngaphezu kwalokho, ngesikhathi sokwelashwa, abafundi bezokwelapha kulindeleke ukuba bathole inani elikhulu lolwazi futhi bathuthukise inani elikhulu lamakhono ngesikhathi esifushane, kanye nokuphumelela ekuhlolweni kwezwe okuyinkimbinkimbi nangokuphelele [17,19 , 20]. Ngakho-ke, ngenxa yamazinga aphezulu okulindelwe abafundi bezokwelapha, abafundi bezokwelapha bangase babucayi futhi balindele kakhulu ukufundisa okuphezulu kakhulu kunezitshudeni kwezinye izindlela. Ngakho-ke, abafundi bezokwelapha bangaba nezilinganiso eziphansi ezivela kochwepheshe bazo uma ziqhathaniswa nezitshudeni kwezinye izigwegwe ngenxa yezizathu ezishiwo ngenhla. Kuyathakazelisa ukuthi izifundo ezedlule zikhombise ubudlelwano obuhle phakathi kokugqugquzelwa kwabafundi kanye nokuhlaziywa kothisha ngamunye [21]. Ngaphezu kweminyaka engama-20 edlule, izifundo eziningi zesikole sezokwelapha emhlabeni jikelele ziye zahlanganiswa ngokuphelele [22], ukuze abafundi bavezwe umkhuba wemitholampilo kusukela eminyakeni yokuqala yohlelo lwabo. Ngakho-ke, eminyakeni embalwa edlule, odokotela baye babandakanyeka emfundweni yabafundi bezokwelapha, okuvumayo, ngisho nasezinhlelweni zabo, ukubaluleka kokuthuthukisa amasethi ahambisana nobungcweti obuthile obuthile [22].
Ngenxa yohlobo oluthile lwemfundo yezokwelapha eshiwo ngenhla, amasethi asetshenziselwa ukuhlola izifundo ezijwayelekile zemfundo ephakeme efundiswa yilungu lobuhlakani elilodwa kufanele aguqulwe ukuze ahlolwe ikharikhulamu ehlanganisiwe nezobuchwepheshe bezinhlelo zezokwelashwa [14]. Ngakho-ke, kunesidingo sokuthuthukisa amamodeli wesethi asebenzayo kakhudlwana nezinhlelo zokuhlola eziphelele zohlelo lokusebenza oluphumelelayo eMfundweni Yezokwelapha.
Ukubuyekezwa kwamanje kuchaza intuthuko yakamuva ekusetshenzisweni kwe-SET in (Jikelele) imfundo ephakeme kanye nemikhawulo yayo, bese ichaza izidingo ezahlukahlukene zokubekelwa kwezifundo zemfundo yezokwelapha nekhono. Lokhu kubuyekezwa kuhlinzeka ngesibuyekezo sokuthi kusethwe kangakanani kungathuthukiswa kanjani emazingeni e-Instrumental and Atdaptiving, futhi kugxile kwizinhloso zokwakha amamodeli asebenzayo okusetha nezinhlelo zokuhlola ezizothuthukisa ngempumelelo ekufundiseni othisha bezempilo futhi bathuthukise ikhwalithi yokufundisa emfundweni yezokwelapha.
Lolu cwaningo lulandela ukutadisha okuluhlaza okwesibhakabhaka et al. (2006) [23] ukuthola izeluleko nangokwaBeumetal (2013) [24] ukuthola izeluleko ngokubhalwa kokulandisa. Sinqume ukubhala isibuyekezo esilandisayo ngalesi sihloko ngoba lolu hlobo lokubuyekezwa lusiza ukwethula umbono obanzi ngesihloko. Ngaphezu kwalokho, ngoba ukubuyekezwa kokulandisa kudweba izifundo ezahlukahlukene ezihlukile, zisiza ekuphenduleni imibuzo ebanzi. Ngaphezu kwalokho, ukuhlaziya okulandisa kungasiza ukuvuselela umcabango nokuxoxisana ngesihloko.
Isethi isetshenziswa kanjani emfundweni yezokwelapha futhi yiziphi izinselelo uma ziqhathaniswa nokusetha ezisetshenziswa emfundweni ephakeme ejwayelekile,
Imininingwane ye-PubMed kanye ne-ERIC yafunwa kusetshenziswa inhlanganisela yamagama okusesha "Ukuhlola Ukufundisa Abafundi," "Ukufundisa Ukusebenza," "Imfundo Yezokwelapha," "Imfundo Ephakeme, Ukubuyekezwa Kobuchwepheshe Abangu-2000 . Imibhalo eshicilelwe phakathi kuka-2021 no-2021. Inqubo yokufaka: Ukufaka izifundo kwakukhona izifundo zoqobo noma izihloko zokubukeza, futhi izifundo zazihambelana nezindawo zemibuzo emithathu ecwaningayo. Inqubo yokukhishwa Ngemuva kokukhetha izincwadi, bahlelwe ngezihloko ezilandelayo futhi bahlotshaniswa nezinhlaka ezihambisana nemfundo ephakeme ejwayelekile kanye nokulinganiselwa kwayo, (b) ukusetshenziswa okusezingeni lezemfundo kanye nokuhambisana nokubhekana nezinkinga ezihlobene Setha (c) Ukuthuthukisa isethi emazingeni e-Instrumental, okuphatha kanye nokuhumusha ukuthuthukisa amamodeli wokusetha asebenzayo.
