International Online Journal of Education and Teaching

EXPLORING SYNCHRONICITY AND FLEXIBILITY: BICHRONOUS LEARNING AS A MODEL FOR INCLUSIVE HIGHER EDUCATION IN SOUTH AFRICA

2025-08-17T23:56:37+03:00

This paper investigates the comparative potential of synchronous, asynchronous, and bichronous learning models in addressing persistent inequalities in South African higher education. Situated within a constructivist theoretical framework, the study explores how bichronous learning, blending real-time engagement with self-paced study, offers a flexible and inclusive pedagogical model capable of supporting diverse learner needs, particularly in contexts characterised by digital divides and infrastructural disparities. Adopting a qualitative desktop review methodology, the study critically synthesises findings from 72 peer-reviewed articles, thematically analysed using the Critical Appraisal Skills Programme (CASP) checklist and Braun and Clarke's six-step framework. The results reveal that while synchronous and asynchronous approaches have individual strengths, bichronous learning provides a more adaptable and resilient strategy for promoting academic success, engagement, and graduate employability. The paper recommends a structured implementation framework for bichronous learning in South African higher education. It highlights avenues for further research into its long-term impact on inclusivity and workforce readiness.

EXPLORING EFFECTIVE TEACHERS TRAITS IN REDUCING BULLYING BEHAVIOURS IN GRADE 10 LEARNERS IN LIMPOPO PROVINCE, SOUTH AFRICA

2025-11-20T21:04:28+03:00

Bullying is a pervasive issue that negatively impacts student well- being, academic performance, and school climate. This study explored the effective teacher traits that contributed to the reduction of bullying behaviours among grade 10 learners at a Limpopo School in South Africa. Through a mixed-methods approach, this research identifies specific traits of teachers that foster a supportive and inclusive environment, thereby mitigating bullying. The study involved surveys and interviews with students and teachers to gather qualitative and quantitative data on their perceptions of teacher influence on bullying behavior. Findings indicated that teachers who demonstrate empathy and actively engage with students create a sense of community that discourages bullying. Furthermore, consistent, and fair assertive disciplinary practices contribute to a decrease in bullying.

EQUAL COMPETENCE, DIVERGENT MEANINGS: REFRAMING COMMUNICATION IN TEAM-BASED LEARNING

2025-11-30T14:07:34+03:00

This study investigates how university students with different learning preferences—team-based versus individual—interpret and enact communication within a collaborative learning environment. Adopting a mixed-methods design, the research integrates quantitative comparison and qualitative content analysis to examine both equivalence and divergence in students’ communicative experiences. Thirty undergraduates participated in a semester-long team-based learning (TBL) course at a research university in Seoul, Korea. Quantitative analysis revealed no significant difference in measured communication competence between the two preference groups, indicating comparable self-perceived skill levels. However, qualitative findings uncovered contrasting patterns of meaning and engagement. Team-preferred learners tended to describe communication as a relational and co-constructive process grounded in empathy, openness, and shared understanding, while individual-preferred learners viewed it as a more instrumental and self-regulated activity emphasizing clarity, control, and efficiency. The results suggest that equal competence does not necessarily imply uniform understanding. Rather, identical experiences can produce divergent interpretations of communication and collaboration. This study offers pedagogical implications for higher education practices that balance relational and autonomous modes of learning.

THE EFFECTS OF STEM APPLICATIONS CONDUCTED WITH MIDDLE SCHOOL STUDENTS ON THEIR ENGINEERING KNOWLEDGE LEVELS AND AN EXAMINATION OF STUDENT OPINIONS REGARDING THE PROCESS

2025-12-06T21:07:06+03:00

The purpose of this study is to investigate the effect of STEM applications on the engineering knowledge levels of 8th grade students and their opinions regarding the application process. The study was planned and conducted using a mixed research design that evaluated both quantitative and qualitative data. A total of 30 volunteers, 15 girls and 15 boys, participated in the study. Six activities focusing on the stages of the engineering design process, covering physics, chemistry, and biology, were implemented over a period of six weeks during scheduled after-school hours. In the study, the “Engineering Knowledge Level Scale” adapted into Turkish by Aydın, Saka, and Guzey (2018) was used as a data collection tool to measure students' engineering knowledge, and a student opinion form was used to examine students' views on the application process. The data obtained were analyzed using the SPSS program and content analysis method. When the scale data were evaluated, a statistically significant difference in favor of the mean of the final test scores was found. According to the results obtained from qualitative findings, it was determined that students struggled most with the steps of construct a prototibe, develop possible solutions, and redesigning in the engineering design process, while they performed better in the steps of investigating and identifying needs/problems. Generally, it has been determined that STEM activity applications contribute to the engineering knowledge level of 8th grade middle school students and reveal their strengths and weaknesses in the engineering design process steps.
Key words: STEM activities, engineering design process, 8th grade middle school

THE EFFECT OF CONCERT EXPERIENCE ON PRE-SCHOOL TEACHER CANDIDATES' SELF-EFFICACY BELIEFS IN MUSIC EDUCATION

2025-12-17T15:19:04+03:00

The purpose of this study is to examine the effect of concert experience on the music self-efficacy beliefs of pre-service preschool teachers. The research was conducted within the framework of an experimental design, a quantitative research method. The study group consisted of a total of 207 pre-service preschool teachers who were enrolled in the “Music Education in Early Childhood” course during the 2024–2025 academic year at Balıkesir University, Gazi University, Atatürk University (Erzurum), Yozgat Bozok University, and Tokat Gaziosmanpaşa University. The experimental group consisted of pre-service teachers who had attended a concert, while the control group comprised those who had not. Data were collected using the Music Education Self-Efficacy Belief Scale for Pre-Service Preschool Teachers developed by Yıldız (2017). One-way ANOVA and independent samples t-tests were employed for data analysis. The findings revealed that the music self-efficacy beliefs of pre-service preschool teachers differed significantly according to the universities they attended. Additionally, it was found that the music self-efficacy beliefs of pre-service teachers who had participated in a concert were statistically significantly higher than those of their peers who had not participated in a concert. The results indicate that concert experience strengthens pre-service teachers’ self-efficacy beliefs in the field of music. Accordingly, it is recommended that music education courses in undergraduate preschool teacher education programs be structured with a greater emphasis on practical experience and that experiential learning opportunities, such as concerts, be increased.