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The application of a whole brain approach to learning activity design in a Bachelor of Commerce degree
Thesis (MPhil)--Stellenbosch University, 2018.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2018
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| _version_ | 1867613900068880384 |
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| access_status_str | Open Access |
| author | Kruger, Catharina Elizabeth |
| author2 | Frick, Beatrice Liezel |
| author_browse | Frick, Beatrice Liezel Kruger, Catharina Elizabeth |
| author_facet | Frick, Beatrice Liezel Kruger, Catharina Elizabeth |
| author_sort | Kruger, Catharina Elizabeth |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MPhil)--Stellenbosch University, 2018. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/103261 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:43:29.289Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2018 |
| publishDateRange | 2018 |
| publishDateSort | 2018 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/103261 The application of a whole brain approach to learning activity design in a Bachelor of Commerce degree Kruger, Catharina Elizabeth Frick, Beatrice Liezel Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. Brain -- Localization of functions -- Education (Higher) -- South Africa Thought and thinking -- Education (Higher) -- South Africa Whole brain learning -- Education (Higher) -- South Africa Educational innovations -- Education (Higher) -- South Africa UCTD Thesis (MPhil)--Stellenbosch University, 2018. ENGLISH SUMMARY: In South Africa, student achievement is paramount in maintaining standards set by institutions for higher education qualifications within higher education. Moreover, student achievement is emphasised. Higher education institutions thus launch initiatives that may positively influence learning and achievement. Students’ potential for achievement could potentially be negatively influenced due to a lack of mental dexterity. A whole-brain teaching and learning approach is one way of developing mental dexterity. Therefore, this study set out to determine how, if at all, the whole-brain teaching and learning approach was applied to the design of learning activities within the main discipline of Business Administration and Management (General) within the Bachelor of Commerce (BCom) degree offered by a private higher education institution (PHEI) in South Africa. Within the interpretivist paradigm, this study provided an insider perspective on the approach to learning-activity design through a case-study methodology, by means of document analysis of selected modules within the Business Administration and Management (General) discipline associated with the Bachelor of Commerce degree, and the interpretation of purposively chosen participants’ interviews and class observations. The data sets included the online learning material of the selected modules, digitally voice-recorded semi-structured interviews, and observations of class lectures, transcribed and interpreted by means of a conceptual framework. The conceptual framework, based on the delineated related literature illuminated the themes that allowed for the categorisation thereof using the Herrmann Whole Brain Teaching and Learning Model and the Herrmann Brain Dominance Instrument as organising tools. The data demonstrated that teaching and learning elements within the online learning material and learning activities, and the theories of learning participants subscribe to, could be linked to the Herrmann Whole Brain Teaching and Learning Model. The results showed progress towards an application of whole-brain teaching and learning; however, these were not conclusive. The small sample size and disciplinary delimitations in this study precludes any claim that the conclusions refer to all learning activities designed for all modules offered at the PHEI. Regarding the broader significance of this case study, there is still a great deal to be done to ensure the application of a whole-brain teaching and learning approach to learning activity design in the Bachelor of Commerce degree. This study therefore only serves as a point of departure in addressing the learning activity design of modules within the Bachelor of Commerce degree providing the PHEI with information that could inform future interventions that aim to address concerns around student achievement. AFRIKAANSE OPSOMMING: Studenteprestasie in Suid-Afrika is uiters belangrik in die handhawing van standaarde daar gestel deur instellings vir hoer onderwys kwalifikasies binne hoer onderwys. Boonop, word student