Umdwebo 1 unikeza ukugeleza kwezindatshana ezikhethiwe ezifakiwe futhi kuxoxwe ngazo kwingxenye yamanje yokubuyekezwa.
Isethi isetshenziswe ngokwesiko emfundweni ephakeme futhi isihloko sifunde kahle ezincwadini [10, 21]. Kodwa-ke, inani elikhulu lezifundo lihlole ukulinganiselwa kwalo nemizamo yalo eminingi yokubhekana nalokhu kulinganiselwa.
Ucwaningo lukhombisa ukuthi kunezinto eziningi eziguquguqukayo ezithonya izikolo ezihleliwe [10, 21, 25, 26]. Ngakho-ke, kubalulekile kubaphathi kanye nothisha baqonde lezi eziguquguqukayo lapho behumusha futhi besebenzisa idatha. Isigaba esilandelayo sinikeza umbono omfushane walezi zinhlobonhlobo. Umdwebo 2 ukhombisa ezinye zezinto ezithonya izikolo ezisethwe, ezichazwe ezingxenyeni ezilandelayo.
Eminyakeni yamuva nje, ukusetshenziswa kwamakhithi aku-inthanethi kukhule kuqhathaniswa namakhithi wephepha. Kodwa-ke, ubufakazi ezincwadini bukisela ukuthi isethi online ingaqedwa ngaphandle kwabafundi abachitha ukunakwa okudingekayo kwinqubo yokuqeda. Ocwaningweni oluhehayo ngu-Uitdehage kanye ne-O'Neill [5] Teachters abakhona zengezwe kumasethi kanye nabafundi abaningi abanikeze impendulo [5]. Ngaphezu kwalokho, ubufakazi ezincwadini bukisela ukuthi abafundi bavame ukukholelwa ukuthi ukuqedwa kwesethi akuholeli ekutholeni okuthuthukile kwezemfundo, okuthi, lapho kuhlangene nohlelo olumatasatasa lwabafundi bezokwelapha, kungahle kuholele kumanani aphansi wokuphendula [27]. Yize ucwaningo lukhombisa ukuthi imibono yabafundi abathatha isivivinyo abahlukile kulo lonke iqembu, amanani aphansi asaphendula asakwazi ukuholela othisha ukuthi bathathe imiphumela ebaluleke kakhulu [28].
Amasethi amaningi aku-inthanethi aqedwa ngokungaziwa. Umqondo ukuvumela abafundi ukuthi baveze imibono yabo ngaphandle komcabango wokuthi inkulumo yabo izoba nomthelela ebudlelwaneni babo obuzayo nothisha. E-Alfonso et AL. Ukutadisha [29], abacwaningi basebenzise izilinganiso ezingaziwa nezilinganiso lapho izilinganiso kufanele zinikeze amagama abo (izilinganiso zomphakathi) ukuze kuhlolwe ukusebenza kwe-studess kwezokwelapha ngabahlali kanye nabafundi bezokwelapha. Imiphumela ikhombisile ukuthi othisha ngokuvamile bathola amaphuzu aphansi ekuhlolweni okungaziwa. Ababhali bathi bathembekile ngokwethembeka ekuhlolweni okungaziwa ngenxa yezithiyo ezithile ekuhlolweni okuvulekile, njengobudlelwano bokusebenza obulimazayo nabafundisi ababambe iqhaza [29]. Kodwa-ke, kufanele futhi kuqashelwe ukuthi ukungaziwa okuvame ukuhlotshaniswa nokusetha okuku-inthanethi kungaholela ekutheni abanye abafundi babe abahlonipheko futhi baziphindisele kubhekise kumfundisi uma izikolo zokuhlola zingahlangani nokulindelwe kwabafundi [30]. Kodwa-ke, ucwaningo lukhombisa ukuthi abafundi bavame ukuhlinzeka ngempendulo ehloniphekayo, futhi lokhu kungenziwa kukhawulelwe ngokufundisa abafundi ukuhlinzeka ngempendulo eyakhayo [30].
Ucwaningo oluningi selukhombisile ukuthi kunokuhlangana phakathi kwezikolo zabafundi ezisethwe, okulindelwe ukusebenza kwabo, kanye nokwaneliseka kwabo kokuhlola [10, 21]. Isibonelo, i-Strobe (2020) [9] ibike ukuthi abafundi bavuza izifundo ezilula nothisha bavuza amamaki abuthakathaka, abangakukhuthaza ukufundisa okungekuhle futhi bahole ukwehla kwamanani [9]. Ocwaningweni lwakamuva, uLooi et al. (2020) [31] Abaphenyi babike ukuthi amasethi amahle kakhulu ahlobene futhi kulula ukuwahlola. Ngaphezu kwalokho, kunobufakazi obuphazamisayo obusethiwe buhlobene kakhulu nokusebenza kwabafundi ezifundweni ezilandelayo: ukukhuphuka kwesilinganiso, ukusebenza okubangelwa kwabafundi ezifundweni ezilandelayo. I-Cornell et al. . Imiphumela ikhombisa ukuthi lapho ukufunda kuhlolwa ekugcineni kwenkambo, othisha abanezilinganiso eziphakeme kakhulu futhi banomthelela ekufundeni kwabafundi abaningi. Kodwa-ke, lapho ukufunda kukalwa ngokusebenza ezifundweni ezilandelayo ezifanele, othisha abathola okuphansi kakhulu baphumelela kakhulu. Abaphenyi bazimisela lokho okwenza inkambo ibe yinselele enkulu ngendlela ekhiqizayo kunganciphisa izilinganiso kodwa kuthuthukise ukufunda. Ngakho-ke, ukuhlolwa kwabafundi akufanele kube yisisekelo sodwa sokuhlola ukufundisa, kepha kufanele kubonwe.
