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Action research on implementing Whole Brain® hybrid learning in private higher education
Dissertation (MEd (Humanities Education))--University of Pretoria, 2023.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2024
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| _version_ | 1867613562767147008 |
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| access_status_str | Open Access |
| author2 | Du Toit, Pieter |
| author_browse | Du Toit, Pieter |
| author_facet | Du Toit, Pieter |
| collection | Thesis |
| dc_rights_str_mv | © 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd (Humanities Education))--University of Pretoria, 2023. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/94326 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:07.678Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/94326 Action research on implementing Whole Brain® hybrid learning in private higher education Du Toit, Pieter elrien.swanepoel@gmail.com Swanepoel, Elrien UCTD Action research Constructivism Novice academic Private higher education practice Lecturer professional identity development Whole Brain® hybrid learning Sustainable development goals (SDGs) Education theses SDG-04 SDG-04: Quality education Education theses SDG-03 SDG-03: Good health and well-being Education theses SDG-10 SDG-10: Reduced inequalities Dissertation (MEd (Humanities Education))--University of Pretoria, 2023. With this action research study, I aimed to monitor the development of my professional identity as early-career academic. The study focused on implementing Whole Brain® hybrid modes of learning in the Life Skills module I offered during the COVID-19 pandemic. Constructivism provided the theoretical framing for the Whole Brain® hybrid learning opportunities. A four-cycle action research process was followed. At the commencement of the study, I completed the Herrmann Brain Dominance Instrument® (HBDI®). This instrument identifies one's preference for modes of thinking. My preferred modes of thinking enriched my teaching practice and informed the way I reflected on myself and my practice. I came to realise that I needed to accommodate the thinking preferences of my students, irrespective of my own, when facilitating and assessing learning. Using Whole Brain® hybrid learning principles is a novel idea that was studied for the first time in my specific context. Qualitative data was collected by means of student feedback questionnaires, observation of practice, keeping a reflective journal and collecting photo evidence. Data was collected during and after four hybrid learning opportunities. The meaning I constructed during the implementation of Whole Brain® hybrid learning is an outcome of the study. The rationale for using an action research design to monitor the development of my professional lecturer identity is double-layered: it offered me the opportunity to reflect on self and practice in a scholarly fashion. It served as an exemplar of Whole Brain® reflexive practice that can be shared with the wider scholarly community. Humanities Education MEd (Humanities Education) Restricted Faculty of Education SDG-04: Quality Education 2024-02-06T10:01:13Z 2024-02-06T10:01:13Z 2024-04 2023-11-17 Dissertation * A2024 http://hdl.handle.net/2263/94326 10.25403/UPresearchdata.25108352 en © 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Action research Constructivism Novice academic Private higher education practice Lecturer professional identity development Whole Brain® hybrid learning Sustainable development goals (SDGs) Education theses SDG-04 SDG-04: Quality education Education theses SDG-03 SDG-03: Good health and well-being Education theses SDG-10 SDG-10: Reduced inequalities Action research on implementing Whole Brain® hybrid learning in private higher education |
| title | Action research on implementing Whole Brain® hybrid learning in private higher education |
| title_full | Action research on implementing Whole Brain® hybrid learning in private higher education |
| title_fullStr | Action research on implementing Whole Brain® hybrid learning in private higher education |
| title_full_unstemmed | Action research on implementing Whole Brain® hybrid learning in private higher education |
| title_short | Action research on implementing Whole Brain® hybrid learning in private higher education |
| title_sort | action research on implementing whole brain r hybrid learning in private higher education |
| topic | UCTD Action research Constructivism Novice academic Private higher education practice Lecturer professional identity development Whole Brain® hybrid learning Sustainable development goals (SDGs) Education theses SDG-04 SDG-04: Quality education Education theses SDG-03 SDG-03: Good health and well-being Education theses SDG-10 SDG-10: Reduced inequalities |
| url | http://hdl.handle.net/2263/94326 |