prestasie beklemtoon en dus loods hoer onderwys instansies verskeie inisiatiewe wat positiewe leer en prestasie kan beinvloed. ‘n Gebrek aan verstandelike behendigheid kan moontlik studente se potensiaal vir prestasie negatief beïnvloed. ‘n Heel brein onderrig en leer benadering is een manier om verstandelike behendigheid te bevorder. Vandaar, is hierdie studie uiteengesit om te bepaal hoe, indien enigsins, die heel brein onderrig en leer benadering toegepas is tot die ontwerp van leer aktiwiteite binne die hoof vakgebied van Besigheid Administrasie en Bestuur (Algemeen) van die BCom Besigheidsbestuur-studie program aangebied deur ‘n privaat hoer onderwys instelling. Binne die interpretatiewe paradigma, voorsien hierdie studie 'n binnekringperspektief op die benadering wat gevolg is tot leer aktiwiteit ontwerp. Deur middel van 'n gevallestudie metodologie, word die dokumentasie van geselekteerde vakke binne die Besigheids Administrasie en Bestuur (Algemeen) vakgebied wat verband hou met die BCom Besigheidsbestuur-studie program en die onderhoude van doelgerig-verkose deelnemers aan die studie en klas waarnemings geinterpreteer. Die data stelle het ingesluit die aanlyn leer materiaal van die geselekteerde vakke, digitale stemopnames van die semi gestruktureerde onderhoude en waarnemings van klas lesings, woordeliks getranskribeer en geinterpreteer met die hulp van 'n konseptuele raamwerk. Die konseptuele raamwerk, gebaseer op afgebakende verwante literatuur het die lig gewerp op die temas binne die data stelle. Hierdie temas is met behulp van die Herrmann Whole Brain Model en die Herrmann Brain Dominance Instrument daarna gekategoriseer. Die data het elemente van onderrig en leer gedemonstreer, binne die aanlyn leer material en leer aktiwiteite sowel as gevolg van die teoriee waaraan deelnemers hulleself toeskryf wat met die Whole Brain Teaching and Learning Model geassosieer kon word. Die resultate het vordering getoon teenoor 'n toepassing van die heel brein onderrig en leer benadering, dit was egter nie deurslaggewend nie. As gevolg van die klein steekproef grootte en gedelimiteerde vakgebied in hierdie studie is enige aanspraak wat aanleiding mag gee dat dit na alle leer aktiwiteit ontwerp van alle vakke wat deur die privaat hoer onderwys instelling aangebied word, uitgesluit. Met betrekking tot die breer betekenisvolheid van hierdie gevallestudie, is daar nog heelwat wat gedoen moet word om die toepassing van 'n heel brein onderrig en leer benadering tot leer aktiwiteit ontwerp in die BCom Besigheidsbestuur-studie program te verseker. Hierdie studie dien dus slegs as ‘n vertrekpunt vir die aanspreek van die leer aktiwiteit ontwerp van vakke binne die BCom Besigheidsbestuur-studie program wat aangebied word deur die privaat hoer onderwys instelling en die voorsiening van inligting om sodoende toekomstige ingrypings oor die kommer rondom student prestasie te adresseer. Masters 2018-02-01T14:07:41Z 2018-04-09T06:51:08Z 2021-02-01T03:00:11Z 2018-03 Thesis http://hdl.handle.net/10019.1/103261 en_ZA Stellenbosch University xiv, 165 pages : illustrations, includes annexures application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Brain -- Localization of functions -- Education (Higher) -- South Africa Thought and thinking -- Education (Higher) -- South Africa Whole brain learning -- Education (Higher) -- South Africa Educational innovations -- Education (Higher) -- South Africa UCTD Kruger, Catharina Elizabeth The application of a whole brain approach to learning activity design in a Bachelor of Commerce degree |
| title | The application of a whole brain approach to learning activity design in a Bachelor of Commerce degree |
| title_full | The application of a whole brain approach to learning activity design in a Bachelor of Commerce degree |
| title_fullStr | The application of a whole brain approach to learning activity design in a Bachelor of Commerce degree |
| title_full_unstemmed | The application of a whole brain approach to learning activity design in a Bachelor of Commerce degree |
| title_short | The application of a whole brain approach to learning activity design in a Bachelor of Commerce degree |
| title_sort | application of a whole brain approach to learning activity design in a bachelor of commerce degree |
| topic | Brain -- Localization of functions -- Education (Higher) -- South Africa Thought and thinking -- Education (Higher) -- South Africa Whole brain learning -- Education (Higher) -- South Africa Educational innovations -- Education (Higher) -- South Africa UCTD |
| url | http://hdl.handle.net/10019.1/103261 |
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