Ucwaningo oluningi lukhombisa ukuthi ukusebenza okubekiwe kuthonywa yinkambo uqobo nenhlangano yalo. UMing noBaozhi [33] batholakala esifundweni sabo sokuthi kunomehluko omkhulu kumazinga asetha phakathi kwabafundi ngezihloko ezahlukahlukene. Isibonelo, isayensi yemitholampilo inezikolo eziphakeme kakhulu kunesayensi eyisisekelo. Ababhali bachaza ukuthi lokhu kungenxa yokuthi abafundi bezokwelapha banesifiso sokuba odokotela ngakho-ke banesifiso somuntu siqu kanye nesisusa esiphakeme sokubamba iqhaza ngaphezulu kwezifundo zesayensi eyisisekelo uma kuqhathaniswa nezifundo zesayensi eziyisisekelo. Njengasendabeni yokuveza, ukugqugquzelwa kwabafundi ngale ndaba nakho kunomthelela omuhle kwizikolo [21]. Ezinye izifundo eziningana ziphinde zisekele ukuthi uhlobo lohlobo lungathonya izikolo ezisethiwe [10, 21].
Ngaphezu kwalokho, ezinye izifundo zikhombisile ukuthi elincane usayizi weklasi, izinga eliphakeme lokusethwa elitholwe ngothisha [10, 33]. Enye incazelo engenzeka ukuthi amasayizi amancane amabanga akhulisa amathuba okusebenzisana kwabafundi abafundi. Ngaphezu kwalokho, izimo lapho ukuhlolwa kwenziwa khona kungathonya imiphumela. Isibonelo, izikolo ezisethiwe zibonakala zithonywa yisikhathi nosuku isifundo sifundiswa, kanye nosuku lwesonto eliphothulwe (isib., Ukuhlola okugcwaliswe ngezimpelasonto kuvame ukuholela ekuhlolweni okuphezulu) ekuqaleni kwesonto. [10].
Isifundo esijabulisayo sikaHessler et futhi imibuzo esebenza kahle. [34]. Kulolu cwaningo, kwenziwa isivivinyo esilawulwa ngokungahleliwe esifundweni semithi esiphuthumayo. Abafundi bezokwelapha bonyaka wesithathu babelwelwa ngokungahleliwe kunoma yiliphi iqembu elilawulayo noma iqembu elathola amakhukhi we-chocolate chip amahhala (i-cookie group). Onke amaqembu afundiswa ngabafundisi abafanayo, kanye nokuqukethwe kokuqeqeshwa nezinto zokwakha izifundo zazifana zombili amaqembu. Ngemuva kwesifundo, bonke abafundi bacelwa ukuba bagcwalise isethi. Imiphumela ikhombisile ukuthi iqembu lekhukhi lilinganise kangcono othisha abangcono kakhulu kuneqembu elilawulayo, libize ukuphumelela kokusetha [34].
Ubufakazi ezincwadini buyasekela ukuthi ubulili buthonya izikolo ezisethiwe [35,36,37,38,39,40,41,42,45,45,45,45,45,45,45,45,45 Isibonelo, ezinye izifundo zikhombise ubudlelwano phakathi kwemiphumela yokuhlolwa kwabafundi nezokuhlola: Abafundi besifazane bathola amaphuzu aphezulu kunabafundi besilisa [27]. Ubufakazi obuningi buqinisekisa ukuthi abafundi balinganisa othisha besifazane abaphansi kunothisha besilisa [37, 38, 39, 40]. Ngokwesibonelo, kuyisidina et al. [38] Kukhombisa ukuthi bobabili abesilisa nabesifazane Abafundi babekholelwa ukuthi amadoda ayenolwazi kakhulu futhi enamandla okuhola ubuholi kunabesifazane. Iqiniso lokuthi isethi yethonya lobulili kanye ne-stereotypes lisekelwa futhi ukutadisha iMacnell et al. [41] Eye you tshela ukuthi abafundi bakhe fundza yakhelwe kulinganiselwe othisha besifazane bephansi kunothisha besilisa ezicini ezahlukahlukene zokufundisa [41]. Ngaphezu kwalokho, uMorgan et al [42] Unikeze ubufakazi bokuthi odokotela besifazane bathola izilinganiso eziphansi zokufundisa emitholampilo emine (ukuhlinzwa, izingane, ama-pertetric kanye ne-gynecology, kanye nomuthi wangaphakathi) uma kuqhathaniswa nodokotela besilisa.
EMurray et al.'S (2020) Study [420), abacwaningi babike ukuthi ukuheha kwekhono kanye nentshisekelo yabafundi kulesi sifundo kuhlotshaniswa nezikolo eziphakeme ezisethiwe. Ngakolunye uhlangothi, ubunzima benkambo buhlotshaniswa nezikolo eziphansi ezisethiwe. Ngokwengeziwe, abafundi banikeze izikolo ezisezingeni eliphakeme ezinsizeni zabafundisi abasebasha abamhlophe besilisa nobuhlakani bebambe uphethizi ogcwele. Kwakungekho ukuxhumana phakathi kokuhlaziywa kokuhlaziywa kokuhlaziya kanye nemiphumela yocwaningo lothisha. Ezinye izifundo nazo ziqinisekisa umthelela omuhle wokukhanga ngokomzimba kwabafundisi ngemiphumela yokuhlola [44].
I-Claysayson et al. . Ngamafuphi, imiphumela yalo mbiko wokuhlola ikhombisa ukuthi abafundi abavumelani nalokho acelwe ukuba bakuhlole. Izindlela zokuthembela ezisuselwa ekuhlolweni kwabafundi zokufundisa azanele ukuhlinzeka ngesisekelo sokusungula ukuba semthethweni. Ngakho-ke, isethi ngesinye isikhathi ingahlinzeka ngolwazi mayelana nabafundi kunokuba nothisha.
Izemfundo yezeMpilo yezempilo ihlukile ekuqondeni kwendabuko, kepha othisha bavame ukusebenzisa isethi etholakala emfundweni ephakeme ejwayelekile kunokuba bahlele ngokuqondile ezinhlelweni zobungcweti bezempilo ezibikiwe ezincwadini. Kodwa-ke, izifundo ezenziwayo eminyakeni edlule ziye zathola izinkinga eziningana.
UJones et al (1994). [46] Wenza isifundo ukuthola umbuzo wokuthi ungahlola kanjani ubuhlakani bezokwelapha kusuka ezinhlotsheni zobungcweti kanye nabaphathi. Sekukonke, izingqinamba ezivame ukubizwa kakhulu ezihlobene nokuhlola ukufundisa. Okuvame kakhulu bekuyizikhalazo ezijwayelekile mayelana nokungafaneleki kwezindlela zokuhlola ukusebenza kwamanje, nabaphenduli futhi benza izikhalazo ezithile mayelana nokusetha kanye nokuqashelwa kokuqashelwa kwezinhlelo zomvuzo wezemfundo. Ezinye izinkinga ezibikiwe zihlanganisa nezinqubo zokuhlola ezingahambisani neminyango eminyangweni yonke, ukuntuleka kokuhlaziywa njalo, kanye nokwehluleka ukuxhumanisa imiphumela yokuhlola imiholo.
I-Royal et al (2018] Uhlaka olunye lwemikhawulo yokusebenzisa isethi lokuhlaziya ikharikhulamu kanye nobuchwepheshe ezinhlelweni zezempilo ezemfundo ephakeme. Abaphenyi babika ukuthi isethwe emfundweni ephakeme babhekana nezinselelo ezahlukahlukene ngoba angeke isetshenziswe ngqo ekwakhiweni kwekharikhulamu kanye nokufundiswa kwezifundo ezikoleni zezokwelapha. Imibuzo ebuzwa njalo, kufaka phakathi imibuzo mayelana nomfundisi kanye nale nkambo, imvamisa ihlanganiswe ibe yimibuzo eyodwa, ngakho-ke abafundi bavame ukuba nenkinga yokuhlukanisa phakathi kwabo. Ngaphezu kwalokho, izifundo ezinhlelweni zezokwelashwa zivame ukufundiswa ngamalungu obuhlakani obuningi. Lokhu kuphakamisa imibuzo yokuba semthethweni enikezwe inani elilinganiselwe lokusebenzisana phakathi kwabafundi nothisha abahlolwe yiRoyal et al. (2018) [11]. Ocwaningweni lukaHwang et al. . Imiphumela yabo iphakamisa ukuthi ukuhlolwa kweklasi ngalinye kuyadingeka ukuphatha izifundo ze-Multidepartmental ngaphakathi kwekharikhulamu yezokwelapha ehlanganisiwe.
I-UITEHAGE NE-O'Neill (2015) [5] ihlole izinga lapho abafundi bezokwelapha bathathe amabomu esifundweni sasekilasini lobuhle. Ngayinye yezifundo ezimbili zokuqagela zazibonisa umfundisi oqanjiwe. Abafundi kumele bahlinzeke izilinganiso ezingaziwa kubo bonke abafundisi (kufaka phakathi abafundisi abaqanjiwe) kungakapheli amasonto amabili okuqedela isifundo, kodwa kungahle kwehle ukuhlola othisha. Ngonyaka olandelayo kwenzeka futhi, kepha imidwebo yothisha oqanjiwe yayifakiwe. Amaphesenti angamashumi ayisithupha nesithupha abafundi akhiqize umqeqeshi obonakalayo ngaphandle kokufana, kepha bambalwa abafundi (49%) bakalwe ngumfundisi obonakalayo ngokufana. Lokhu okutholakele kusikisela ukuthi abafundi abaningi bezokwelapha baqedela abayimpumputhe, noma ngabe behambisana nezithombe, ngaphandle kokucatshangelwa ngokucophelela ukuthi bahlola ukuthi bahlole kangakanani, bayeke ukusebenza komfundisi. Lokhu kuvimbela ukuthuthukiswa kwekhwalithi yohlelo futhi kungalimaza inqubekela phambili yothisha. Abaphenyi baphakamisa uhlaka olunikeza indlela ehluke kakhulu yokusetha lokho ngenkuthalo nangokuziphendulela kwabafundi.
Kuneminye umehluko eminingi kwikharikhulamu yezemfundo yezinhlelo zokwelashwa uma uqhathaniswa nezinye izinhlelo eziphakeme zemfundo ephakeme [11]. Imfundo yezokwelapha, njengemfundo yezempilo yobungcweti, igxile ngokusobala ekuthuthukisweni kwezindima ezifanelekile ezichazwe kahle (umkhuba wemitholampilo). Ngenxa yalokho, uhlelo lwezokwelapha kanye nezempilo lube lumilenze ngokwengeziwe, ngezifundo ezilinganiselwe kanye nokukhetha ubuchwepheshe. Kuyathakazelisa ukuthi izifundo zemfundo yezokwelapha zivame ukunikezwa ngefomethi ye-cohort, nabo bonke abafundi abathatha inkambo efanayo ngasikhathi sinye semester ngayinye. Ngakho-ke, ukubhalisela inani elikhulu labafundi (imvamisa n = 100 noma ngaphezulu) kungathinta ifomethi yokufundisa kanye nobudlelwano babafundi bakathisha. Ngaphezu kwalokho, ezikoleni eziningi zezokwelapha, izakhiwo zezengqondo zezinsimbi eziningi azihloliwe ekusetshenzisweni kokuqala, futhi izakhiwo zezinsimbi eziningi zingase zingaziwa [11].
Izifundo eziningana eminyakeni embalwa edlule zinikeze ubufakazi bokuthi isethi ingathuthukiswa ngokubhekana nezinto ezithile ezibalulekile ezingathonya ukusebenza kwamazinga okubekwe emazingeni asetshenziswayo, ezokulawula, kanye nokuhumusha. Umdwebo 3 ukhombisa ezinye zezinyathelo ezingasetshenziswa ukudala imodeli esebenzayo esebenzayo. Lezi zingxenye ezilandelayo zinikeza incazelo eningilizayo.
Thuthukisa ukusetha emazingeni e-Instrumental, okuphatha, kanye nokuhumusha ukuthuthukisa amamodeli wesethi asebenzayo.
Njengoba kushiwo ngaphambili, izincwadi ziqinisekisa ukuthi ukufukula kobulili kungathonya ukuhlolwa kothisha [36, 36, 37, 47, 36, 46, 37, 36, 37, 37, 37, 37, 48, 48, 48, 48, 48, 44, 45, 46]. UPeterson et al. . Kulolu cwaningo, isethi yanikezwa amakilasi amane (amabili afundiswa othisha besilisa nababili abafundiswa ngothisha besifazane). Ngaphakathi kwezifundo ngakunye, abafundi babelwa ngezikhathi ezithile ukuthola ithuluzi lokuhlola elijwayelekile noma ithuluzi elifanayo kepha besebenzisa ulimi eyenzelwe ukunciphisa ukunciphisa ubulili. Ucwaningo luthole ukuthi abafundi abasebenzise amathuluzi okuhlola okulwa ne-bias banikeza othisha besifazane kakhulu izikolo eziphakeme kakhulu kunabafundi abasebenzisa amathuluzi ajwayelekile wokuhlola. Ngaphezu kwalokho, kwakungekho umehluko ezilinganisweni zothisha besilisa phakathi kwalawa maqembu amabili. Imiphumela yalolu cwaningo ibalulekile futhi ikhombisa ukuthi ukungenelela kolimi okulula kunganciphisa kanjani ukufukula kobulili ekuhlolweni kwabafundi ukufundisa. Ngakho-ke, kuwumkhuba omuhle ukucubungula ngokucophelela wonke amasethi futhi usebenzise ulimi ukunciphisa ukuqamba ubulili ekuthuthukisweni kwabo [40].
Ukuthola imiphumela ewusizo kunoma yiliphi isethi, kubalulekile ukubheka ngokucophelela inhloso yokuhlola kanye namagama emibuzo kusengaphambili. Yize izinhlolovo eziningi ezisethwe zibonisa ngokusobala isigaba sezinto ezisezingeni lesifundo, okungukuthi "ukuhlolwa kwenkambo", okungukuthi "ukuhlolwa kothisha", ngolunye uhlobo umehluko kungenzeka kungabi sobala, noma kungahle kube nokudideka kwabafundi mayelana nokuthi ungahlola kanjani ngayinye yalezi zindawo ngawodwana. Ngakho-ke, ukwakhiwa kohlu lwemibuzo kumele kufanelekile, kucacisele izingxenye ezimbili ezahlukene zohlu lwemibuzo, futhi wenze abafundi bazi ukuthi yini okufanele ihlolwe endaweni ngayinye. Ngaphezu kwalokho, kunconywa ukuhlolwa komshayeli wendiza ukuthola ukuthi ngabe abafundi bahumusha imibuzo ngendlela ehlosiwe [24]. Ocwaningweni lwe-Oermann et al. . Imiphumela iphakamisa ukuthi izinsimbi zokusetha kufanele zihlolwe ngaphambi kokusetshenziswa, kufaka phakathi umshayeli wokushayela izinsimbi nabafundi okungenzeka ukuthi bangakwazi ukuhumusha izinto ezisethwe yithuluzi lezinsimbi noma imibuzo njengoba ihlotshiswe ngumfundisi.
Izifundo eziningana ziye zahlola ukuthi ngabe imodeli yokubusa ebekiwe ithonya ukubandakanyeka kwabafundi.
UDaumier et al. (2004) [47] Ukuqhathanisa izilinganiso zabafundi zokuqeqeshwa eziqeqeshiwe eziqediwe ekilasini ngezilinganiso eziqoqwe online ngokuqhathanisa inani lezimpendulo nezilinganiso. Ucwaningo lukhombisa ukuthi izinhlolovo eziku-inthanethi zivame ukuba namazinga okuphendula aphansi kunocwaningo lwesigaba. Kodwa-ke, ucwaningo luthole ukuthi ukuhlolwa kwe-inthanethi akuzange kukhiqize amamaki ajwayelekile ahlukene kusuka ekuhlolweni kwendabuko yasekilasini.
Kube nokuntuleka kokukhulumisana kwezindlela ezimbili phakathi kwabafundi nothisha ngesikhathi sokuphothulwa kwe-inthanethi (kodwa kuvame ukuphrintwa) kusetha, okuholela ekuntuleni kwethuba lokucaciswa. Ngakho-ke, okushiwo imibuzo esethiwe, imibono, noma ukuhlolwa kwabafundi kungenzeka kungahlali kusobala [48]. Ezinye izikhungo ziye zabhekana nalolu daba ngokuletha abafundi ndawonye ihora futhi banikeze isikhathi esithile sokuqedela isethi online (49]. Esifundweni sabo, uMalone et al. . Isethi yenziwa njengeqembu eligxile kakhulu: Iqembu elihlanganisiwe liphendula imibuzo evulelekile ngokuvota okungekho emthethweni, mpikiswano, kanye nokucaciswa. Izinga lokuphendula lalingaphezu kwama-70-80%, ukuhlinzeka othisha, abaphathi kanye namakomidi amaKomidi abanzi anemininingwane ebanzi [49].
Njengoba kushiwo ngenhla, eSifundweni se-Uitdehage nase-O'Neill [5], abacwaningi babika ukuthi abafundi ekufundeni kwabo bakalwa othisha abangatholakali. Njengoba kushiwo ngaphambili, le yinkinga ejwayelekile ezifundweni zesikole sezokwelapha, lapho inkambo ngayinye ingafundiswa khona ngamalungu e-Faculty, kepha abafundi bangase bangakukhumbuli abafake inkambo ngayinye noma iliphi ilungu ngalinye lobuze. Ezinye izikhungo ziye zabhekana nalolu daba ngokunikeza isithombe somfundisi ngamunye, igama lakhe, nesihloko / usuku olwethule ukuvuselela izinkumbulo zabafundi futhi zigweme izinkinga ezilulaza ukusebenza kahle kwama [49].
Mhlawumbe inkinga ebaluleke kakhulu ehambisana nesethi ukuthi othisha abakwazi ukuhumusha kahle imiphumela enokulinganiselwa kanye nemiphumela efanelekile. Abanye othisha bangafuna ukwenza ukuqhathanisa kwezibalo kuyo yonke iminyaka, abanye bangase babheke ukukhuphuka / ukwehla kwezikolo ezinokulunga njengezinguquko ezinengqondo, abanye bafuna ukukholwa yonke inhlolovo, kanti abanye banokungabaza noma yini inhlolovo [45,50, 51].
Ukwehluleka ukuhumusha kahle imiphumela noma impendulo yabafundi yenqubo kungathinta izimo zengqondo zothisha ekufundiseni. Imiphumela ye-lutovac et al. (2017) [52] Ukuqeqeshwa kothisha okusekelayo kuyadingeka futhi kuzuzisa ukuhlinzeka ngempendulo kubafundi. Izeluleko zezokwelapha zidinga ukuqeqeshwa ngokuphuthumayo ekuchazeni okuyikho kwemiphumela esethiwe. Ngakho-ke, ubuhlakani besikole sezokwelapha kufanele bathole ukuqeqeshwa kokuthi bangahlola kanjani imiphumela kanye nezindawo ezibalulekile okufanele bagxile kuzo [50, 51].
Ngakho-ke, imiphumela echazwe iphakamisa ukuthi amasethi kufanele aklanywe ngokucophelela, alawulwe, futhi atoredu ukuze aqinisekise ukuthi imiphumela ebekiwe inomthelela omuhle kubo bonke ababambiqhaza abafanele, kufaka phakathi ubuhlakani, abaphathi bezikole zezokwelapha, kanye nabafundi.
Ngenxa yeminye imikhawulo yesethi, kufanele siqhubeke nokulwela ukudala uhlelo lokuhlola oluphelele lokunciphisa ukukhetha ekufundiseni ukusebenza kahle nokusekela ukuthuthukiswa kochwepheshe bezokwelapha.
Ukuqonda okuphelele okuphelele kwekhwalithi yokufundisa yekhono lomtholampilo kungatholwa ngokuqoqa kanye nokunxanela idatha kusuka emithonjeni eminingi, kufaka phakathi abafundi, ozakwabo, abaphathi bohlelo, nokuhlola ubuhlakani [56, 57]. Lezi zingxenye ezilandelayo zichaza amanye amathuluzi / izindlela ezingasetshenziswa ngaphezu kwesethi ephumelelayo ukusiza ukuthuthukisa ukuqonda okufanele nokuphelele kokusebenza kokuqeqeshwa (Umdwebo 4).
Izindlela ezingasetshenziswa ukuthuthukisa imodeli ebanzi yohlelo lokuhlola ukusebenza ngempumelelo kokufundisa esikoleni sezokwelapha.
Iqembu eligxile kulo lichazwa ngokuthi "ingxoxo yeqembu ihlelwe ukuhlola isethi ethile yezinkinga" [58]. Eminyakeni embalwa edlule, izikole zezokwelapha zidale amaqembu okugxila ukuze athole impendulo esezingeni eliphezulu evela kubafundi futhi abhekane nezinye zezingibe zesethi online. Lezi zifundo zibonisa ukuthi amaqembu agxile asebenza kahle ekunikezeni impendulo esezingeni eliphakeme nokwandisa ukwaneliseka kwabafundi [59, 60, 61].
Ocwaningweni nge-brundle et al. [59] Abaphenyi basebenzise inqubo yokuhlola yabafundi evumela abaqondisi bezifundo kanye nabafundi ukuthi baxoxe ngezifundo ezikugxilwe emaqenjini agxile. Imiphumela ikhombisa ukuthi izingxoxo zeqembu ezigxile kufinyelela ekuhlolweni kwe-inthanethi okuku-inthanethi futhi zikhuphule ukwaneliseka kwabafundi ngenqubo yokuhlola isifundo sonke. Abafundi bayakwazisa ithuba lokuxhumana ngqo nabaqondisi bezemfundo futhi bakholelwa ukuthi le nqubo ingasiza ekuthuthukisweni kokufundisa. Babenomuzwa futhi ukuthi bakwazi ukuqonda umbono woMqondisi Wezifundo. Ngaphezu kwabafundi, abaqondisi bezifundo bakala futhi ukuthi amaqembu agxile asiza ukuxhumana okusebenzayo kakhulu kwabafundi [59]. Ngakho-ke, ukusetshenziswa kwamaqembu agxile kunganikeza izikole zezokwelapha ngokuqonda okuphelele kwekhwalithi yenkambo ngayinye kanye nokusebenza kokufundisa kwekhono elifanele. Kodwa-ke, kufanele kuqashelwe ukuthi amaqembu agxile ngokwawo anokulinganiselwa okuthile, okufana nenani elincane labafundi ababamba iqhaza kuwo uma kuqhathaniswa nohlelo lokusetha okuku-inthanethi, olutholakala kubo bonke abafundi. Ngaphezu kwalokho, ukuqhuba amaqembu agxilwe kuzo izifundo ezahlukahlukene kungaba inqubo edla isikhathi sabeluleki kanye nabafundi. Lokhu kubeka umkhawulo ophambili, ikakhulukazi abafundi bezokwelapha abanamasheduli amatasa kakhulu futhi bangase basebenzise ukubeka ezindaweni ezahlukahlukene zendawo. Ngaphezu kwalokho, amaqembu okugxila adinga inani elikhulu labagqugquzeli abanolwazi. Kodwa-ke, okufaka amaqembu okugxila kwinqubo yokuhlola kunganikeza imininingwane eminingi futhi ethize mayelana nokusebenza kokuqeqeshwa [48, 59, 69, 61].
USchiekierka-Schwacke et al. . Izingxoxo zeqembu le-FOFFICE kanye nezingxoxo ngazinye zenziwa nekhono labafundi bezokwelapha. Othisha baye babonga impendulo yomuntu siqu enikezwe yithuluzi lokuhlola, futhi abafundi babike ukuthi loop impendulo, kubandakanya nezinhloso nemiphumela, kufanele yakhelwe ukukhuthaza ukubikwa kwemininingwane yokuhlola. Ngakho-ke, imiphumela yalolu cwaningo isekela ukubaluleka kokuvala i-loop yokuxhumana nabafundi nokwazisa ngemiphumela yokuhlola.
Ukubuyekezwa kontanga kwezinhlelo zokufundisa (PRT) kubaluleke kakhulu futhi kwaqalisiwe emfundweni ephakeme iminyaka eminingi. I-PRT ibandakanya inqubo yokubambisana yokubheka ukufundisa nokunikeza impendulo kumuntu obonayo ukwenza ngcono ukufundisa ngempumelelo [63. Ngaphezu kwalokho, ukuzivocavoca kokuzibonakalisa, izingxoxo ezilandelwayo zokulandela, kanye nesabelo esihlelekile sozakwabo abaqeqeshiwe kungasiza ukuthuthukisa ukusebenza ngempumelelo kwe-PRT kanye nesiko lokufundisa loMnyango [64]. Lezi zinhlelo kubikwa ukuthi zinezinzuzo eziningi ngangokunokwenzeka zisiza othisha bathole impendulo eyakhayo evela kubafundisi bontanga okungenzeka ukuthi babhekane nobunzima obufanayo ngokunikeza iziphakamiso eziwusizo zokwenza ngcono [63]. Ngaphezu kwalokho, lapho kusetshenziswa kahle, ukubuyekezwa kontanga kungathuthukisa okuqukethwe kwenkambo nezindlela zokulethwa, kanye nothisha bezokwelapha ekuthuthukiseni ikhwalithi yokufundisa kwabo [66].
Ucwaningo lwakamuva kaCampbell et al. . Kolunye ucwaningo, uCaygill et al. [68] Wenze isifundo lapho imibuzo eyenziwe ngokukhethekile yathunyelwa kothisha bezempilo e-University of Melbourne ukuze bavumele babelane ngolwazi lwabo lokusebenzisa i-PRT. Imiphumela ikhombisa ukuthi kunentshisekelo ye-pent-up e-PRT phakathi kwabafundisi bezokwelapha nokuthi ifomethi yokubuyekezwa kontanga yokuzithandela futhi efundisayo ibhekwa njengethuba elibalulekile nelibalulekile lentuthuko yochwepheshe.
Kuyaqapheleka ukuthi izinhlelo ze-PRT kumele zenzelwe ngokucophelela ukugwema ukudala ukwahlulela, "imvelo" yokuphatha "evame ukuholela ekukhathazekeni phakathi kwabafundisi abaqaphelekile [69]. Ngakho-ke, inhloso kufanele kube ukuthuthukisa ngokucophelela amapulani we-PRT azophelelisa futhi alungiselele ukudalwa kwendawo ephephile futhi anikeze impendulo eyakhayo. Ngakho-ke, kudingeka ukuqeqeshwa okukhethekile ukuqeqesha ababuyekezi, nezinhlelo ze-PRT kufanele kubandakanya kuphela othisha abanentshisekelo kakhulu nabanolwazi. Lokhu kubaluleke kakhulu uma imininingwane etholakala kwi-PRT isetshenziswa izinqumo zobuchwepheshe ezifana nokuphakanyiswa kwamazinga aphezulu, ukukhuphuka kwamaholo, kanye nokunyuswa kwezikhundla ezibalulekile zokuphatha. Kumele kwaziwe ukuthi i-PRT idla isikhathi futhi, njengamaqembu okugxila, idinga ukubamba iqhaza kwenani elikhulu lamalungu e-Faculcity onolwazi, okwenza le ndlela ibe nzima ukuyisebenzisa ezikoleni zezokwelapha eziphansi.
Newman et al. (2019) [70] Chaza amasu asetshenzisiwe ngaphambi, ngesikhathi nangemva kokuqeqeshwa, ukubonwa okuqokomisa imikhuba emihle kakhulu futhi kukhombe izisombululo zokufunda izinkinga. Abaphenyi bahlinzeka ngeziphakamiso eziyi-12 kubabuyekezi, kufaka phakathi: (1) Khetha amagama akho ngobuhlakani; (2) Vumela obonayo ukuthi anqume ukuqondiswa kwengxoxo; (3) gcina impendulo eyimfihlo futhi ifomethiwe; (4) gcina impendulo eyimfihlo futhi ifomethiwe; Impendulo igxile kumakhono okufundisa kunokuba uthisha ngamunye; (5) Yazi ozakwabo (6) ngokwakho nabanye (7) khumbula ukuthi izabizwana zidlala indima ebalulekile ekuhlinzekeni impendulo, (8) zisebenzise izinqubo zokuthembela Futhi impendulo ekubonileni kontanga, (11) yenza ukubonwa kokufunda ukuwina, (12) Dala uhlelo lokusebenza. Abaphenyi baphinde bahlole umthelela wokuqagela ekubonileni nokuthi inqubo yokufunda, yokubona nokuxoxa ngayo inganikeza amava okufundwayo kuwo womabili amaqembu, okuholela ekubambisaneni isikhathi eside kanye nekhwalithi yezemfundo ethuthukisiwe. Gomaly et al. . enikezwe ngumthombo ohlonishwayo.
Yize ubuhlakani besikole sezokwelapha buthola impendulo nge-PRT, kubalulekile ukuqeqesha ubuhlakani ngokuthi ukuhumusha kanjani impendulo (okufana nesincomo sokuthola ukuqeqeshwa ekuhumusheni okuhleliwe
Isikhathi sePosi: Nov-24-2023